Guide for Keeping a Response Journal

The reader response journal is like a diary. Only in this journal, you will not be reflecting on that nasty teacher who
keeps assigning homework or that secret love in math class, but, you will be reflecting on what novel you are
reading. The same novel also needs to come to each class for silent reading.
The journal will serve as a record of your thoughts and reactions, both emotional and analytical, regarding the novel.
This is an opportunity to express your opinions, ask questions and interact with the writer and/or characters.

Instructions:
1. Prior to reading, choose a natural spot to stop. Begin your journal entry as soon as you finish
that page. Your initial response to the literature will be more genuine.
2. Discuss anything that interests you about the material that you are reading. For example, discuss a
character you despise, a scene you find particularly moving, and/or a setting that was
described in extraordinary detail.
3. There is no set limit on how long the entries must be. However, keep in mind your journals are not
complete if lacking details. Think carefully about what you are writing and use excellent form.
Explain your opinions, thoughts and feelings in great detail.
4. When you choose a new book, provide a proper MLA bibliographical reference at the top of the page.
5. Organize your journal into two columns.
Column A
Journal Entry # _______
Quotation(s) from the text (include page number)

Hetman/ En 2014

Page 1

Column B
Commentary (I think, This reminds me of, I dont
know why, etc.)

Your commentary should make use of 4-5 of the following

I think
I wonder
I predict
I do not understand
If I were the author
This part reminds me of
This character reminds me of
It seems to me
I question
What impressed me was
I am reminded that
I know someone like
This reminds me of something else I read,
It was not fair when
If I were the author I would have
Why would

Remember, journals are your opportunity to interact with the text and express personal
opinion. It is not necessary or useful to summarize the plot. Dont summarize the plot!

Hetman/ En 2014

Page 2

Grade

A (86-100)

Format

Maturing
Responder

Hetman/ En 2014

Level of Thinking

Self-Directed
Responder

B (75-86)

Originality

Includes a correctly
formatted MLA
bibliography atop the first
page to identify the text to
which the reader is
responding.

Includes 100% of required

entries in two-column note
format, with concrete details
from the text recorded on lefthand side (including page
numbers) and commentary
(opinions, analyses,
reactions, questions,

connections) on the righthand side.

Includes a MLA
bibliography atop the first

page to identify the text to

which the reader is
responding.
Includes at least 80% of
required entries in two
column note format, with
concrete details from the text
recorded on left-hand side
(including page numbers) and
commentary (opinions,
analyses, reactions,
questions, connections) on

Page 3

Includes commentary that

evidences deep, critical
thinking that digs below the
surface- meaning of the text.

Includes a variety of responses to the text. Student engages

text in several of the following ways:
Judges and assesses characters/situations/issues/claims
against own personal standards, often sharing advice,
criticism, empathy, or disparity.

Expresses unique personal

interactions with the text,
which indicate the
development of an individual
response style (not the
responses one might read on
Cliffnotes.com or a similar
site!).

Analyzes how the text is crafted: if reading fiction,

addresses literary elements (conflicts, setting, theme,
characters, structure); if reading nonfiction, responds to
the language/ rhetorical techniques (appeals, claims,
schemes and tropes) used in the text.
Compares the text to other texts of the same genre, by the
same author, or dealing with similar themes.

Evidences reading with an

astute rhetorical eye, that is,
with attention to the
persuasive appeals, claims,
and devices the author uses.

Includes commentary that

attempts critical thinking
that digs below the surfacemeaning of the text.
The responder expresses
his/her personal
interactions with the text,
although they are similar to
what others responders may
share.

Compares and contrasts situations and issues in the text to

current events or societal issues.
Shares relevant research/readings to address
questions/connections to historical context, the author,
allusions.

Shows a willingness to share personal opinions/ emotions/

thoughts/questions/connections and includes a variety of
responses:

Engages with the characters by talking to them, giving

them advice, or telling how he/she might behave in the
same circumstance; for nonfiction, engages the author by
agreeing/disagreeing with the author.

Makes sound predictions based on information from the

text and validates or refutes those predictions in later

the right-hand side.

responses.

Evidences reading with a

rhetorical eye, that is, with
attention to the persuasive
appeals, claims, and devices
the author uses.

C /C+(56-74)
Emerging
Responder

C- (50-55)

Hetman/ En 2014

Includes a MLA
bibliography atop the first

page to identify the text to

which the reader is
responding.
Includes at least 60% of

required entries in twocolumn note format, with

concrete details from the text
recorded on left-hand side
(including page numbers) and
commentary (opinions,

analyses, reactions,
questions, connections) on
the right-hand side.
Responses are less fully
developed than the higher
levels.
Omits (or bibliography has
major errors) MLA
bibliography atop the first

Page 4

Attempts commentary that

digs below the surfacemeaning of the text.
Attempts to share
spontaneously, but struggles
to develop original
responses; shows need to
response prompt format.

Attempts to read
rhetorically, but offers
little insight into the
authors claims, appeals, or
devices.
Commentary is
shallow, revealing reader
understands only the

Responds to the text as a literary work or as a

rhetorical work, addressing literary elements or
claims, language, structure, and writing techniques
though responses less fully explain the effect of the
authors choices.

Connects the characters and situations to current

events, situations, and issues.

Makes reasonable predictions using information from the text.

Shares reaction's through writing, but the entries maintain a

detached commitment or connection to the text.

Poses many questions, either to make sense of the story or to

avoid confusion.

Shows detached insights into the characters, maintaining a

distance from deeper character involvement, and/or remains
detached from reading rhetorically, offering little insight about
the claims or devices of the author.

Writes a number of brief responses, which merely fulfills an

assignment, rather than sharing a commitment to the text,

Novice
Responder

Hetman/ En 2014

page to identify the text to

which the reader is
responding.
Includes at least half of
required entries in twocolumn note format, with
concrete details from the text
recorded on left-hand side
(including page numbers) and
commentary (opinions,
analyses, reactions,
questions, connections) on
the right-hand side.
Responses are brief.

Page 5

literal, surface-meaning of
the text.

characters, and/or claims.

Summarizes, mostly retelling the story, rather than interacting

with it.

Indicates a sense of comprehension, but rarely exhibits or

indicates personal involvement in the text.

Expresses frustration with the reading/ writing format of the

response journal.