Below are 10 selected Day-book entries. Each entry has a short reflection detailing context and importance.
1. This entry was the first assignment of the semester where we read MLK’s Letter from Birmingham Jail. The Daybook entry is the responses from the post-reading questions. This assignment set the tone of the semester to be one of reading and text questions. This was not the case. We only had a small handful of text related assignments. This entry stood out to me as a simple demonstration of effort and in-text responses.
2. The advertisement analysis was one of the only homework assignments that didn’t require reading. It was comprised of analyzing an ad you found online and then interpreting it in the context of logos, ethos and pathos. This is a necessary lens to view the world as we can see where we are being herded by ads and commercial signage. This brand of analysis is one I particularly liked, especially uncovering uses of argument.
3. The chapter 5 assignment was the grueling headache of the textbook. While this assignment was time-consuming and difficult, it did help solidify types of logic and their uses. This allows a student to be able to apply these forms of logic to their own works or readings. Particularly defining syllogisms was a practical example of logical discovery.
4. This entry was all about defining types of logical fallacies and this is useful as a lifelong skill. As I want to be an attorney, it is necessary for me to avoid using these types of fallacies while also being able to identify them and exploit their faults. The average student can also use this lesson to identify logically misleading ads, arguments or political campaigns.
5. This entry was a note-taking page where I wrote notes about the impending Rhetorical Analysis essay. These notes were crucial to navigating through the assignment. Additionally this entry represents a lesser emphasized use of the daybook: a place to write class notes. I wrote how to find articles, format the assignment, keys of research and caveats of sources.
6. Chapter 7 assignment was generally just a text assignment. It had lesser uses toward an actual end product but did allow practice exploring lines of inquiry. For example, 7.1 asked to list broad controversial issues. In 7.2 we expounded on a particular issue as we narrowed focus and began to develop a line of inquiry. 7.3/7.4 were about creating ‘maps’ to wander our mind and try to hone in on a particular line of inquiry which we could research.
7. This entry was an in-class assignment where we mapped and explored our actual lines of inquiry with peers. Individually brainstorming possible lines of inquiry coupled with listing questions that tangentially related to our inquiries. Then we swapped with peers and with another’s line of inquiry we listed suggestions and asked our own questions, hoping to improve their inquiries.
8. This entry was the most basic daybook style entry. Simply answering questions in an informal format about the lines of inquiry. At this point in the semester each student had their line of inquiry solidified and this was an exercise in intellectual exploration. For some it probably helped spur ideas for research or writing, however I had already decided what I wanted to research and how I would do so.
9. One of the last entries into the daybook was a note taking page on the documentary Missrepresentation. This page was used to compile notes, jot thoughts and questions for later discussion. We could not watch the video and discuss the same day so it was imperative to take notes so the ideas would be fresh the next class period.
10. This entry was starting point for my Roundtable Essay. I wrote my first two paragraphs (they were somewhat edited in the actual essay) here and this served as a great starting point where I could begin writing. This entry was mostly just a usage of space to help organize and spur later writings. I also tore up my original entry and replaced it with this one.