journal assignment for students

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Common Assignments: Journal Entries

Basics of journal entries, related webinar.

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10 Journal Writing Guidelines for Students to Learn and Use

Do you want to use journaling with your students? Check out our expert journal writing guidelines for students to find success in your classroom.

In the classroom, journaling can be a valuable way to get students writing, even if they are reluctant writers. On the elementary level, student journals often have fun writing prompts that encourage kids to write when they might be reluctant. As students move through middle school and into high school, journaling becomes more detailed and specific, often asking students to reflect on topics read in class.

Either way, journaling can help develop critical thinking skills that can be useful for essay writing. For help with essays, check out our round-up of the best essay checkers . Here is a closer look at student journals and some guidelines to help students write them well.

What is a Journal for Students?

How do you write a good journal entry, 1. choose the journal type, 2. ignore strict grammar rules, 3. use a journal writing prompt, 4. spend time reflecting, 5. state a topic sentence, 6. write without stopping, 7. be truthful, 8. draw a conclusion, 9. practice regularly, 10. try different techniques, what are the types of learning journals, what’s the difference between a journal and a diary.

A journal for students is a journal that students use to reflect on their thoughts and feelings, to get writing practice, or to record their ideas about the subject matter learned in the classroom. Student journals can become the jumping-off point for valuable discussions in many classrooms. With journals, learners are given time and space to collect their ideas before opening the floor for discussions.

Student journals provide valuable critical thinking opportunities. They also provide a chance to practice writing skills. Finally, they provide freedom to write without fear of a grading rubric hanging overhead. Students who journal become better thinkers and writers overall, which is why teachers often incorporate this learning technique into their lesson planning.

A good journal entry will contain an analysis of the material the student is writing about, some self-reflection on the topic, or some of the emotions the writer is feeling. To write a good journal entry, students must reflect on the question and write their thoughts and feelings. Many teachers find they need to teach students these journaling skills because they don’t come naturally. You might also be interested in these articles about assessment .

Before students can journal well, they need to know what type of journal they are writing. A journal may have different types of entries that change based on the assignment, or it may have one over-arching journaling type that extends through the whole journal. The type of journal pages a student writes will dictate the steps to writing a good journal page, so this is the first step in writing a good entry. Some common journal types include:

• Reflective journal: Reflective journals are personal records of a student’s learning experiences, according to Northern Illinois University .
• Writing prompt journal: This type of journal uses a writing prompt given by the teacher. Prompts can be fun, creative writing-style activities or directly related to a subject taught in the classroom.
• Self-discovery journal: The primary goal of this type of journal is to help the student discover something about themselves. A self-discovery journal might be used in a language arts classroom to encourage self-reflection and writing at the same time.
• Subject journal: This type of journal reflects on lessons taught in a particular subject area, such as social studies or science journal. It can be a way to incorporate language arts and writing skills across the curriculum.

While teachers should encourage good grammar whenever possible, student journals are not the place for strict grammar adherence. Instead, they are the place for students to write freely and get their thoughts on paper. Allowing students to write in journals without strict grammar will encourage more critical thinking, and it will also encourage less fear of the writing process for many students. 

That said, the writing should still make sense. Teachers can encourage students to write clearly enough that the reader can understand it, but they should not grade grammar, punctuation, spelling, and syntax for journals. Leave this critique for more formal papers, and allow journal writing to be a type of free writing.

When writing a journal entry, students of all grade levels, from elementary school through high school and even college, can benefit from journal prompts . Prompts give the writer a starting point, which can help students overcome writer’s block and allow them to get their thoughts down on paper. A journal writing prompt will depend on the goal of the journal, but some ideas include the following:

• What would you invent if you were an inventor?
• Create a new animal or an alien.
• Which animal most represents you, and why?
• Imagine you’re in the zombie apocalypse. How will you survive?
• Write a guidebook for your grandparents to understand your generation.
• What modern issues concern you most, and why?
• What do you remember most about (last year’s grade level)?
• Do you believe in love at first sight/karma/law of attraction/similar ideas?
• What are 10 things you know to be true?
• What are the 10 best words in the English language?

Many of these journal prompts encourage thinking skills and self-discovery. They can be adapted for elementary, middle, and high school, depending on the age of the writers. Teachers can also choose subject-specific writing prompts if they require a subject-area journal. The key to a good prompt is leaving it open-ended, so the student can reflect and draw their own opinion on the topic.

Before students can write a good journal entry, they must gather their thoughts. Students must spend time carefully reflecting and reading the prompt before writing. They can use pre-writing techniques and brainstorming tools to get some basic ideas down before they start directly working on the journal entry. For example, the teacher could give the students a couple of minutes to create a mind map of the topic area, then have them start their journal.

Even though journal writing is less formal than writing research papers and academic essays, students should learn to use topic sentences in their journals. For many writing prompts, the topic sentence is the writer’s opinion or conclusion about the question. Then, the rest of the journal will build reasons behind that topic sentence. Learning to write good topic sentences in a journal will help students in other areas of writing. With the exception of narratives, most types of writing need topic sentences. Journals can be an excellent place to practice this skill.

The use of journal writing in school is an attempt to get kids to write, even if they’re typically reluctant writers. The goal should be for them to write as long as possible without stopping in the allotted time frame. After reflecting and brainstorming, they should write with minimal pauses. Set a timer, and then instruct the students to write continuously until the timer goes off. Three to five minutes is often enough time for a daily journal entry. 

If students wish to edit or “clean up” their journal entry, they should do so at the end of the writing process. During the designated writing time, all they should do is write. If you plan to collect the assignment, consider giving students time to erase stray marks or add punctuation, but don’t let them get bogged down on editing and proofreading. Too much time spent proofing or editing the piece will destroy the benefits of writing in a journal because they will become more focused on grammar than getting their thoughts on paper.

Students should be truthful when writing journal entries, even for school assignments. This is no different than if they are writing in their journals. Journal writing is primarily used to reflect on one’s thoughts, feelings and beliefs, even in regard to less personal writing prompts. To encourage students to be truthful, teachers should not judge their opinions when reading journal entries throughout the school year. The journal should be a safe space to explore feelings and ideas without fear of rejection or judgment of those ideas.

Whenever possible, students should be encouraged to draw some sort of conclusion through their learning journal writing activities. The journal gives them a place to work through their ideas, but at the end of the day, they should have a final thought or decision. 

If the journal is a self-reflection style, the conclusion may be more of a personal action plan. The student could discuss steps they will take if they face a similar situation in the future or to achieve a goal. If it’s a subject-specific type of journal, the conclusion could re-state their position or give one final reason why they made the choice they made for their answer to the prompt.

Few students are good at journal writing the first time they try it, but practice makes perfect. It takes thinking and writing skills to reflect on a topic and then write knowledgeably about it. Learning how to write a journal entry requires regular practice. Some teachers will have their students journal daily, particularly in language arts classrooms.

However, learning  to journal daily is challenging, and there may not be enough classroom time to dedicate to daily journaling. For this reason, other teachers will offer weekly journal assignments. Regardless of the frequency, the key to good journaling is including this writing activity in lesson plans so students get used to the process.

Try different journaling techniques in a student journal that has a set focus. For example, one day, students could do a bullet journal, which isn’t written in paragraph form but rather as a series of short bullet points to get ideas out. Students can also do art journaling which incorporates drawing with their written words.

Stream-of-consciousness writing lends itself well to journaling as well. By incorporating different journaling techniques, students can keep their writing fresh and also explore writing styles that are appealing to them. This will also allow the teacher to see what their students can truly do with creative writing.

Journal Writing Guidelines for Students FAQs

Student learning journals ask students to reflect on what they have learned in a class or to write their opinion on a subject-related discussion question. Some common learning journals include language arts journals, social studies journals, and science journals.

Understanding the difference between a diary vs. journal is important to use these tools well. According to the Oxford Dictionary, a diary records daily experiences. A journal incorporates analysis, emotion, or self-reflection. It can include a record of the daily experience, but only if it includes emotions and reflection. Journals are often used in the classroom.

If you liked this article and want to put these ideas into practice, check out our round-up of storytelling exercises .

Nicole Harms has been writing professionally since 2006. She specializes in education content and real estate writing but enjoys a wide gamut of topics. Her goal is to connect with the reader in an engaging, but informative way. Her work has been featured on USA Today, and she ghostwrites for many high-profile companies. As a former teacher, she is passionate about both research and grammar, giving her clients the quality they demand in today's online marketing world.

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The Importance of Student Journals and How to Respond Efficiently

Burdened by expanding curriculum and multiplying high-stakes assessment requirements, some of my respected colleagues might be forgiven for not integrating student journals into their courses. The most common objection: "Who has time?"

"What instructor doesn't have time for student journaling?" is my typical reply, a non-answer that halts further conversation by employing a rhetorical cul-de-sac familiar to high-school debaters. To atone, I'll summarize research on journaling, identify my favorite reflective writing formats, and describe a labor-saving method of teacher response.

Classroom Journaling Is Essential

The benefits of students integrating journal writing across the curriculum are amply documented . From a teacher's perspective, there are few activities that can trump journal writing for understanding and supporting the development of student thinking. Journaling turbo-charges curiosity. The legendary Toby Fulwiler, author of The Journal Book , writes, "Without an understanding of who we are, we are not likely to understand fully why we study biology rather than forestry, literature rather than philosophy. In the end, all knowledge is related; the journal helps clarify the relationship."

Vary Student Journal Formats to Enhance Content-Specific Thinking

Annette Lamb and Larry Johnson's 42explore presents implementation advice and describes different journal formats. Introducing a range of reflective genres can encourage students to generalize about their content attitudes. Every subject area "pot" has its own reflective "lid," allowing teachers a peak into the metacognitive soup of students' misconceptions and insight. For example, here is a format that supports scientific reflection: "Today I observed... I predict that... I also measured... I concluded that..."

