Double+Entry+Journal


 * Summary**

//Double Entry Diaries// (Lenski et. al, 2011: 240-241) are a two column literacy strategy that is designed to facilitate student understanding of text when marking the text is not an option. //Double Entry Diaries// are a two column note taking scheme that allows students to react to text my relating it to their own thoughts, experiences, or prior knowledge. This strategy is useful in any discipline, but has proven particularly effective in the sciences. It has obvious connections to any discipline that emphasizes school issued text books. In one column students write direct quotes or summaries of the text including page numbers. And in the other column students react and record their responses. The //Double Entry Diary// is a tool that can be used by students to question, clarify, determine importance, making inferences, and recording other thoughts.


 * Directions**


 * 1) **Introduce** the two column //Double Entry Diary// strategy to your students and remind them that effective reading requires students to reflect on the text as they read.
 * 2) Distribute the //Double Entry Diary// handout or have students make their own by drawing a line down the middle of a piece of notebook paper. Title the left column "Direct Quote and Page Number" and title the other column "Response."
 * 3) Model the strategy and have students follow along by placing an important quote in the left column and their reaction or response in the other. Explain that they should make connections to the text in their response.
 * 4) At first it might be helpful to emphasize one comprehension skill at a time (questioning, clarifying ideas, importance, making inferences, etc.)
 * 5) Instruct students to utilize this skill whenever they study or are engaged in a difficult piece of text.


 * Example**

The example below uses Howard Zinn's //A People's History of the United States.// In this example the student reflects on two quotes from chapter one. The first quote causes the student to consider his or her own response to a mysterious ship that appears off the coast of their village. In the second quote the student considers the Indians undoing: the display of gold jewelry, which to Columbus reflected the potential of fame, wealth, and above all glory.