Reading Journal — Part 1 (pp. 1-111) — Entry type:____________

Passage (include pg #)

Response

[Type the passage(s)]

[Choose a passage that genuinely piques your interest]

[Include page number(s)]

[Don’t retype the whole book, but do type the entire passage that is the basis for your response]

[Type your response here]

[Say something original!]

[It’s OK if you don’t figure it all out]

[Show your mind working through a complex idea]

[Informal writing is OK — this is a Journal, not a formal essay]

[Delete the words in brackets before you submit to turnitin]

Word count:

Reading Journal — Part 2 (pp. 115-179) — Entry type:____________

Passage (include pg #)

Response

[Type the passage(s)]

[Choose a passage that genuinely piques your interest]

[Include page number(s)]

[Don’t retype the whole book, but do type the entire passage that is the basis for your response]

[Type your response here]

[Say something original!]

[It’s OK if you don’t figure it all out]

[Show your mind working through a complex idea]

[Informal writing is OK — this is a Journal, not a formal essay]

[Delete the words in brackets before you submit to turnitin]

Word count:

Reading Journal — Part 3 (pp. 183-288) — Entry type:____________

Passage (include pg #)

Response

[Type the passage(s)]

[Choose a passage that genuinely piques your interest]

[Include page number(s)]

[Don’t retype the whole book, but do type the entire passage that is the basis for your response]

[Type your response here]

[Say something original!]

[It’s OK if you don’t figure it all out]

[Show your mind working through a complex idea]

[Informal writing is OK — this is a Journal, not a formal essay]

[Delete the words in brackets before you submit to turnitin]

Word count:

Text: Born a Crime (2016)

Author: Trevor Noah

Genre: Memoir

Assignment: Compose three or more Reading Journal entries responding to passages you select from throughout the book. The purpose of the assignment is to provide a structure for you to delve deeper into Trevor Noah’s ideas and construct several original responses. We will use these responses to launch class discussions and at least one in-class writing assignment.

Your Reading Journal responses will also help your teacher plan lessons that meet the needs of your entire class.

Due 11:59 p.m. Aug. 26, 2022

Submit your work to turnitin.com. Your teacher will provide an enrollment code once school begins.

Annotations are recommended but not required.

Students will need to purchase a hard copy of Born a Crime on their own.

ANALYSIS entry/entries

Does not meet

(C or lower)

♦️ Literary or rhetorical choice(s) not clearly identified

♦️ Insufficient analysis of how choice(s) contribute to overall purpose

♦️ Response is too general/ vague

♦️ Passage not clearly indicated

Commentary meets expectations (B)

· Identifies at least one significant literary or rhetorical choice Noah makes in the passage(s)

· Theorizes about why Noah made that choice and analyzes how that choice might contribute to Noah’s overall purpose

· Focuses on the importance of specific words and details from the passage (or passages, if analyzing a pattern across multiple passages) selected from BAC

· Indicates page number of passage(s)

Exceeds (A)

Writing also examines complexities/nuances, shows evidence of consistently vivid and persuasive writing style, or is exceptional in its originality

SYNTHESIS entry/entries

Does not meet

(C or lower)

♦️ Conflict/tension between ideas not clearly identified

♦️ Does not examine multiple perspectives

♦️ Commentary lacks specific detail from experience, reading, or outside source

♦️ Missing citation (if research option chosen)

♦️ Passage not clearly indicated

Commentary meets expectations (B)

· Identifies and describes a conflict or tension between ideas in the passage

· Examines thinking/reasoning behind at least two different perspectives on the issue/idea/question/claim

· Develops commentary on at least two perspectives using specific details from personal experience, prior knowledge/reading, and/or an outside source

· Cites outside source and comments on the source’s credibility (if you choose to do a bit of research and integrate an outside source)

· Indicates page number of passage selected from Born a Crime

Exceeds (A)

Writing also examines complexities/nuances, shows evidence of consistently vivid and persuasive writing style, or is exceptional in its originality

SUBMITTING YOUR JOURNAL

Late deadline/deduction determined by teacher

· Submit your Journal entries in a single Google Doc to turnitin.com by 11:59 p.m. on Sept. 10, 2020

· At least one entry of each type (ANALYSIS & SYNTHESIS)

· At least one entry anchored in each of the 3 parts of the book

· A total of approximately 1000 words for all entries

Reading Journal — Chapter VII of The Narrative of the Life of Frederick Douglass

Entry type: Analysis

Passage (p.25-26)

