ENGLISH A: BASIC COMPOSITION AND READING
Sample Assignments Fall 2007
Amy Hundley

Reading Response Journals | Reading Response Journal Guidelines | Essay Topics | Grading Rubrics 
 

Reading Response Journal Entries in Order

ESO Focus:
B. Make the appropriate connection between reading, critical thinking, and writing
 

                   Reading Response Journal Grading Rubric

Reading Response Journal Guidelines:

A reading journal is an informal piece of writing in which you explore your own experiences, ideas, and feelings
related to and stimulated by the selection you have read. They will be used as the basis for class discussions. Each
HANDWRITTEN entry will consist of three parts: response/reaction, questions for discussion, and quotation interpretation.
Journal entries will be date-stamped, collected periodically, and graded for being complete, on time, and showing
evidence of your engagement with the text.  There are no “wrong” entries, merely incomplete, late, and/or off-topic ones. 
Spelling, grammar, etc. will not be graded. Reading journal entries must be completed in a lined hardcover,
wide-ruled, 100 sheet composition book. You can and should use the both sides of the paper. You should
fill at least one page (one side) each time.

Heading

Enter the date, title/chapter #, author and pg. # for the reading selection to which you are responding. For reading
journal entries from your California Dreams and Realities text (referred to as CDAR), look at the of biographical notes and
background information that appears at the beginning of each selection and record one or two interesting facts about the author
and the background of the selection.

Part 1: Response/Reaction

Although it is important to keep track of what events took place, what ideas were discussed, and what characters were
mentioned in the reading selection, your reading journals should not just summarize the information or sound like you are
answering a series of questions. The purpose of a reading journal is to enter into a conversation with the text, the author, and
yourself. Comment on what puzzles you, what attracts you about the reading, and indicate reasons for your response.

You can write about anything that you find meaningful, but the following questions may help you to begin thinking:

• What causes your strongest feelings in this reading selection?

• What events seem strange or interesting?

• What reactions do you have to a particular character?

• What actions on the part of a particular character seem hard to explain?

• What personal experiences have you had that were similar to those in the reading selection?

• What issues or ideas did the reading selection explore? How do you feel about them?

• Comment on or discuss the author’s style, word choice, etc.

• Comment on the author’s purpose for writing this piece.

Part 2:  Question from text or titles (in novels)

For reading journal entries from your California Dreams and Realities text (referred to as CDAR) answer
ONE of  the “Understanding the Text” question(s) at the end of the selections. For Funny in Farsi and
When the Emperor Was Divine, comment on the significance of the chapter titles. For Of Mice and Men, think of a title
of your own for each chapter and explain why you chose it.
 

Part 3: Quotations for Interpretation

Set up a double-entry (or dialectical) “T” chart. On the left side, record two or more quotations that you find interesting or
consider important. Include the page number. On the right side, respond, react, reflect, analyze, etc.

Reading Response Journal (Amy Hundley's Model)

Journal #1

15 Aug. 2007

“Of Cholos and Surfers” by Jack Lopez (CDAR pgs. 11-16)

Born in East L..A., shows divide between the white Anglo West side of L.A. (near the ocean) and the Hispanic
East side, fiction writer and essayist, professor at CSUN, tension between culture and assimilation

Part 1

I was struck right away by the engaging style of this narrative. Lopez describes events from his
childhood/early adolescence when hefelt stuck between surfer cool and cholo  tough in Los Angeles.
I thought it was funny how one didn’t have to actually surf to cultivate the surfer lifestyle. Since I grew
up in Southern California also, I could relate to the perceived “coolness” of the surfer attitude; I knew both boys
and girls who surfed or at least looked like they did.  None of them were Mexican-American, however. 
That brings in an interesting idea underlyingthis reading and that is how California offers the possibility of reinventing
oneself. No matter what one’s cultural and geographical background is, I think anyone could appreciate the teenage
desire to be part of the “in” crowd while still trying to live the values and expectations of one’s family. 

Part 2

Understanding the Text #5

Lopez gains a greater acceptance across mainstream California culture by being a surfer. He loses his
traditional ethnic identity, but believes he “got the best of both worlds” (Lopez 16).

Part 3
                                                                                       

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Essay Topics:

Essay #1: My California Dream and Reality (MINIMUM, 2-3 pages, 500-750 words, and Works Cited)

In a narrative essay using illustrations and examples, write about your experiences living in California. If you have lived
in other countries or states, or even other parts of California, you may wish to examine similarities and differences. Be
sure to cite from at least one of the assigned readings so far.

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Essay #2: Images of California—Then and Now (MINIMUM, 4-5 pages, 1,000-1,250 words, and Works Cited)

On pg. 78 of CDAR, topics #4 and #9 focus on ways in which California is portrayed and how those portrayals may
be realistic, romanticized, or distorted. Using the Internet (try Google images) or other resources, locate art /advertisements/photographs
depicting California in the past (Gold Rush to early 20th century). Then look for current examples of California portrayal which can include
television and movies. You must include copies of images with your essay. Use comparison/contrast to analyze the “dreams” and “realities” of
California then and now.

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Essay #3 : I-Search--Research Using Cause and Effect (MINIMUM 6-8 pages 1,500-2,000 words, using MLA format,
in-text citation, and Works Cited)

Research a historical or current topic concerning immigration and/or cultural interaction in California. Your topic may be of regional
(Central Valley/Northern California) or of statewide significance. Look at the causes (reasons) and effects (results) of this topic.
You must clear your topic with your professor. This essay will be a five sources minimum; you may have only one Internet/website,
two-three database sources, and the remaining two –three must be non-electronic/digital. NO WIKIPEDIA
(If you are stuck see CDAR pgs. 172-173 # 1, 3, 6, 7, 8, 11 for starting topics).

