Process+Journal

Process Journal

items you worked on and/or completed each day. || What road did you choose? Thoughts Reflections Concerns Inspirations Contemplations || •MRGP Assignment •The Road Not Taken Poem || The poem was really inspirational and got me motivated on this project || •List of Topics •Thinking about my topic ||  || four of the nine questions listed here:
 * Date || List the
 * 5/7/12 || •How will my work be graded
 * 5/8/12 || •Analysis of MRGP
 * 5/10/12 || •FQI Sheet 1 || I worked on filling out the facts and questions in the FQI sheet ||
 * 5/16/12 || •FQI Sheet 2 || I worked on filling out the interpretations on the FQI sheet ||
 * 5/18/12 || •FQI Sheet 4 || I know what I am going to be doing for my story now ||
 * 5/22/12 || •Story || My story is going well, I have done 4 pages and the story is flowing nicely. ||
 * 5/28/12 || •Family tree || I worked on a family tree for Perseus. I am using an application called mind node to do this. It is going well and is going to turn out good. ||
 * 5/30/12 || •Poem || I have been writing a poem about how Perseus was sent to sea in a chest by his grandfather. The second and fourth lines rhymes and is has been hard. But I think it turned out well. ||
 * 6/1/12 || •Perseus newspaper article || I have been working on my newspaper article which is my fourth genre in the MGRP. It takes place when Perseus accidentally kills his grandfather in a discus competition. People are questioning whether it was an accident or not. ||
 * 6/5/12 ||  ||   ||
 * 6/7/12 ||  || For this last reflection, you should choose
 * 1) Why did you choose your topic? Are you still happy with your choice? I chose my topic because my friend recommended me the Percy Jackson series and that inspired me to learn more about Ancient Greece. I am still happy with my choice, I enjoyed researching it and learning more.
 * 2) What goals did you have for your research? Did you meet those? Some goals I had was to stay away from Wikipedia which I did because it can be inaccurate and I wanted to know more about how Perseus's grandfather died and I found out a lot about that.
 * 3) What facts about your topic interested you most? Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help? I was mostly interested about how Perseus killed Medusa. How would he have killed her if he couldn't see her? Now I know that he has a mirror shield and he can see behind him with it. This project good because you have to think in different ways. You have think differently when you are writing a narrative, newspaper, or a poem.
 * 4) How much information did you collect? How easy or hard was it to find information? It was pretty easy to get all the information. The websites were neatly organized in a user friendly way.
 * 5) What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew. I found that the websites with all of the requirements of the bibliography are probably better and more reliable. When I searched for the topic, I clicked on the a couple of the first websites. They didn't give me any information on the bibliography but when I went down a bit, I came across a great source that helped me create a complete citation.
 * 6) What strengths did you use as a writer in this project? What new strengths did you discover? Before, I thought I couldn't rhyme for my life but now that I have written this poem, I see that I can actually write a bit of poetry.
 * 7) What criteria did you use in deciding on the genres to include in your paper? What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why? The hardest thing to write was the news article. It was the hardest because I needed to think from the point of view from some news guy in the time period. The most fun piece I wrote was probably the narrative. I got to create a character, give it emotions, and basically do whatever I wanted with him.
 * 8) How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging. I put the narrative first because it told the most about the whole legend and it gave the most information. For the rest of the pieces, I put them into chronological order. The diary entries were first, then the poem, next was the news article, and last was the family tree.
 * 9) What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces? Working with my peers was very helpful, especially with the poem. In the poem, there were lines that my friends stumbled on but they gave me advice on how to make it smoother. When I read their pieces, I gave them advice too. One example is I looked at my friend's newspaper and said it needs to be more detailed and needs to be from the point of view from the publisher. ||

Adapted from ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project, Portsmouth, NH: Heinemann.

Process Journal Scoring Checklist

Total Process Journal Points /50 points

Score A Date 5/28 8 points _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.

_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no journal entries at the time of scoring. Score B _ Date 6/5 9 points _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.

_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no new journal entries at the time of scoring.

Score C _30 points Date6/9 29 points _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.

_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no new journal entries at the time of scoring. Plus

_10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses. _8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses. _5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight. _ 4 points Student did not answer any of the reflection questions.