One of my favorites, the microtheme , supports comprehension, extends thinking, improves confidence, and bolsters writing across the content areas. I've run into different versions. In one, students write a summary to a reading, lecture, demonstration, or experiment on the back of an index card. Teachers collect the note cards and write responses to the students on the other side. Microthemes quickly activate thinking before whole-class discussions.

But, while essentially all reflective writing formats yield benefits, there is a problem...

Who Has Time to Grade Journals?

For years, I've taken home crates of journals on the weekend and responded with a Theseusian intensity that has crushed classroom preparation time and personal leisure, and has exasperated friends and family. To lessen the time costs, I tried skimming journals. My token analysis, however, signaled students to submit journals that were equivalently weak ("If he doesn't care, why should we?").

So, how do you implement journals, make them a priority, and reduce responding time?

An Efficient Journal Response Strategy

Premised on the notion that students should assess their own writing, Terri Van Sickle , a virtuoso instructor and writer for Crystal Coast Parent Magazine, teaches her classes to use a rich and organic process of open-ended reflection that works well as a culminating journal activity.

Whether your students write in daybooks , two entry notebooks , or academic journals , you can use the following instruction sheet to help students self-reflect.

Journal Coding

Assignment Introduction: The following questions will help you to deeply examine the thinking, interactions, exercises, and writing you have experienced over the course of the semester.

1. Reading and Marking: Read through your entire journal. Identify and star (*) 10 passages that seem most significant to you as a learner of the subject matter in this course. You might choose an entry that was written when you were thinking on all cylinders, discovering something revelatory, engaging in higher order thinking, struggling with an idea that was only partially formed, or experiencing confusion. Maybe you were able to transcend the classroom conversations and texts to come up with an original idea. These ten passages should be as varied as possible and make generalizations that provide a full portrait of you as a learner of this course's content. Next, double star (**) five of the passages most significant to you. Why did you choose these five sections? What generalizations can you make about you as a writer and learner?

2. Letter to Reader: Write a letter to your reader, describing the items you starred and explaining how and why you chose them. Also, reflect on the following:

• a. What was the most persuasive or convincing argument introduced in this class?
• b. What could you relate to the most in class or in the readings? Why?
• c. Was there an argument or position taken in class or in the readings with which you strongly disagreed? Explain your reaction.
• d. What do you think was the most important point or central concept communicated this semester?
• e. If you could do this semester over again more successfully, what would you do differently? Why?

3. Final Check: Is your name, class, and date written on the cover?   Make sure your journal has a complete table of contents, page numbers on every page, and that each entry is dated. If you were absent on a day when we used journals in class, enter "absent" next to the date. 

I allow a full class period or more for students to follow these instructions. Many adolescents wrestle with critical reflection and therefore may need more individual help or modeling.

By primarily focusing my commentary on students' starred passages and reflective letters, I acquire a snapshot of the students' understanding of course content and save 3-4 hours on every set of 30 semester-length journals. Even though I only collect journals one time per semester, I can meet students' eyes, knowing that I haven't neglected journal segments that they wanted me to read.

Coda: The three best albums to write reflections to:

1. "Kind of Blue" by Miles Davis 2. "The Last Temptation of Christ" (Soundtrack) by Peter Gabriel 3. "Unleft" by Helios

-- Todd Finley's Twitter address is @finleyt .

Introduction

CDHE Nomination

AUCC Requirements

Course Description

Sample Policy Statements

Syllabus Sequencing Strategies

Sample Daily Syllabi

Lesson Plans

Reading Selection Recommendations

Assignments

Response Papers and Discussion Forums

Presentations

Discusssion, Group, WTL Questions

Variations, Misc.

Curbing Plagiarism

Additional Teaching & Course Design Resources

Guide Contributors

Basic Journal Assignment Example

Here is an example of a basic journal assignment:

Short writing assignments for a personal journal will be required for all readings. Additional assignments will be given frequently in class and for homework throughout the semester. In addition, it must be kept up to date. You may be asked to read journal entries for the class. Consequently, your journal must be brought to every class. Journal writings will not be graded for quality as a paper would be. If you have completed all assigned journal entries in a sincere manner, you will receive full credit for the journal in your final grade. That credit will be lessened only if you are lacking certain journal entries, or your entries are unacceptably brief or intentionally do not address the topic. The journal will not be judged negatively for unintentional errors in writing or punctuation. In other words, the journal is one place where a better writer will not necessarily get a better grade. The journal rewards effort and participation. It provides an opportunity to succeed no matter where you are starting from if you sincerely dedicate yourself.

Journal Writing

View in pdf format, common goals of a journal.

• To encourage regular writing
• To make connections between class material, lectures, and personal observations
• To raise questions and issues that can fuel classroom discussions
• To generate ideas for future paper topics
• To provide a forum for inquiry, analysis, and evaluation of ideas
• Write regularly
• Try to make concrete connections between journal entries
• Link personal reactions to the class material
• Approach the exercise with the intention of being challenged
• Present your ideas in a coherent and thought-provoking manner
• Ignore basic rules of grammar and punctuation
• Write to fill pages; the process is more important than the product
• Wait until the last minute to make your entries
• Confuse your journal with a personal diary. Although this is your journal, the main focus should be on class assignments and their connections. Try not to focus too much on your personal feelings, such as whether or not you liked the book or the film. Instead concentrate on why your professor assigned the material.
• Simply summarize — analyze. Avoid describing what you have read. Ask probing questions: are the points well-argued? Does the writer come to a logical conclusion? What other issues should be considered?

Take your journal seriously. Keeping a journal helps develop writing, reading, analytical and critical skills that are necessary in all disciplines.  

Faculty Comments on the Value of Journal Writing

“I’ll be looking for evidence of thought and clarity of expression. The journal needn’t be polished to gem-like lustre, but it should be coherent and, I hope, thought-provoking.” — Richard Decker, Professor of Computer Science “Journals are ultimately very useful for developing good work habits by providing a venue and location for thinking through ideas in an ongoing and consistent way.” — Ella Gant, Professor of Art

by Molly Soule ’97 & Andresse St. Rose ’97

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17.2: How can student journals be used for assessment?

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• Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
• Old Dominion University

by Amy B. Williams

Learning Objectives

• Be able to comprehend the important role that journals have in the classroom.
• Understand how journals can be used as an assessment method.
• Comprehend examples of using journals for language, math and science.

Introduction

Who ever said assessment wasn't fun? That is old news as journals are invading the classrooms! Journals have become a wonderful non-traditional assessment tool that falls under the category of personal communication. Teachers are understanding the role that journals have in the classroom and the benefits they provide for students. Journals aren't just for writing your deepest and darkest secrets while being kept hidden under your mattress! Throughout this article you will understand that the purpose of a journal is to allow students to have a voice. A voice that reflects their understanding and knowledge on a subject instead of just reiterating another person's ideas that they have memorized word-for-word. It is an informal style of writing that results in a student thinking for themselves.

I Scream, You Scream, We All Scream For Journals!

All the interest in journals is due to the fact that this type of personal communication encourages students to look at subjects and facts that they may have been intimidated by so the student feels more adventurous and willing to explore their ideas in writing (White, 2008). Journals aren't just for writing either; they can also involve drawing, painting and role-playing (Miami Museum of Science, 2008). If journaling is done correctly it can provide the following information:

• "Help students pinpoint what they know and don't know.
• Connect previous knowledge with what the student is currently studying.
• Summarize what the student understands and their knowledge on a topic.
• Help students understand important questions to ask.
• Help student keep his or her thoughts more organized.
• Support an interdisciplinay approach to education.
• Help student see in a more visual approach to learning.
• Allow student to take a tentative idea and make it more permanent" (Burchfield, 2005).

Students with a journal generally have clearer thoughts and an increased ability to explain a concept while the teacher can truly grasp the type of learner that student really is.

Using Journals In Math

This is a fantastic website for teachers to use journals in Math class. You can even click on a PDF of a Math Journal! This is a must see!

(Geocities.com, 2008)

Journal: A Teacher's Best Friend

The timing of a journal assignment includes different options with before, during, or after a lesson. There are two general types of journals in a classroom: 1. A journal that students are given very little direction on and the student writes down their thoughts, feelings and ideas, 2. A journal where the student is given a prompt or a specific topic to write on that has boundaries and guidelines needed for accuracy (Miami Museum of Science, 2008). Some teachers assign journal writing without grades. If this is the case, then the teacher will be more apt to correct grammar and spelling and make comments and appropriate praise. Journals also can be used for more class discussion and participation. If a student writes their ideas and understandings down on paper, then greater class discussion results. According to Hillocks, if a teacher uses journals in the classroom it allows that teacher to not only look through a window into how the student is thinking and learning, but how they learn. In other words, a journal shows if a student is struggling with a subject, their strengths and weaknesses, and if there are any misconceptions involved in learning.

According to Burchfied, Journals also answer specific questions for a teacher:

• Can the student organize information?
• Can the student explain a specific concept?
• Does the student use communication skills correctly to communicate an idea?
• Is the student confident in his or her abilities?
• What is the student feeling?
• Is the student's response coherent and well-structured (Burchfield, et al, 200

To give credit to journals for an assessment method is an understatement. It is obvious that journals provide a deeper depth and understanding into a student, which can only benefit teachers. Journals can be as simple as loose leaf papers in a folder, a spiral notebook labeled Journal, or store bought journals.

To Grade Or Not To Grade...

Grades are not necessary in journaling, but it is suggested to follow a specific rubric if assigning a grade. If grades are not given on a specific assignment, here are some great ideas on assessing a student's journal (Burchfield, et al., 2005):

• Because some of the writing is informal it is best to focus on content rather than mechanics.
• Be positive, encouraging and accepting of the student's writing.
• Single out one or two things to comment on and don't undertake the entire journal.
• Be specific when you comment on a specific problem.
• When appropriate, have students edit one another's journal.
• Ask students to read aloud, when appropriate, so the classroom becomes more conducive to sharing and confidence levels increase.
• After students have completed three journal entries, ask them to choose their best entry, revise it and have other students begin peer
• Allow for more revisions after peer editing and grading then post it on a classroom blog or website.