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 Essay #4:  Mini-Research Project Cause and Effect
A Sense of Displacement--Japanese Internment in WW II (goes along with the novel When the Emperor
Was Divine)


1. When and why did Japan attack Pearl Harbor? What happened to Japanese-Americans living on the
West Coast after Japan’s attack on Pearl Harbor?
2. Executive Order 9066—What was it? When was it signed? Who ordered it? Who was affected by it?
Who was General Dewitt? What was his connection to Japanese Internment?
3. How many Japanese-Americans were evacuated? What happened to their homes, jobs, and possessions?
4. What was an assembly center? relocation camp? internment camp? How are these terms connected?
( try to find out how the Merced Fairgrounds was connected to this) How are they different? Where were these camps located?
How many were there? How many Japanese-Americans were in the camps?
5. What were the living conditions at the camp? Describe the barracks, food, security, etc. Try to find quotes from people who were there.
6. What was the Loyalty Oath? Find out about the 442nd Combat Regiment—Who were they? Why are they important?
What is their connection to Japanese-Internment? (Nisei)
7. What legal issues arose from the Japanese-Internment experience? Try Hirabayashi v. United States (1943),
Korematsu v. United States (1944), and/or Ex parte Endo, or Ex parte Mitsuye Endo, (1944) Then find out about,
President Gerald R. Ford signing “Proclamation 4417, Confirming the Termination of the Executive Order Authorizing
Japanese-American Internment During World War II” Feb. 19, 1976 and the Civil Liberties Act of 1988 and
 “Restitution for the Wartime Internment of Japanese-American Civilians” signed by President Ronald Reagan.


PROJECT/PRESENTATION: As a group, you will create a PowerPoint presentation, a poster, or another visual aid to
teach your classmates about your specific aspect of the Japanese Internment experience.

Additionally, you must produce a minimum of 250-500 words, 1-2 pages, MLA typed and formatted page of written material that
answers your question. You must also include a Works Cited page listing the two or more sources you used. One source can be the
one you already accessed from the Manzanar National Historic Site at www.nps.gov/manz/Expanded.htm. Absences will affect
your individual grade as well as the overall success of your group.

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Essay #5: Promise, Paradox, and the California Dream (MINIMUM 4-5 pages, 1,000-1,250 words, using MLA
format, in-text citation, and Works Cited)

We began the semester by looking at the following reading that discussed the promise and the paradox of the California dream:
“California: A Place, a People, a Dream” by James J. Rawls (CDAR 22-30) Throughout the semester, we have looked at a variety
 of readings, both fiction and non-fiction that have further explored those concepts. Using all three of the assigned full-length books and at least three
(only one may repeat from Essays #1 and/or #2) of the CDAR assigned readings, comment, respond, and/or debate the statement:
“Promise and paradox are at the center of the California Dream. In spite of the withering analyses of the past, the promises of
California remain undiminished [. . .]” (Rawls 29). You must support your arguments with sufficient examples and demonstrate a
comprehensive knowledge of the key ideas from the semester. Six sources minimum.

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Grading Rubrics:

    ESO Grading Rubric for Essay #1: Narration—My California Dream and Reality

                                          Each outcome on the rubric is worth up to 15 pts. of the 75 possible for your revised draft.

        Revised Draft = 75 pts.                                                                                      Meets/Exceeds Outcome = 13-15 pts.
        Rough Draft/Draft Conference = 15 pts                                                            Approaches Outcome = 10-12 pts.
        Prewriting/Planning = 10 pts                                                                               Fails Outcome = 9-0 pts.
        Total= 100 pts.
   

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    ESO Grading Rubric for Essay #2: Comparison/Contrast—Images of California—Then and Now

 

                                                Each outcome on the rubric is worth up to 15 pts. of the 75 possible for your revised draft.

        Revised Draft = 75 pts.                                                                                      Meets/Exceeds Outcome = 13-15 pts.
        Rough Draft/Draft Conference = 15 pts                                                            Approaches Outcome = 10-12 pts.
        Prewriting/Planning = 10 pts                                                                               Fails Outcome = 9-0 pts.
        Total= 100 pts.
   
 

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     ESO Grading Rubric for Essay #3: Cause and Effect I-Search (Research Paper)
 

 
                                                Each outcome on the rubric is worth up to 21 pts. of the 130 possible for your revised draft.

    Revised Draft/ (including Works Cited) = 130 pts.                                                 Meets/Exceeds Outcome= 19-21 pts.
    Draft Conference Review= 15 pts.                                                                          Approaches Outcome= 15-18 pts.
    Rough Draft (including Works Cited )= 25 pts.                                                       Fails Outcome= 14-0 pts.
    I-Search Format Outline= 15 pts.
    Notes/Sources= 15 pts.
    Total= 200 pts. 

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    ESO Grading Rubric for ESSAY #4: A Sense of Displacement--Japanese Internment
    in WW II Mini-Research Project—Cause and Effect
 

                                                                       Each outcome on the rubric is worth up to 7 pts. of the 35 possible for your essay.

  Essay (including Works Cited) = 35 pts.                                          Meets/Exceeds Outcome  = 6-7 pts.
  Notes/Sources= 15 pts.                                                                     Approaches Outcome = 4-5 pts.
  Total= 50 pts.                                                                                     Fails Outcome = 0-3 pts.                                                                                                           
  50 pts. for Research and Written material (includes class participation in library)
  50 pts. for Visual and Group Presentation
  100 pts. total


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    ESO Grading Rubric for Essay #5: Argument—Promise, Paradox, and the California Dream