assignment journal 1

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The objective of this Assignment is to provide you with a private place to think on the page; “thinking on the page” is a phrase used to describe writing as a form of thinking. Some of us process our thoughts out loud as we describe them to others. In an academic environment, you will be asked to record your ideas in writing or “thinking on the page” to show the new knowledge that you’ve acquired through reading and listening to the resources and completing the assignments. The Writing is a process, not an event. Taking the time to prepare for your writing will help make the writing process smooth and efficient. Follow these steps to ensure that your page does not stay blank for long.  All of prewriting resources should be used simultaneously—you will often find yourself switching back and forth between brainstorming, critical reading, organizing, and fighting off writer’s block as you begin a new assignment.

For more information, see http://academicguides.waldenu.edu/writingcenter/writingprocess/prewriting

” data-hasqtip=”132″>journal is not a formal type of writing and only you and your Instructor will see the journal entry.

The weekly journals will be used to develop a personalized academic writing plan that will fit into the Week 6 Personal Success Plan Assignment.

Each Writing is a process, not an event. Taking the time to prepare for your writing will help make the writing process smooth and efficient. Follow these steps to ensure that your page does not stay blank for long.  All of prewriting resources should be used simultaneously—you will often find yourself switching back and forth between brainstorming, critical reading, organizing, and fighting off writer’s block as you begin a new assignment.

For more information, see http://academicguides.waldenu.edu/writingcenter/writingprocess/prewriting

” data-hasqtip=”133″>journal must be at least three paragraphs long, but you are allowed to write as much as you would like. These entries are meant to be free writing, but you should revise before submitting. Your journal entries will be graded on participation and do not have rubrics.

To prepare for writing your Writing is a process, not an event. Taking the time to prepare for your writing will help make the writing process smooth and efficient. Follow these steps to ensure that your page does not stay blank for long.  All of prewriting resources should be used simultaneously—you will often find yourself switching back and forth between brainstorming, critical reading, organizing, and fighting off writer’s block as you begin a new assignment.

For more information, see http://academicguides.waldenu.edu/writingcenter/writingprocess/prewriting

” data-hasqtip=”134″>Journal entry:

Review the Montante article in the Week 3 Learning Resources is the heading given to all the readings, media, websites, and documents you will use in the course.

In scholarly writing, you will often use direct quotations or paraphrased material from the learning resources to support your research and strengthen your academic argument. Although direct quotations are generally not as strong as paraphrases, they can add evidence and substance to your scholarly argument. Do keep in mind, however, that some instructors forbid direct quotations for some assignments.

” data-hasqtip=”64″>Learning Resources
Review the Academic Writing Expectations Checklist to guide your writing
Review sample Writing is a process, not an event. Taking the time to prepare for your writing will help make the writing process smooth and efficient. Follow these steps to ensure that your page does not stay blank for long.  All of prewriting resources should be used simultaneously—you will often find yourself switching back and forth between brainstorming, critical reading, organizing, and fighting off writer’s block as you begin a new assignment.

For more information, see http://academicguides.waldenu.edu/writingcenter/writingprocess/prewriting

” data-hasqtip=”135″>journal entries posted in an Announcement.

Assignment Instructions:

Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker.

Set a timer (on the stove, a clock or on your phone) and write for ten minutes without stopping. The prompts will remain the same each week, but you will reflect about a different aspect of each week’s resources.

Post an entry that addresses each of the following:

Observe. Describe the week’s content and resources to a person who has not seen/heard or observed it.

Process. Answer the question: “What does this content/topic mean?”

Reflect. Answer the question: “What is the value in understanding this?”

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