Again, grading isn't always a definite with journals and should be left up to the discretion of the teacher.

Examples of Journal Assignments: Don't Enter The Classroom Without Them!

Different Types of Journals

Daily Journals

• My most embarrassing moment...
• What I would like to change about school...
• My best friend is...
• The best thing that ever happened to me...
• The saddest thing that ever happened to me...
• What I want to be when I grow up...
• If I could change the world I would...

Specific Subject Prompts

• Does math scare you?
• Design two mathematical bumper stickers--one funny and one serious.
• If I were better at math, I would...
• If math could be a color (shape or sound) it would be...because...
• My best kept secret about math is...
• What kind of math figure are you? (Circle, square, triangle, parallelogram, etc.) Why?
• Record in journal your personal thoughts and feelings after reading "The Diary of Anne Frank." (or any book the student has read)
• What does Anne's diary tell us about her? (or any main character of a book)
• If you could talk to Anne, what would you ask her? (or any author)
• Give a different ending to the book you just finished.
• What if you were the main character?
• Explain how you feel the character was like in the book.
• Draw a picture of a scene from the book and write a sentence underneath.
• Across the top of your journal write WHO, WHAT, WHERE, WHY and WHEN...answer all these questions.
• Pick a President and write a letter to them about what you wish would be different and why?
• If you could have dinner with any past or present famous person who would it be and why?
• Student writes a paragraph using three vocabulary words written on the board.
• Write four Jeopardy style questions based on the lesson you were just taught.

(Teachervision.com, 2007)

• Have students record any science experiment results over a period of time.
• Record the amount of snowfall over a 2 week period, along with the temperature outside at time of snowfall and the amount of snow.
• Record in journal the stages of a classroom bean seedling during growth stages.
• Record which cup of water (1 hot, 1 cold and 1 room temp)freezes first and how long it took.

Final Thoughts

Journals are like a telescope into a student's mind. This type of personal communication allows students to express what they are feeling about specific topics. It is taking learning beyond the basics to see things as they really are and not just skimming the surface. Teachers are in the classroom for a reason, which is to impact the student academically, socially and emotionally. A journal is simply a collection of a student's feelings, ideas and thoughts put down in black and white. Incorporating journals into the classroom takes commitment and organization, but the payoff is an exciting and motivating way for students to learn.

Exercise \(\PageIndex{1}\)

1. Journals are an assessment method that fall under the category:

a. Selected response

b. Extended written response

c. Performance assessment

d. Personal communication

2. If a journal is used correctly in the classroom, it can:

a. Connect the student's previous knowledge to what they are currently learning.

b. Tell a teacher the student deserves an A or F.

c. Inform the teacher if the student needs a different seating arrangement.

d. Allow the student to ignore the teacher's lesson.

3. The benefit of a journal for a teacher is:

a. One less thing to grade in an overwhelming job.

b. Tells the teacher if the student can explain a specific topic.

c. It helps the classroom seem less cluttered.

d. Allows the teacher to learn more about the student except for how he or she is feeling.

4. Stella has just completed an informal journal assignment for language in Mrs. Williams's classroom. Mrs. Williams is now ready to assess Stella's journal. What is the best method to consider?

a. It is best to focus on Stella's content rather than the mechanics of her journal.

b. Because it is an informal journal assignment, Stella should receive a specific grade.

c. Not even grade Stella's journal because it would focus on her character and not her capability.

d. Never asses a journal because it is to be used as a "filler" assignment when there is free time.

5. Mrs. Williams has just assigned a journal assignment after all the students read "The Diary of Anne Frank." She wants to compare and assess what the students predicted the diary meant to Anne Frank before they read the book and what they feel it meant to her after they finished the book. Why would Mrs. Williams be assessing this?

a. She can't think of another prompt for a journal topic.

b. The students seem like they are losing interest and this is a great way to motivate them.

c. She wants to assess if the students have fully grasped the concept of the diary and how it become a source of support for Anne Frank.

d. She knows Anne Frank is covered on the VA SOL and she feels this would be a good way to teach the students.

Burchfield, Kimberly, Jorgensen, Patricia, R., McDowell, Kimberly, G., and Rahn, Jim. (n.d). Writing In The Mathematics Curriculum. Retrieved on July 10, 2008 from www.woodrow.org/teachers/math/institutes/1993/37burc.html

Forms of Alternative Assessment. (2008). Miami Museum of Science-Alternative Assessment Definitions. Retrieved on July 8, 2008, from www.miamisci.org/ph/lpdefine.html

Geocities.com (2008) Writing In Mathematics-Math Students Know All The Angles. Retrieved July 7, 2008, from www.geocities.com/kaferico/writemat.htm?200812

Hillocks, George, The Testing Trap: How State Writing Assessment Control Learning. 2002. London: Teachers College Press.

Teachervision.com (2007). Journaling Tips, Strengths, Strategies, & Topics. Retrieved July 5, 2008, from Http://www.teachervision.fen.com/writing/teaching-methods/6382.html

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Journal article analysis assignments require you to summarize and critically assess the quality of an empirical research study published in a scholarly [a.k.a., academic, peer-reviewed] journal. The article may be assigned by the professor, chosen from course readings listed in the syllabus, or you must locate an article on your own, usually with the requirement that you search using a reputable library database, such as, JSTOR or ProQuest . The article chosen is expected to relate to the overall discipline of the course, specific course content, or key concepts discussed in class. In some cases, the purpose of the assignment is to analyze an article that is part of the literature review for a future research project.

Analysis of an article can be assigned to students individually or as part of a small group project. The final product is usually in the form of a short paper [typically 1- 6 double-spaced pages] that addresses key questions the professor uses to guide your analysis or that assesses specific parts of a scholarly research study [e.g., the research problem, methodology, discussion, conclusions or findings]. The analysis paper may be shared on a digital course management platform and/or presented to the class for the purpose of promoting a wider discussion about the topic of the study. Although assigned in any level of undergraduate and graduate coursework in the social and behavioral sciences, professors frequently include this assignment in upper division courses to help students learn how to effectively identify, read, and analyze empirical research within their major.

Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students make the most of Scholarly Articles." Library Management 33 (2012): 525-535.

Benefits of Journal Article Analysis Assignments

Analyzing and synthesizing a scholarly journal article is intended to help students obtain the reading and critical thinking skills needed to develop and write their own research papers. This assignment also supports workplace skills where you could be asked to summarize a report or other type of document and report it, for example, during a staff meeting or for a presentation.

There are two broadly defined ways that analyzing a scholarly journal article supports student learning:

Improve Reading Skills

Conducting research requires an ability to review, evaluate, and synthesize prior research studies. Reading prior research requires an understanding of the academic writing style , the type of epistemological beliefs or practices underpinning the research design, and the specific vocabulary and technical terminology [i.e., jargon] used within a discipline. Reading scholarly articles is important because academic writing is unfamiliar to most students; they have had limited exposure to using peer-reviewed journal articles prior to entering college or students have yet to gain exposure to the specific academic writing style of their disciplinary major. Learning how to read scholarly articles also requires careful and deliberate concentration on how authors use specific language and phrasing to convey their research, the problem it addresses, its relationship to prior research, its significance, its limitations, and how authors connect methods of data gathering to the results so as to develop recommended solutions derived from the overall research process.

Improve Comprehension Skills

In addition to knowing how to read scholarly journals articles, students must learn how to effectively interpret what the scholar(s) are trying to convey. Academic writing can be dense, multi-layered, and non-linear in how information is presented. In addition, scholarly articles contain footnotes or endnotes, references to sources, multiple appendices, and, in some cases, non-textual elements [e.g., graphs, charts] that can break-up the reader’s experience with the narrative flow of the study. Analyzing articles helps students practice comprehending these elements of writing, critiquing the arguments being made, reflecting upon the significance of the research, and how it relates to building new knowledge and understanding or applying new approaches to practice. Comprehending scholarly writing also involves thinking critically about where you fit within the overall dialogue among scholars concerning the research problem, finding possible gaps in the research that require further analysis, or identifying where the author(s) has failed to examine fully any specific elements of the study.

In addition, journal article analysis assignments are used by professors to strengthen discipline-specific information literacy skills, either alone or in relation to other tasks, such as, giving a class presentation or participating in a group project. These benefits can include the ability to:

• Effectively paraphrase text, which leads to a more thorough understanding of the overall study;
• Identify and describe strengths and weaknesses of the study and their implications;
• Relate the article to other course readings and in relation to particular research concepts or ideas discussed during class;
• Think critically about the research and summarize complex ideas contained within;
• Plan, organize, and write an effective inquiry-based paper that investigates a research study, evaluates evidence, expounds on the author’s main ideas, and presents an argument concerning the significance and impact of the research in a clear and concise manner;
• Model the type of source summary and critique you should do for any college-level research paper; and,
• Increase interest and engagement with the research problem of the study as well as with the discipline.

Kershaw, Trina C., Jennifer Fugate, and Aminda J. O'Hare. "Teaching Undergraduates to Understand Published Research through Structured Practice in Identifying Key Research Concepts." Scholarship of Teaching and Learning in Psychology . Advance online publication, 2020; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students make the most of Scholarly Articles." Library Management 33 (2012): 525-535; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946.

Structure and Organization

A journal article analysis paper should be written in paragraph format and include an instruction to the study, your analysis of the research, and a conclusion that provides an overall assessment of the author's work, along with an explanation of what you believe is the study's overall impact and significance. Unless the purpose of the assignment is to examine foundational studies published many years ago, you should select articles that have been published relatively recently [e.g., within the past few years].