Response (340 words)

The idea as to how I might learn to write was suggested to me by being in Durgin and Bailey’s ship-yard, and frequently seeing the ship carpenters, after hewing, and getting a piece of timber ready for use, write on the timber the name of that part of the ship for which it was intended. When a piece of timber was intended for the larboard side, it would be marked thus - “L.” When a piece was for the starboard side, it would be marked thus - “S.” A piece for the larboard side forward, would be marked thus - “L.F.” When a piece was for starboard side forward, it would be marked thus - “S.F.” For larboard aft, it would be marked thus - “L.A.” For starboard aft, it would be marked thus - “S.A.” I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I immediately commenced copying them, and in a short time was able to make the four letters named. After that, when I met with any boy who I knew could write, I would tell him I could write as well as he. The next word would be, “I don’t believe you. Let me see you try it.” I would then make the letters which I had been so fortunate as to learn, and ask him to beat that. In this way I got a good many lessons in writing, which it is quite possible I should never have gotten in any other way. During this time, my copy-book was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk. With these, I learned mainly how to write. I then commenced and continued copying the Italics in Webster’s Spelling Book, until I could make them all without looking on the book. By this time, my little Master Thomas had gone to school, and learned how to write, and had written over a number of copy-books. These had been brought home, and shown to some of our near neighbors, and then laid aside. My mistress used to go to class meeting at the Wilk Street meeting-house every Monday afternoon, and leave me to take care of the house. When left thus, I used to spend the time in writing in the spaces left in Master Thomas’s copy-book, copying what he had written. I continued to do this until I could write a hand very similar to that of Master Thomas. Thus after a long, tedious effort for years, I finally succeeded in learning how to write.

Frederick Douglass uses figurative language and diction that emphasizes his resourcefulness and tenacity in order to narrate the way he taught himself to write with no knowing help from others. He wants his readers to believe that learning to write is worth sacrificing time, energy, and safety to achieve. Douglass begins this passage by describing how he learned his first four letters. He describes the experience as if he collected these letters from the labeled pieces of timber he came across while he worked. This description implies that no one would assume that a laborer would make an effort to read, so they dangled the letters in front of him as if they expected him to be satisfied with the job he had. Douglass’s cleverness continues to be illustrated in the way he taunted young boys to unknowingly teach him to read by bragging that he knew how to write, demonstrating what he knew, and then asking them to “beat that.” Learning to read was so important to him that he was willing to trick others into “a good many lessons in writing, which it is quite possible I should never have gotten in any other way.” Douglass goes on to use figurative language to emphasize the modesty of his learning materials and his resourcefulness as his “copy-book was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk.” He believed so strongly in the importance of writing that he was willing to learn by any means necessary. He exemplifies this further when he notes that his next steps in learning to read was by collecting the discarded copy-books “little Master Thomas [...] brought home.” Douglass’s diction at the end of the passage further emphasizes his tenacity to learn as he describes how he finally achieved his goals “after a long, tedious effort for years.” Through his figurative language and diction, Douglass is able to characterize himself as a voracious learner who is willing to sacrifice much to defy the expectations society had of him.

Reading Journal — Chapter VII of The Narrative of the Life of Frederick Douglass

Entry type: Synthesis

Passage (23-24)

Response (438 words)

I was now about twelve years old, and the thought of being a slave for life began to bear heavily upon my heart. Just about this time, I got hold of a book entitled "The Columbian Orator." Every opportunity I got, I used to read this book. Among much of other interesting matter, I found in it a dialogue between a master and his slave. The slave was represented as having run away from his master three times. The dialogue represented the conversation which took place between them, when the slave was retaken the third time. In this dialogue, the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave. The slave was made to say some very smart as well as impressive things in reply to his master--things which had the desired though unexpected effect; for the conversation resulted in the voluntary emancipation of the slave on the part of the master.

In the same book, I met with one of Sheridan's mighty speeches on and on behalf of Catholic emancipation. These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slave holder. What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights. The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved. The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! That very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish.

Towards the end of this passage, Douglass remembers “the very discontentment which Master Hugh had predicted would follow my learning to read had finally come, to torment and sting my soul to unutterable anguish” (24). The idea that reading is seen as a source of agony is intriguing to say the least. But that’s what good reading should do, right? It should challenge us, infuriate us, enlighten us, or inspire us to make a change.

