INTELLECTUAL JOURNALS

An intellectual journal should be a place for you not only to take notes on all that you read and hear, but you should also incorporate your comments and questions and begin to link readings and ideas. This should be a place for you to take notes, but also for me to hear your voice. You should comment on the materials rather than merely cataloguing them.


Before you read the primary sources/documents, read the introduction to the chapter, the introduction to the document, and the study questions at the end of the document. Don't forget to look at any study questions on the syllabus too for further clarification.

Below is a basic sample of what should be included in journals entries:

Primary documents:  "ACLAIM" (yes I know it is spelled "acclaim", but it doesn't fit my mnemonic)
 

Author(s)
 Not only the name of the author(s), but also the biographical information about him or her that will allow an understanding of biases (gender, age, religion, profession, political affiliation, etc.).
Context What are the historical circumstances in which the author is writing?  What has s/he been experiencing and seeing during or preceding the time of writing?  Here is where your knowledge of the textbook and lectures will help.  Note the year of publication, location, etc.
Language
 How would you characterize the author(s) use of words?  Is it: angry, vindictive, loving, inspiring, boring/academic, colloquial, accessible, etc.?  This should help us gauge intent, but also figure out to whom the document is written.  A dry, boring text is generally not meant for the semi-literate lower classes in the 19th century.  If the prose is educated, so too must be the author and audience.
Audience
 To whom is the document directed? This will tell you a great deal about the author's intentions and possible biases.
Intent
 What was the author trying to do? Was s/he attempting to change minds, overthrow a government, vent to a friend in a letter…? Knowing this will also help the reader to understand the full meaning of the text better.
Message
Finally, what is actually written? This is what is commonly known as “the facts.” End each document with a brief paragraph that places the particular document in relation to others that you have read.  Don't forget to discuss the larger meaning (i.e. What does it tell us about the time and place under consideration).  You must be able to place the primary document in historical context and connect it to other readings, course themes, or events we have discussed in class. This may mean that you add to or revise your original entry. Always be thinking about cause and effect relationships, which beg the most important of all questions: WHY?

For each section you should give the rationale for your findings. For example, if you state that a selection was written for the commoners then you need to tell us why. This goes for each and every assertion you make. We need to see the evidence and reasoning, not just the assertions.

 

 It may be helpful for you to collect all your class notes in the journal, too. One, but certainly not the only, effective way of note taking is to draw a vertical line about 1-2” in from the left margin. To the right of the line you write “the facts” from the lecture. To the left you can write questions, observations, link ideas, etc. In other words, to the left of the line you organize the notes and ENGAGE in an ongoing dialogue with me, the readings, and, most importantly, yourself.