Since the research has been completed, reference to the study in your paper should be written in the past tense, with your analysis stated in the present tense [e.g., “The author portrayed access to health care services in rural areas as primarily a problem of having reliable transportation. However, I believe the author is overgeneralizing this issue because...”].

Introduction Section

The first section of a journal analysis paper should describe the topic of the article and highlight the author’s main points. This includes describing the research problem and theoretical framework, the rationale for the research, the methods of data gathering and analysis, the key findings, and the author’s final conclusions and recommendations. The narrative should focus on the act of describing rather than analyzing. Think of the introduction as a more comprehensive and detailed descriptive abstract of the study.

Possible questions to help guide your writing of the introduction section may include:

• Who are the authors and what credentials do they hold that contributes to the validity of the study?
• What was the research problem being investigated?
• What type of research design was used to investigate the research problem?
• What theoretical idea(s) and/or research questions were used to address the problem?
• What was the source of the data or information used as evidence for analysis?
• What methods were applied to investigate this evidence?
• What were the author's overall conclusions and key findings?

Critical Analysis Section

The second section of a journal analysis paper should describe the strengths and weaknesses of the study and analyze its significance and impact. This section is where you shift the narrative from describing to analyzing. Think critically about the research in relation to other course readings, what has been discussed in class, or based on your own life experiences. If you are struggling to identify any weaknesses, explain why you believe this to be true. However, no study is perfect, regardless of how laudable its design may be. Given this, think about the repercussions of the choices made by the author(s) and how you might have conducted the study differently. Examples can include contemplating the choice of what sources were included or excluded in support of examining the research problem, the choice of the method used to analyze the data, or the choice to highlight specific recommended courses of action and/or implications for practice over others. Another strategy is to place yourself within the research study itself by thinking reflectively about what may be missing if you had been a participant in the study or if the recommended courses of action specifically targeted you or your community.

Possible questions to help guide your writing of the analysis section may include:

Introduction

• Did the author clearly state the problem being investigated?
• What was your reaction to and perspective on the research problem?
• Was the study’s objective clearly stated? Did the author clearly explain why the study was necessary?
• How well did the introduction frame the scope of the study?
• Did the introduction conclude with a clear purpose statement?

Literature Review

• Did the literature review lay a foundation for understanding the significance of the research problem?
• Did the literature review provide enough background information to understand the problem in relation to relevant contexts [e.g., historical, economic, social, cultural, etc.].
• Did literature review effectively place the study within the domain of prior research? Is anything missing?
• Was the literature review organized by conceptual categories or did the author simply list and describe sources?
• Did the author accurately explain how the data or information were collected?
• Was the data used sufficient in supporting the study of the research problem?
• Was there another methodological approach that could have been more illuminating?
• Give your overall evaluation of the methods used in this article. How much trust would you put in generating relevant findings?

Results and Discussion

• Were the results clearly presented?
• Did you feel that the results support the theoretical and interpretive claims of the author? Why?
• What did the author(s) do especially well in describing or analyzing their results?
• Was the author's evaluation of the findings clearly stated?
• How well did the discussion of the results relate to what is already known about the research problem?
• Was the discussion of the results free of repetition and redundancies?
• What interpretations did the authors make that you think are in incomplete, unwarranted, or overstated?
• Did the conclusion effectively capture the main points of study?
• Did the conclusion address the research questions posed? Do they seem reasonable?
• Were the author’s conclusions consistent with the evidence and arguments presented?
• Has the author explained how the research added new knowledge or understanding?

Overall Writing Style

• If the article included tables, figures, or other non-textual elements, did they contribute to understanding the study?
• Were ideas developed and related in a logical sequence?
• Were transitions between sections of the article smooth and easy to follow?

Overall Evaluation Section

The final section of a journal analysis paper should bring your thoughts together into a coherent assessment of the value of the research study . This section is where the narrative flow transitions from analyzing specific elements of the article to critically evaluating the overall study. Explain what you view as the significance of the research in relation to the overall course content and any relevant discussions that occurred during class. Think about how the article contributes to understanding the overall research problem, how it fits within existing literature on the topic, how it relates to the course, and what it means to you as a student researcher. In some cases, your professor will also ask you to describe your experiences writing the journal article analysis paper as part of a reflective learning exercise.

Possible questions to help guide your writing of the conclusion and evaluation section may include:

• Was the structure of the article clear and well organized?
• Was the topic of current or enduring interest to you?
• What were the main weaknesses of the article? [this does not refer to limitations stated by the author, but what you believe are potential flaws]
• Was any of the information in the article unclear or ambiguous?
• What did you learn from the research? If nothing stood out to you, explain why.
• Assess the originality of the research. Did you believe it contributed new understanding of the research problem?
• Were you persuaded by the author’s arguments?
• If the author made any final recommendations, will they be impactful if applied to practice?
• In what ways could future research build off of this study?
• What implications does the study have for daily life?
• Was the use of non-textual elements, footnotes or endnotes, and/or appendices helpful in understanding the research?
• What lingering questions do you have after analyzing the article?

NOTE: Avoid using quotes. One of the main purposes of writing an article analysis paper is to learn how to effectively paraphrase and use your own words to summarize a scholarly research study and to explain what the research means to you. Using and citing a direct quote from the article should only be done to help emphasize a key point or to underscore an important concept or idea.

Business: The Article Analysis . Fred Meijer Center for Writing, Grand Valley State University; Bachiochi, Peter et al. "Using Empirical Article Analysis to Assess Research Methods Courses." Teaching of Psychology 38 (2011): 5-9; Brosowsky, Nicholaus P. et al. “Teaching Undergraduate Students to Read Empirical Articles: An Evaluation and Revision of the QALMRI Method.” PsyArXi Preprints , 2020; Holster, Kristin. “Article Evaluation Assignment”. TRAILS: Teaching Resources and Innovations Library for Sociology . Washington DC: American Sociological Association, 2016; Kershaw, Trina C., Jennifer Fugate, and Aminda J. O'Hare. "Teaching Undergraduates to Understand Published Research through Structured Practice in Identifying Key Research Concepts." Scholarship of Teaching and Learning in Psychology . Advance online publication, 2020; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Reviewer's Guide . SAGE Reviewer Gateway, SAGE Journals; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946; Gyuris, Emma, and Laura Castell. "To Tell Them or Show Them? How to Improve Science Students’ Skills of Critical Reading." International Journal of Innovation in Science and Mathematics Education 21 (2013): 70-80; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students Make the Most of Scholarly Articles." Library Management 33 (2012): 525-535.

Writing Tip

Not All Scholarly Journal Articles Can Be Critically Analyzed

There are a variety of articles published in scholarly journals that do not fit within the guidelines of an article analysis assignment. This is because the work cannot be empirically examined or it does not generate new knowledge in a way which can be critically analyzed.

If you are required to locate a research study on your own, avoid selecting these types of journal articles:

• Theoretical essays which discuss concepts, assumptions, and propositions, but report no empirical research;
• Statistical or methodological papers that may analyze data, but the bulk of the work is devoted to refining a new measurement, statistical technique, or modeling procedure;
• Articles that review, analyze, critique, and synthesize prior research, but do not report any original research;
• Brief essays devoted to research methods and findings;
• Articles written by scholars in popular magazines or industry trade journals;
• Pre-print articles that have been posted online, but may undergo further editing and revision by the journal's editorial staff before final publication; and
• Academic commentary that discusses research trends or emerging concepts and ideas, but does not contain citations to sources.

Journal Analysis Assignment - Myers . Writing@CSU, Colorado State University; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36.

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• Center for Innovative Teaching and Learning
• Instructional Guide
• Reflective Journals and Learning Logs

Reflective journals are personal records of students’ learning experiences. Students typically are asked by their instructors to record learning-related incidents, sometimes during the learning process but more often just after they occur. Entries in journals and learning logs can be prompted by questions about course content, assignments, exams, students’ own ideas or students’ thought processes about what happened in a particular class period. Journals and learning logs are then submitted to the instructor for feedback. Both paper-based and online journals or logs can be turned in before or after each class period or at any other designated time.

A student’s writing style for journals and logs can be informal and sometimes inappropriate. However, to help students learn more about a particular subject or content, you can require students to write more formal entries using correct terminology, facts, and connections to course content. Consider providing guidelines and/or rules to help students write meaningful and authentic journals or logs.

Journals have long been used in exploratory writing activities but also can benefit the student beyond learning how to write. As with any instructional or learning activity, selecting to use reflective journals or learning logs as part of a course should fit your teaching style and also connect with the course learning goals and objectives (Bean, 1996). Because it takes time for students to write in their reflective journals or learning logs, so too, it will take time for you to read and respond.

Journals have long been used in exploratory writing activities but also can benefit the student beyond learning how to write.

The literature is not consistent in defining the differences between reflective journals and learning logs. One may be considered less personal than the other; one might incorporate more instructor prompts and questions while the other might be more student-driven. “Journals often focus subjectively on personal experiences, reactions, and reflections while learning logs are more documentary records of students’ work process (what they are doing), their accomplishments, ideas, or questions” (Equipped for the Future, 2004). However, there is evidence that the art of reflection can help boost students’ critical thinking skills, encourage students to think about their own thinking (meta-cognition), and help students prepare for assignments and examinations (Homik, M. & Melis, E., 2007; Johnson, S., n.d.; RMIT, 2006).

…reflection can help boost students’ critical thinking skills, encourage students to think about their own thinking (meta-cognition), and help students prepare for assignments and examinations…

Types of Reflections

Journals and learning logs can be used to reflect on a range of issues and situations from numerous viewpoints and perspectives (RMIT, 2006). RMIT (2006) lists six types of reflections. The following descriptions depict a reflection on university student groups and drinking. Possible student comments are in italics.