I know there are a lot of people that like to read just for pleasure--I am definitely one of them. We are inundated with stressors all day long and, sometimes, the most relaxing thing you can do after such a strenuous day is cozy up on your couch and read a light-hearted young adult novel before dozing off. It helps us unwind. It helps us enjoy some peace and quiet. It helps us detach from the world. But what if that’s the problem? When we become so detached from the problems in this world, we do nothing to help this world.

In his novel Fahrenheit 451, Ray Bradbury addresses this exact issue: is it better to be blissfully ignorant or miserably wise? The protagonist, Guy Montag, refuses to be blissfully ignorant, but that doesn’t mean his life gets any easier. Consequently, his whole life turns upside down as he realizes that with his new found knowledge, he is not okay with the status quo. Douglass proves this. He knows the risks involved in learning how to read, but he delved into it anyway. And, for him, the risks just continued to grow.

It makes me question if the books I’m choosing to read in my free time is challenging me to take risks. What risks am I really taking?

About 2 months ago, the news of Amaud Arbery’s murder gained traction, and my news feeds were filled with people condemning the actions and at times feeling disbelief that racism was still alive and active. And it didn’t end with that. Amaud Arbery [Georgia], Breonna Taylor [Kentucky], George Floyd [Minnesota], Chris Cooper [New York]. Four stories. Four different parts of the country. In less than four months from each other. And these are just the ones that broke into the headlines...during a worldwide pandemic.

It’s vital to get into the lives and experiences of all the people, understand the stories and cultures and the joys and the brokenness, and let their voices be heard. And I can start to do that with the books I choose to read. I can do that by being uncomfortable and allowing my soul to experience “unutterable anguish.”

Reading Journal — Chapter VI of The Narrative of the Life of Frederick Douglass

Entry type: Synthesis

Passage

Response (391 words)

Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read.

Frederick Douglass initially gains some access to literacy through Mrs. Auld. Douglass describes her as “very kindly” instructing him (25). It is then Mr. Auld who forbids further instruction. Douglass identifies gendered roles with the Aulds--her as a reluctant participant who is also subject to her husband as master, him as a more cruel enforcer of slavery--illustrating broader gender stereotypes. As stereotypes, those roles are sometimes accurate, as in Douglass’s experience of his own enslavement, and other times are generalized too broadly. Furthermore, when this stereotype is generalized, it lays the blame for slavery on white male slaveowners and politicians, and reduces or even absolves white women from their role in slavery.

The context of this incident in Douglass’s life is instructive when placed into context with the rest of his life’s work. The responsibility for his enslavement or early illiteracy is neither the fault nor responsibility of a singular person, even though the Aulds are responsible for their actions. The laws, both societal and governmental, are also responsible, as are all of the men who created and enforced them. White women share that responsibility as well. Although women faced discrimination and unequal rights during Douglass’s lifetime, some women used slave ownership as a method of ensuring their own material wealth or security, according to Stephanie E. Jones-Rogers , a professor of history at UC Berkeley and author of They Were Her Property: White Women as Slave Owners in the American South. Jones-Rogers found accounts of women acting with similar brutality to their male slave-owning counterparts (Onion).

Furthermore, recognition of white women’s roles in the institution and practice of slavery is necessary in breaking down current stereotypes and social dynamics. Recently, several white women have made the news for calling the police on African Americans for essentially no reason. Amy Cooper, a woman breaking the law by walking her dog off-leash in Central Park, called 911 on an African American man who told her to leash her dog. These women, like Amy Cooper, are often willing or able to capitalize on a sense of feminine fear and vulnerability to excuse racist behavior that may endanger the lives of those they erroneously report. Cooper’s apology, that acknowledged her fear, but not her racism, is indicative of how she had been taught her vulnerability, but not her privilege or the risk she may pose to the vulnerabilities of others.

Women like Cooper and Auld, although they may be vulnerable, are still culpable when they take racist actions.

Source:

Onion, Rebecca. “Female Slaveholders Were Once Viewed as an Anomaly. But New Research Reveals They Were Numerous, Greedy, and Brutal.” Slate Magazine, Slate, 14 Feb. 2019, slate.com/human-interest/2019/02/women-slavery-history-south-book-review.html?fbclid=IwAR14uGRDZlsY18nPyHMiKNl1jpsk7Owlu4U4cPI9UZ99-ZeUQp6gkDx4Sas .