Reflection: Grappling with Complexity Romanticism Redefined with Irving & Metacognitive Reading Logs - Section 4: Application



As I've already mentioned, I simply adore reading logs.  The rubric seemed to make the requirements really clear to students, so I have hope that I will see that understanding translated into action with these logs.  These handy logs have a variety of features built in to help readers be successful with later reading and writing tasks, including:

  • Use of quotations with page numbers as specific evidence to back up assertions or ground student-generated questions in text.  This will be especially helpful for our upcoming research paper, as students will need to be vigilant about marking quotations as direct quotes and including appropriate page numbers.
  • Inclusion of citation information in the header.  Again, this will be wonderful practice for the research paper!  The more comfortable students can get with citing material of different types, the better off they will be for the research paper, in any classes, and in their college years.  The link provided to the Online Writing Lab at Purdue is also an invaluable one, as I use it myself all the time!  Even creating students that will have a list of resources in their minds of how they can find the information they need is preferable to students who feel immobilized by tasks in which they are not sure how to proceed.
  • Comments that are specifically in response to something textual.  Sometimes students struggle with things like conclusions and inferences because they cannot connect WHY they feel the way they do about something, but getting in this routine with the reading logs can help them gain practice in a real application (instead of just giving them mindless worksheets).
  • Exposure to varied reading and vocabulary skills.  The more they see theses skills, the more likely they will be to apply them to situations that best suit those particular skills.


This activity is a ton of fun to model with students, and I think it's really necessary to at least start it with them to make sure they catch all the specific pieces and develop a strategy for noting their thoughts.  Most students end up really enjoying this activity, but I would definitely recommend being prepared for a bit of whining during the next class period.  If your students are anything like mine, they will not be used to this kind of thoughtful reading.  However, it is one of the most authentic learning tasks I feel that I could assign during reading, and the process and subsequent discussion is really important to increasing their capacity for critical reading.

  Incorporating Scholarly Habits into Metacognitive Reading Logs
  Grappling with Complexity: Incorporating Scholarly Habits into Metacognitive Reading Logs
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Romanticism Redefined with Irving & Metacognitive Reading Logs

Unit 3: Romanticism & Transcendentalism
Lesson 1 of 8

Objective: SWBAT apply critical reading skills to The Devil and Tom Walker through a metacognitive reading log after developing a clearer understanding of Romanticism and Transcendentalism using a graphic organizer.

Big Idea: Ever wonder WHAT your students are THINKING when they read? Use Reading Apprenticeship and a metacognitive reading log to find out!

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romantic vs transcendental
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