Observations

At this stage a student would write about what they actually saw or their viewpoint on a particular event. For example , At the pre-game parties outside the stadium I saw student groups guzzling buckets of beer.  

Upon reflection, the student could ask the question, Why do the all of the student groups drink together at football games but don’t seem to get along when they don’t drink?                              

Speculations

After thinking about the situation, the student could reflect, Maybe it’s possible that that student groups drink because it’s easier to socialize that way. Or, maybe they think that they have to drink because everyone else does!

Self-awareness

At this point a student may place himself or herself in the situation by considering the ramifications. I really don’t think I need to drink to be able to socialize with my friends and think we would get into trouble if we decided to drink as much as the groups do.

Integration of theory and ideas

By reflecting on theories or ideas about cultural norms the student has connected the experience with what he or she has learned. The student might write, Social norm theory explains that particular group members think other group members drink more than their group does.

This is where the student may self-reflect on or “critique” the situation by writing, I can now reflect on my own drinking experiences to see if I really drink because my friends do.

By reflecting on theories or ideas about cultural norms the student has connected the experience with what he or she has learned.

Reflecting is a cyclical process, where recording ones thoughts (reflecting) “leads to improvement and/or insight” (RMIT, 2006). Improvement could mean progress, development, growth, maturity, enhancement, or any number of words which could imply change. In education, we want students to change for the better, to grow while learning and to mature into knowledgeable adults. Recording what has happened, reflecting on processes and analyzing to improve deeper learning all can lead to new dimensions of students’ inner selves.

There are a number of stages through which students progress when writing reflective journals or learning logs. Each source outlines the stage or process somewhat differently yet with a similar approach. The essence of these models is presented below as the fundamental method of reflective journal and learning log entries. Note that each of the items below could be modified to fit a personal situation (for the reflective journal) or a learning environment/situation (for the learning log).

Method of Creating Reflective Journals and Learning Logs

It is suggested that students capture all formal and informal events which will prove useful when the time comes to return to the reflective journal or learning log for review. Students should focus on the areas which pose the most problems or difficulty in addition to those which are less problematic. Key to reflective journals and learning logs is to see progression over a period of time and to “gain a sense of achievement” (Dalhousie University, n.d.).

Key to reflective journals and learning logs is to see progression over a period of time and to “gain a sense of achievement.”

Write, record

• Describe the situation (the course, the context)
• Who was involved with the situation?
• What did they have to do with the situation?

Reflect, think about

• What are your reactions?
• What are your feelings?
• What are the good and the bad aspects of the situation?
• What you have learned?

Analyze, explain, gain insight

• What was really going on?
• What sense can you make of the situation?
• Can you integrate theory into the experience/situation?
• Can you demonstrate an improved awareness and self-development because of the situation?

Conclusions

• What can be concluded in a general and specific sense from this situation/experience and the analyses you have undertaken?

Personal action plan

• What are you going to do differently in this type of situation next time?
• What steps are you going to take on the basis of what you have learned?”

(Sources include: Homik, M. & Melis, E., 2007; Johnson, S., n.d.; RMIT, 2006) 

Reflective journals and learning logs can be useful as a teaching and learning tool. Either format can be adopted in any discipline where you can determine what students are learning and in what areas they need assistance. Be open to read entries by students who might request feedback more often than scheduled.

Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass Publishers.

Equipped for the Future (2004). Teaching/Learning Toolkit. Learning logs. http://eff.cls.utk.edu/toolkit/tools_learning_logs.htm

Johnson, S. (n.d.) Faculty strategies for promoting student learning. http://www.csudh.edu/titlev/learninglog.htm

RMIT University, Study and Learning Centre, Melbourne, Australia (2006). Reflective journals. https://www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/assess_tuts/reflective%20journal_LL/index.html

Selected Resources

Dalhousie University (n.d.). Learning logs. http://channelcontent.dal.ca/portfolio/r_learnlogs.html

Paskevicius, M (n.d.). Conversations in the cloud: The use of blogs to support learning in higher education. https://bluelightdistrict.org/assets/SharedBlogs_2010_v5-completeFinal.doc

Writing to learn learning logs (n.d.). http://www.wku.edu/3kinds/mfllmpg.html#Independent%20Study

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Reflective journals and learning logs. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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Examples of Reflective Writing

Types of reflective writing assignments.

A journal  requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.

A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.

A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.

A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.

An essay diary  can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).

a peer review  usually involves students showing their work to their peers for feedback.

A self-assessment task  requires you to comment on your own work.

Some examples of reflective writing

Social science fieldwork report (methods section), engineering design report, learning journal (weekly reflection).

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.

We thank the students who permitted us to feature examples of their writing.

Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required. 

Essay and assignment writing guide

• Essay writing basics
• Essay and assignment planning
• Answering assignment questions
• Editing checklist
• Writing a critical review
• Annotated bibliography
• How do I write reflectively?
• Examples of reflective writing
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Student Journals

Before, during and after reading

Journals provide space to reflect and build on learning about a particular read aloud text . Journals allow students to revisit past thinking, add new learning and create a permanent record of their growth over time. They also provide a safe medium for students to explore their initial understandings of the text without the pressure of having to verbalize the meaning or of being evaluated. Additionally, keeping journals “can be the first step to students’ development of critical awareness of identity.” 1

• Independent work with no oral communication during the writing time.
• Thinking during the writing time is part of writing.
• Pictures, diagrams and symbols are OK to include.
• Don’t worry about spelling and punctuation; worry about thoughts.
• Be willing to share what you write.
• Create a Venn diagram to compare [character A] and [character B].
• Illustrate how today’s read aloud made you feel.
• Identify the main idea or theme from the read aloud. Are there illustrations in the text that helped you reach this understanding?
• Draw a picture representing the most important part of the read aloud.
• Who is telling the story in the read aloud? How does the point of view affect how the story is told?
• What does the author want us to know?
• What symbol can you use to describe how the author of today’s read aloud feels about [insert topic]?
• What do you still want to know after exploring today’s read aloud text?
• Relate today’s read aloud to another story or text.
• Describe the characters.
• Describe the setting.
• Describe the plot.
• Talk about how you are similar to one of the characters from today’s read aloud.
• Allow 5-10 minutes of uninterrupted writing time.
• How is your journal entry similar to your partner’s journal entry?
• What details from the read aloud text did you write about?
• What details from the read aloud text did your partner write about?
• Why did you choose to include … from the text in your journal entry?
• What informed our different interpretations?
• Read and respond to student journals regularly to increase impact.
• Do not evaluate journals for conventions of language or “right/wrong” answers. Non-evaluated entries provide a safe space for readers to process new information.

English language learners

The continual practice of language application to familiar topics and ideas extends students’ command of English. To adapt this strategy for English language learners, journal prompts should include illustrations, symbols and sentence starters. English language learners should also feel comfortable including first language vocabulary to maintain fluency. Oral sharing of the journal entry with whole class, small group and partners provides valuable speaking and listening practice.

Connection to anti-bias education

Journal writing contributes to the development of a healthy sense of identity. The journal provides a safe space for students to process their understanding of the central text, without the fear of making an error or answering incorrectly. The conversations following writing time encourage community dialogue and foster healthy inter-group relationships. Through conversation about varying interpretations of the same text, students see that individuals connect to text from multiple points of reference and that all voices are valuable.

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100 Journal Ideas For Students

Are you looking for a way to boost your creativity, reduce stress, and improve your writing skills? If so, journaling might be the perfect solution for you! Not only is it a great way to express yourself and reflect on your experiences, but it can also help you become more self-aware and develop better habits. In this blog post, we will provide 100 exciting journal ideas that are sure to keep you motivated and inspired. Whether you’re a high school student or a college student, there’s something here for everyone. So grab your favorite notebook and let’s get started!

Table of Contents

Why journaling is beneficial for students

Journaling has been proven to be a beneficial practice for students in numerous ways. First and foremost, writing down your thoughts and feelings can be a great way to reduce stress and anxiety. It allows you to release negative emotions that may be weighing you down, freeing up mental energy for more positive experiences. Another benefit of journaling is that it helps improve your writing skills. By regularly practicing putting your thoughts into words, you can develop better diction, grammar, and sentence structure. This will not only help with academic writing but also enhance communication skills in everyday life. In addition to reducing stress and improving writing skills, journaling can also increase self-awareness. By reflecting on past experiences or analyzing current situations, you gain deeper insights into yourself as an individual. This increased self-awareness can lead to personal growth and development. Journaling provides a creative outlet for students who might not have the opportunity to express themselves otherwise. Whether through art or written word, everyone has something unique inside them waiting to be shared with the world – journaling is the perfect platform for doing so!

How to start a journal

Starting a journal can be intimidating for some students, especially if they’ve never done it before. However, with the right mindset and approach, anyone can start their own personal journal. Here are some tips on how to begin: Firstly, find a notebook or journal that you like. It could be something simple or elaborate depending on your preference. Make sure it’s something that will inspire you to write in it. Next, decide what type of journal you want to create – daily entries about your life or specific topics such as gratitude or goal setting. Once you have decided on the purpose of your journal, set aside time each day or week to write in it. Find a quiet space where you can reflect and jot down your thoughts without distractions. When starting out with a new journal entry, don’t put pressure on yourself to write perfectly. Just let your thoughts flow naturally onto the paper without worrying about grammar or spelling mistakes. Make sure to date each entry so that when looking back at them later on down the road; you can see how much you’ve grown since then. Remember: Starting a journal is all about self-expression and reflection – there is no wrong way to do it!

100 journal ideas for students

• Describe your perfect day
• Write a letter to your future self
• Make a list of goals you want to achieve
• Describe your favorite place in the world
• Write about a time when you overcame a challenge
• Create a bucket list of things you want to do before graduation
• Reflect on someone who has impacted your life and why
• Document events from today in five years’ time
• Write about something that makes you happy
• Reflect on how social media affects your daily life
• Write down some new hobbies or interests
• What is one thing you wish people knew more about?
• Write about how two different cultures compare
• Describe where would be ideal for vacation and why
• Jot down some favourite books or movies so far this year
• Record any funny moments that happened this week/month/year
• Make-up stories with pictures from magazines or newspapers
• Reflect back years ago & describe what’s changed since then
• What was the best gift ever received? Why did it mean so much?
• How do certain smells remind us of past memories?
• Have there been any major changes in lifestyle recently? How have they affected everything else around them?
• Think of three small acts of kindness we could perform each day – try incorporating them into everyday routine!
• Discuss if technology is good/bad for society & provide reasons supporting opinion…
• List out ten different ways they could become involved within community (ie, volunteering opportunities)
• What advice would you give someone starting high school?
• Write about a recent event that made you happy
• Describe your favorite childhood memory
• Discuss a time when you faced a difficult challenge and how you overcame it
• Write about something you are passionate about and why
• Outline your goals for the future
• Analyze a book or movie that had an impact on you
• Describe an accomplishment you are proud of
• Discuss a person who has influenced your life for the better
• Reflect on a mistake you made and what you learned from it
• Write about a place you have always wanted to visit
• Discuss a skill you want to develop
• Write about something that scares you and why
• Think about a person who inspires you and why
• Discuss a current event that is important to you
• Write about a hobby or interest you have
• Describe your ideal day
• Write about a time when you felt grateful
• Analyze a quote or saying that resonates with you
• Reflect on a time when someone showed you kindness or compassion
• Discuss a time when you had to make a tough decision
• Write about a lesson you learned the hard way
• Describe a place or environment where you feel most comfortable
• Write a letter to a future version of yourself
• Discuss a current issue that you are passionate about
• Write about a time when you felt challenged or pushed outside of your comfort zone
• Describe a person you admire and why
• Discuss a personal accomplishment that you worked hard for
• Write about a time when you learned something new
• Reflect on a time when your opinion changed
• Write about a time when you received constructive criticism and how you handled it
• Analyze a historical figure or event and its significance today
• Describe a family tradition or ritual that is important to you
• Discuss a time when you had to stand up for something you believed in
• Write about a place in nature that inspires you
• Reflect on a time when you had to apologize
• Analyze a cultural practice or tradition that interests you
• Write about an experience that changed your perspective on something
• Describe a fictional character that you relate to and why
• Discuss a time when you had to persevere through a difficult situation
• Write about a lesson you learned from a mentor or teacher
• Reflect on a moment of personal growth
• Analyze a work of art or music that moves you
• Describe a goal that you have achieved
• Discuss a time when you had to adjust your expectations
• Write about a time when you felt proud of someone else
• Analyze a technological advancement that fascinates you
• Describe a time when you volunteered or helped someone in need
• Write about a person who has challenged you to be better
• Reflect on a time when you had to compromise
• Analyze a trend or fad that you find interesting
• Write about a time when you felt like an outsider
• Discuss a time when you faced criticism or negativity and how you handled it
• Describe a place that holds a lot of sentimental value to you
• Write about a time when you had to learn to forgive
• Analyze a social movement or cause that you support
• Reflect on a time when you had to deal with a loss
• Describe a personal belief or philosophy that you hold dear
• Discuss a time when you had to make a sacrifice for something that mattered to you
• Write about a time when you overcame a fear
• Analyze a myth or legend that interests you
• Describe a time when you had to rely on someone else
• significant person who is no longer in your life and why they were important to you
• Discuss a time when you had to make a compromise for the greater good
• Write about a time when you learned to appreciate something or someone more deeply
• Analyze a famous speech or piece of writing that resonates with you
• Describe a time when you had to make a tough moral decision
• Write about a time when you felt lost or uncertain
• Reflect on a time when you had to put aside your own needs to help someone else
• Analyze a scientific discovery or theory that fascinates you
• Discuss a time when you had to reevaluate your priorities
• Describe a time when you were surprised by someone’s actions
• Write about a time when you had to stand up for yourself
• Reflect on a time when you had to apologize to someone
• Analyze a historical figure or event and its lessons for today
• Describe a moment when you felt deeply connected to someone
• Discuss a time when you had to work through a conflict with someone
• Write about a time when you felt like an underdog and overcame the odds
• Analyze a cultural phenomenon or trend that fascinates you
• Reflect on a time when you had to confront a difficult truth
• Describe a time when you were inspired by someone’s courage
• Discuss a time when someone changed your perspective on something
• Write about a time when you felt like giving up but didn’t
• Analyze a work of art or literature that moved you deeply
• Describe a time when you had to start over
• Reflect on a time when you made a mistake and learned from it
• Discuss a time when you had to put yourself in someone else’s shoes
• Write about a time when you faced a difficult decision involving friends or family

Tips for journaling effectively

Journaling can be a great tool for self-reflection, stress relief and personal growth. However, it can also be difficult to maintain the habit of journaling regularly. Here are a few tips to help you journal effectively: 1. Write consistently: Make sure that you set aside time each day or week to write in your journal. Whether it’s first thing in the morning or before bed, find a routine that works best for you. 2. Be honest: Your journal is meant to be a safe space where you can express yourself freely without fear of judgment. Don’t shy away from writing about your true feelings and emotions. 3. Use prompts: If you’re struggling with what to write about, try using prompts such as “What am I grateful for today?” or “What did I learn this week?” 4. Get creative: Don’t feel limited to just writing in your journal – use colors, drawings and stickers to make it more visually appealing. 5. Reflect on past entries: Take some time every so often to look back at previous entries and reflect on your progress and growth. Remember, there is no right or wrong way to journal – just do what feels authentic and meaningful for you!

Journaling is a simple yet effective tool for students to develop their writing skills and gain self-awareness. It can also help them manage their emotions and reduce stress levels. By regularly journaling, students are able to reflect on their experiences and thoughts in a safe space without fear of judgement. With the 100 journal ideas provided in this article, students have plenty of options to choose from based on their interests and preferences. Whether it’s writing about daily events, future goals or personal struggles, there is something for everyone. Remember that there is no right or wrong way to journal – it’s all about finding what works best for each individual student. So don’t be afraid to experiment with different styles and prompts until you find your perfect fit. Happy writing!

Also Read 50 Journal Prompts for Self Love

I’m Pinterest Marketer and blogger with over several years of experience, I love positivity and have a growth mindset.

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How to Write a TOK Journal Assignment: The Complete Guide

A Theory of Knowledge Journal Assignment is a type of writing exercise that encourages students to consider and discuss different philosophical topics. It is essentially an essay, however, the aim is not just to analyse an issue from an academic standpoint, but to also make personal connections to the topic at hand. The purpose of the TOK Journal Assignment is to encourage students to think critically about their own beliefs, thoughts, and ideas, as well as those of the wider society.

In order to complete a successful TOK Journal Assignment, it is important for students to have an understanding of the key concepts associated with the course. Additionally, by having an appreciation of the different forms of evidence available, students will be able to effectively build up an argument, or counterargument, and reach conclusive assessments.

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Understanding Key Terms & Concepts in a TOK Journal Assignment

When writing a TOK journal assignment, there are several key terms and concepts that it is important to understand. In this section of the guide, we will cover three essential concepts in greater detail: Theory of Knowledge, Epistemology, and Ontology.

Theory of Knowledge

Theory of Knowledge  is an area of study that examines the nature of knowledge and how it is acquired and used. It seeks to explore questions such as: What can be known? How do we know if something is true? What is the difference between fact and opinion? Answering these questions helps us to form our own opinions about the world, which can then inform our decisions.

Epistemology

Epistemology is the branch of philosophy that deals with knowledge. Specifically, epistemology is concerned with the nature of knowledge and how it is acquired and used. It is the study of what makes certain beliefs or statements true and how those beliefs can be justified.

Ontology is the branch of philosophy that focuses on the nature of being. It deals with questions such as: What is a thing? What properties does it have? How do different things relate to each other? Ontology is concerned not only with the nature of existence, but also with the nature of relationships between different entities.

Now that we have a better understanding of the key terms and concepts related to TOK journal assignments, let’s move on to the next section of the guide, which covers getting started.

Getting Started: Brainstorm Ideas

Writing a Theory of Knowledge (TOK) journal assignment can be an exciting experience. The best way to get started is to brainstorm what ideas you have for your assignment. There are many different ways you can go about doing this – it’s all about finding the approach that works best for you.

One popular method is to create a mind map. This exercise consists of drawing out different concepts related to the topic and connecting them together. By visually representing the ideas, you can easily identify which topics can be explored further in your assignment. It also helps to make note of any questions or uncertainties you may have as you go along.

Another useful technique is free-writing. This involves writing down whatever comes to your mind, without any editing or judgement. It can help you identify potential ideas and organize your thoughts in a more concrete way. Just try to let your ideas flow freely and don’t worry about making mistakes – it’s a great way to begin honing in on the focus of your assignment.

Finally, it is important to consult relevant sources such as books, journals, magazines and online resources. Doing this will give you a clearer idea of what you might include in your assignment. It is best to collect a wide variety of sources so that you are not reliant on just one type of information.

Overall, taking time to brainstorm ideas for your TOK journal assignment is important, as it allows you to properly plan out your approach and get a better understanding of the topics at hand.

Step-by-Step: Structuring the TOK Journal Assignment

It can be intimidating to start a complex journal assignment. The good news is that having a clear and organized plan of attack can help you succeed. Break down the process of structuring your TOK Journal Assignment into several manageable steps and you’ll be on your way to crafting a great piece of work.

The first step is to consider the requirements of the assignment. Make sure you understand exactly what is expected of you and don’t forget to check any relevant grading criteria. Once you have a good grasp of the task at hand, it’s time to start planning.

Start by analyzing the sources of information that you will use in your journal assignment. Collect as many different sources as possible, but be careful to ensure that they are appropriate and relevant to the topic.

Once you have collected the necessary sources, break down the assignment into smaller parts. Outline the main sections of your journal assignment and the arguments you plan to make. This is a great way to keep the ideas in your head organized and will make writing much easier later on.

Next you should create a timeline for completing the assignment. Estimate how long each section will take you to complete and allocate a set amount of time for each part. This will make it easier to keep track of your progress as you work.

Finally, get started! Write the first draft of your journal assignment and then revise, edit, and make changes as needed. Be sure to proofread your work and double check that you have included all the necessary elements. Following these steps will help you structure a well-thought-out, comprehensive TOK Journal Assignment.

Analyzing Sources and Forms of Evidence

One of the most important parts of completing a TOK Journal Assignment is analyzing sources and forms of evidence. In order to make an effective argument and support your claims, it is essential that students gather quality evidence from reliable sources. To do this, students must be able to accurately gauge the relevance and strength of evidence to their argument.

When examining evidence, it is important to remember to be critical. Ask yourself questions such as “How does this evidence support my argument?”, “Does it fit with the overall theme of my paper?” and “What is the source of this evidence?” Other questions might include “Are there any biases in this source?” and “How credible is this source?”. By asking these questions, you can ensure that the evidence gathered is appropriate and supportive of your argument.

Forms of evidence range from primary sources (such as documents, emails, or recordings) to secondary sources (such as news articles, books, or websites). It is important to be aware of the difference between these two sources. Primary sources are often more reliable as they are directly related to the topic at hand. However, secondary sources can also be useful, provided that they are from reliable sources and are up-to-date.

As you analyze different sources of evidence, remember to take notes for yourself. This will help you when it comes to referencing your sources later on and can also help remind you of why the evidence was relevant to your argument. Finally, don’t be afraid to reject evidence which does not serve your purpose. Being selective with your sources will help to strengthen your overall argument.

Writing and editing can be a daunting task. It is important to take your time and go through the process of writing and editing to ensure you are producing an effective piece of writing. Here are some tips on creating an effective piece of writing:

It is important to plan ahead when writing your TOK Journal Assignment. Outline all the points that you want to make, and break your work down into smaller chunks. Creating an outline will help you stay organized, and will allow you to focus on each part of your journal one at a time.

Once you have created an outline, it is time to start drafting. When drafting, keep the following tips in mind:

• Be concise – make sure every sentence counts.
• Use active voice.
• Do not repeat the same point multiple times.
• Stay focused on the main topic – avoid digressions.

Once you have finished your first draft, it is time to start editing. Editing is a very important part of the writing process, as it allows you to improve any errors or mistakes you may have made in your first draft. There are many types of editing, such as grammar and spelling checking, content checking, and formatting.

The last step in creating an effective piece of writing is to revise your work. Revising allows you to make any changes or additions needed to improve the overall quality of your journal. Take your time and read over your work multiple times. Pay close attention to any mistakes or areas that need improvement, and make sure to address them before submitting your assignment.

By taking the time to plan, draft, edit, and revise your TOK Journal Assignment, you will be able to create an effective piece of writing. Following these simple steps will help you produce a well-written, organized journal that meets the expectations of the assignment.

Tips for Referencing

When writing a TOK journal assignment, it is important to make sure that you appropriately credit any sources that you used. This gives credibility to your work and also allows readers to confirm the accuracy of your statements by reading the source material. To ensure that your paper has correct referencing, there are several tools and methods available to you.

In-Text Citations

The most common way to include references within the text itself is to use in-text citations. Depending on the style guide you are required to use, this will involve including either the author’s name or the source title in parentheses after the statement you are referencing. For example, if you are referencing a book by John Smith, you might include “(Smith, 2020)” at the end of the sentence.

Footnotes & Endnotes

Another way to include references in your work is through the use of footnotes or endnotes. These are numerical or alphabetic references that appear at the bottom of the page (footnotes) or at the end of the document (endnotes). Footnotes and endnotes provide more space to include additional information such as the source title, author’s name, and year published.

Bibliographies & Works Cited

Finally, a bibliography (or works cited page) provides a comprehensive list of all of the sources that have been used in the assignment. This list should include the relevant information such as author’s name, title, publication date, and publisher. As such, it is important to ensure that all of the sources used in your paper are also included in the bibliography.

By following these tips and using the correct referencing tools, you can ensure that your TOK journal assignment is properly credited and the sources used are identified. You will also gain the respect of your peers and professors and demonstrate your ability to reference material correctly.

Definition & Explanation of a Knowledge Question

A knowledge question is a statement that is used to explore and answer questions related to the field of “theory of knowledge” (TOK). This concept serves as the foundation for exploring a variety of topics, such as the nature of truth, reality, beliefs, and knowledge. A knowledge question should be specific, clear and focused in order to help you answer the question. The goal is to come up with an argument or point of view based on evidence and logical reasoning.

When formulating a knowledge question, it’s important to think about the context surrounding your topic. For example, when discussing the nature of knowledge, consider what kind of knowledge you are talking about, such as scientific knowledge, spiritual knowledge, or knowledge of a particular culture. Consider the different perspectives surrounding the issue and how those could affect your argument.

In addition, think about the implications of your knowledge question. Ask yourself what the answer to your question could mean and how it relates to the bigger picture. Will it improve our understanding of the world? Will it provide us with new insights? These are all things to consider when formulating a knowledge question.

Finally, it’s important to be mindful of the language you use when expressing your knowledge question. Avoid using vague language and try to be as precise and clear as possible. By doing this, you can ensure that your knowledge question is properly understood and will help you to pursue an insightful exploration of the issue.

In conclusion, formulating a clear and concise knowledge question is essential for exploring TOK topics. With a well-defined question, you can ensure that your research is focused, relevant and meaningful. It will help you to make an informed argument and provide you with valuable insights into the nature of knowledge.

Developing an Argument

When it comes to writing a TOK Journal Assignment, constructing an argument is essential. An argument is your way of making a claim using evidence. To do this effectively, you need to consider the sources you use and make sure they are relevant and appropriate. You also need to be able to identify any counter-arguments and provide rebuttal.

It’s important to first identify your topic, then research and reflect on the available information. When forming an argument, start by gathering evidence or facts to support your position. Make sure that your evidence is factual, logical, and relevant to your argument. You should also be able to provide counter-arguments and explain why your point of view is more valid.

Once you have collected your evidence, you can start organizing the structure of your argument. A strong argument follows a logical flow, beginning with a clear statement of your position and following it up with supporting evidence. After presenting your evidence, provide an explanation of why your argument is valid. Finally, conclude your argument by summarizing your position and the evidence you provided.

When constructing an argument for your TOK Journal Assignment, the goal is to be as convincing as possible. This means creating a well-structured and factually accurate argument that will stand up to scrutiny. Be sure to back up all of your statements with evidence and remain impartial in your analysis, critiquing all arguments fairly and thoroughly.

Tips for Examining Counter-Arguments: Strategies for Critiquing Different Arguments

A great way to strengthen your own arguments is by examining counter-arguments. It allows you to develop your own opinions while also gaining insight into why they differ from yours. Critiquing counter-arguments can be a beneficial way to assess how well-rounded your argument is and how much you know about the topic.

When critiquing someone else’s argument, it is helpful to start by summarizing the main points of the argument. This allows you to gain an understanding of what the other person is trying to say. Once you have done this, you can then assess the strengths and weaknesses of the counter-argument.

It is important to be objective when assessing a counter-argument. Consider the evidence used in the argument. Does it make sense? Is it accurate? Is it supported by reliable sources? It is also important to question any assumptions behind the argument. Is the argument based on personal experience or can it be backed up with facts?

Another way to critique a counter-argument is to evaluate its logic. Does the argument present a clear and convincing argument? Does the argument lead to a logical conclusion? If not, why not?

Finally, when critiquing a counter-argument, it is important to consider its implications. What would be the outcome if the counter-argument was accepted? Would there be any long-term consequences? By critiquing counter-arguments, you can become more aware of the complexities of the issue and come to a more informed opinion.

Reflection & Evaluation: Tips for Assessing Your Own Work

When it comes to TOK Journal Assignments, reflection and evaluation are key. You should take the time to assess your work and learn from your mistakes. Consider the following tips when evaluating your work:

• First, compare your work to the marking rubric. Make sure that you’ve addressed all the criteria and that your work adequately reflects your understanding of the topic.
• Be critical of yourself. It’s easy to become attached to your own work, but you can also gain valuable insight by taking an objective look at it. Try to identify areas in which you could improve your argument.
• Ask yourself if the work is clear, coherent and flows well. Do your arguments make sense together? Does the piece build towards a meaningful conclusion?
• Consider the sources you used. Are they credible? Are they current? Their age and origin can have a significant impact on the quality of your work.
• Take into account any feedback or comments you’ve received from your teacher or peers. Use these to inform future revisions and edits.
• Finally, don’t forget to take a moment to celebrate your achievements. Celebrating success can motivate you to continue striving for excellence.

By adopting a reflective and evaluative approach to your work, you can ensure that you’re producing top-notch TOK Journal Assignments.

Completing a TOK Journal Assignment can be a challenging but rewarding process. In this guide, we’ve looked at the different stages of the assignment and how to execute each step effectively. Starting with an introduction to the concept, then moving on to key terms, brainstorming ideas, structuring the assignment and analyzing sources, through to writing and editing, referencing, developing an argument and evaluating your work.

The main takeaway from this guide is that in order to produce a successful journal assignment, you must carefully consider the knowledge question, seek out relevant and reliable evidence, structure the essay to present an engaging and convincing argument, and take your time when reviewing and editing your work.

With this guide, we hope that you now have all you need to write an outstanding TOK assignment. We wish you the best of luck in your studies!

• Last Edit 15 AUG 2023

Nick Radlinsky

Nick Radlinsky is a devoted educator, marketing specialist, and management expert with more than 15 years of experience in the education sector. After obtaining his business degree in 2016, Nick embarked on a quest to achieve his PhD, driven by his commitment to enhancing education for students worldwide. His vast experience, starting in 2008, has established him as a reputable authority in the field.

Nick's article, featured in Routledge's " Entrepreneurship in Central and Eastern Europe: Development through Internationalization ," highlights his sharp insights and unwavering dedication to advancing the educational landscape. Inspired by his personal motto, "Make education better," Nick's mission is to streamline students' lives and foster efficient learning. His inventive ideas and leadership have contributed to the transformation of numerous educational experiences, distinguishing him as a true innovator in his field.

IB TOK Essay Rubric. Grading Criteria

This article provides essential insights and strategies for understanding the assessment process and helping you write essays that meet and exceed the rigorous standards of the IB curriculum. Whether you’re striving for clarity of argument, effective integration of knowledge, or personal engagement, our tips will help you achieve a higher score.

IB Internal Assessment Rubric and Grading Criteria

The IB IA rubric is carefully structured to assess students’ understanding, skills and application of subject matter in a nuanced and comprehensive manner. Each subject rubric, whether for sciences such as Biology and Chemistry, humanities such as History and Psychology, or Mathematics, emphasizes a unique set of criteria tailored to assess specific competencies and skills.

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Music IA Topics for SL and HL Students

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Film IA Topics: SL and HL Topic Ideas

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Students' Experiences With and Preferences for Instructor Feedback on Writing Assignments in Disciplinary Content Courses

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This study sought to better understand students' experiences with instructor feedback on writing assignments. Undergraduate students (n = 162) completed an online survey about the frequency, type, and nature of feedback they received from instructors, their feedback preferences, their satisfaction wtih feedback, and their use of feedback. Findings suggested that students preferred to receive feedback via Blackboard and feedback content that was positive, contained suggestions for improvement, and noted why points were deducted. Students preferred handwritten and face-to-face feedback much more than they received it Preferred versus received feedback discrepancies were associated with students' feedback satisfaction and end-of-semester teaching evaluation ratings.

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This Agreement constitutes the entire agreement and supersedes and voids all prior communications, understandings, and agreements relating to the Product(s), including any terms of use displayed to Authorized Users via the online site of the Product(s). Alterations to the Agreement and to any Addendum to the Agreement are only valid and binding if they are recorded in writing and signed by both parties

. I. Definitions

"Authorized Users" shall mean individuals who are authorized by the Customer (which shall include those individuals authorized by the Institutions hereunder) to access the Customer's information services whether on-site or off-site via secure authentication and who are affiliated with the Customer as a student (undergraduates and postgraduates), employee (whether on a permanent or temporary basis), or a contractor of the Customer. Individuals who are not a current student, employee, or a contractor of the Customer, but who are permitted to access the Customer's information services from computer terminals within the physical premises of the Customer ("Walk-In Users"), are also deemed to be Authorized Users, but only for the time they are within the physical premises of the Customer. Walk-In Users may not be given means to access the Product(s) when they are not within the physical premises of the Customer.

"Commercial Use" shall mean use for the purpose of monetary reward (whether by or for the Customer or an Authorized User) by means of the sale, resale, loan, transfer, hire, or other form of exploitation of the Product(s). For the avoidance of doubt, neither recovery of direct cost by the Customer from Authorized Users, nor use by the Customer or Authorized Users of the Product(s) in the course of research funded by a commercial organization, shall be deemed to constitute Commercial Use.

"Educational Purposes" shall mean for the purpose of education, teaching, distance learning, private study and/or research as described in Section II below.

"Institutions" shall mean the Customer's participating institutions, if applicable.

"License" shall mean the non-exclusive, non-transferable right to access and use the Product(s) pursuant to the specific terms and conditions set forth in this Agreement.

"Product(s)" shall mean the products, materials and/or information contained therein that are subject to this Agreement. Product(s) include the Journal on Excellence in College Teaching and the archive of the Learning Communities Journal.

"Reasonable Amount" shall be determined based on guidelines set forth by 17 U.S. Code § 107 (Limitations on exclusive rights, Fair use).

"Secure Authentication" shall mean access to the Product(s) by Internet Protocol ("IP") ranges or by another means of authentication agreed between the Publisher and Customer or Institutions (if applicable) from time to time.

II. Authorized Use of Product(s)

Customer, the Institutions (if applicable), and Authorized Users may use the Product(s) for Educational Purposes as follows:

Analysis . Authorized Users shall be permitted to extract or use information contained in the Product(s) for Educational Purposes, including, but not limited to, text and data mining, extraction and manipulation of information for the purposes of illustration, explanation, example, comment, criticism, teaching, research, or analysis.

Course Packs . Customer, the Institutions, and Authorized Users may use a Reasonable Amount of the Product(s) in the preparation of course packs or other educational materials.

Digital Copy . Customer, the Institutions, and Authorized Users may download and digitally copy a Reasonable Amount of the Product(s).

Display . Customer, the Institutions, and Authorized Users shall have the right to electronically display the Product(s) to the extent necessary to further the intent and purpose of this Agreement.

Electronic Reserve . Customer, the Institutions, and Authorized Users may use a Reasonable Amount of each of the Product(s) in connection with specific courses of instruction offered by Customer.

Interlibrary Loan . The Customer and the Institutions shall be permitted to use Reasonable Amounts of the Content to fulfill occasional requests from other, non-participating institutions, a practice commonly called Interlibrary Loan ("ILL"). Customer and the Institutions shall fulfill such requests in compliance with Section 108 of the United States Copyright Law (17 USC S108, "Limitations on exclusive rights: Reproduction by libraries and archives") and the Guidelines for the Proviso of Subsection 108(2g)(2) prepared by the National Commission on New Technological Uses of Copyrighted Works (CONTU).

The electronic form of the Product(s) may be used as a source for ILL. Customer and the Institutions shall include copyright notices on all ILL transmissions. Notwithstanding anything herein to the contrary, in no event shall any non-secure electronic transmission of files be permitted.

Print Copy . Customer, the Institutions, and Authorized Users may print a Reasonable Amount of the Product(s).

Recover Copying Costs . Customer and the Institutions may charge a reasonable fee to cover costs of copying or printing portions of Product(s) for Authorized Users.

Scholarly Sharing . Authorized Users may transmit to a third party colleague in hard copy or electronically, Reasonable Amounts of the Product(s) for personal use, professional use, or Educational Purposes but in no event for Commercial Use. In addition, Authorized Users have the right to use, with appropriate credit, figures, tables, and brief excerpts from the Product(s) in the Authorized User's own scientific, scholarly, and educational works.

Text Mining . Authorized Users may use the licensed material to perform and engage in text mining/data mining activities for legitimate academic research and other Educational Purposes. Those uses beyond educational use shall require permission from the Publisher.

III. Restrictions

Except as provided herein, the institution shall make reasonable efforts to inform its authorized users not to use, alter, decompile, modify, display, or distribute the Product(s) as follows:

Alter Identification . Remove, obscure, or modify copyright notices, text acknowledging, attributions, or other means of identification or disclaimers as they appear. Alter Product(s).

Alter, decompile, adapt, or modify the Product(s), except to the extent necessary to make it perceptible on a computer screen, or as otherwise permitted in this Agreement. Alteration of words or their order is strictly prohibited.

Commercial Use . No Commercial Use of the Product(s) shall be permitted unless the Customer or an Authorized User has been granted prior written consent by an authorized representative of the Product(s). Use of all or any part of the Product(s) for any Commercial Use or for any purpose other than Educational Purposes.

Distribution . Display or distribute any part of the Product(s) on any electronic network, including without limitation, the Internet, and any other distribution medium now in existence or hereinafter created, other than by a Secure Authentication; print and distribute any portion(s) of the Product(s)s to persons or entities other than the Customer or Authorized Users, except as provided in Section II.

JECT acknowledges that the Customer cannot police or control the actions of its students, faculty, and other Authorized Users with respect to their use of the Product(s). In the event of abuse, the institution shall make prompt and reasonable efforts to heal the breach and notify the publisher.

IV. Term and Termination

This agreement shall commence on the Effective Date and shall remain in effect unless and until terminated as permitted herein (the "Term"). There is no perpetual electronic access to content made available during the term of the agreement.

JECT may terminate this Agreement if Customer violates any of the terms and conditions set forth herein. In the event of any termination of access, JECT will promptly notify the Customer of the basis for termination.

The Customer may terminate this Agreement if sufficient funds are not provided or allotted in future government-approved budgets of the Customer (or reasonably available or expected to become available from other sources at the time the Customer’s payment obligation attaches) to permit the Subscriber, in the exercise of its reasonable administrative discretion, to continue this Agreement.

In the event of any unauthorized use of the Product(s) by an Authorized User, Customer shall cooperate with JECT in the investigation of any unauthorized use of the Product(s) of which it is made aware and shall use reasonable efforts to remedy such unauthorized use and prevent its recurrence. JECT may terminate such Authorized User's access to the Product(s) after first providing reasonable notice to the Customer (in no event less than two (2) weeks) and cooperating with the Customer to avoid recurrence of any unauthorized use. In the event of any termination of access, JECT will promptly notify the Customer

. V. Refunds

In the event that a subscription is canceled by the Customer prior to the subscription end date, the following will be used as guidelines for refunds.

Electronic subscriptions . The Customer shall be entitled to a full refund within 14 days of the start of the most recent subscription term. Refunds requested after 14 days but no later than 60 days from the start of the most recent subscription term will be allowed, minus a 30% processing fee. Refunds will not be granted if requested more than 60 days after the start of the most recent subscription term.

Journal on Excellence in College Teaching Center for Teaching Excellence Miami University 317 Laws Hall Oxford, Ohio 45056

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