2000 WORDS JOURNAL- A reflection of your reading- Leo Tolstoy,The Death of Ivan Ilych

I need a 2000 worded journal.This assignment is due early tomorrow morning. I need someone who will be fast about it. Please no plagiarism as I will go the extra mile to check for plagiarism.

 

The journal should be a reflection of the following book ”Leo Tolstoy,The Death of Ivan Ilych  ” which can be found for free at  online:http://www.classicallibrary.org/tolstoy/ivan/index.htm.

 

The requirement for the assignment is below:

 

INSTRUCTIONS

 

******PLEASE THIS IS A REFLECTION JOURNAL – NOT A DISCUSSION OR SUMMARY. 

****ALSO, THIS JOURNAL SHOULD INCORPORATE/ MARRY THE SITUATION IN SYRIA TO THE STORY IN THE BOOK. As you reflect on the book, what does it remind you of Syria and growing in the middle east? Please include these in the reflection

1) The minimum length for each journal is 2,000 words. For a B+ or A the minimum is 3,000 words. 
There is no maximum.

2) 
The file must be named as follows or there will be five points deducted.

Example for Mary Smith in REL 424 in the Fall of 2013, her first journal:

            smith m 424 F13  j1 [or j2 for journal 2, etc.].

That’s lower case; last name, space, first name initial, space, course number, space,  F or S (Fall or Spring) and year, space, plus journal number.

3) 
The journal must be composed on a word processor in Microsoft Word; it must show your reading of the assigned materials, your thinking about matters relevant to the course, and your growth in understanding.

4) 
The journal is
 not a summary; it is a
 response to the readings. It is not a discussion of what went on in class. The order of learning is supposed to be: reading, writing, and talking, so journal entries should be made before class discussions of the text; you must
 enter the dates of your writing. (Don’t put the assignments in the headings. Those references show up in the entry itself.) It is good to leave in earlier misunderstandings when they are corrected at later dates (make a note showing your change of mind); this shows development.

5)The journals should reflect the student’s
 humility (a core Benedictine virtue) instead of a “know it all” attitude. Don’t “criticize Shakespeare”; you will lose points for this. Instead of, “Romeo and Juliet were too young; this is stupid,” say, “I was surprised at R’s and J’s youth. I have a lot to learn about love in those days.”

You may disagree with an author or the instructor, but support your position with reflective reasons and the appropriate scholarly research.

The journal must be in proper scholarly form for the humanities. Parenthetical documentation must be used (MLA style) to demonstrate your reading of the text (and not some other source) but Works Cited is not necessary. Do not use “on page ….” (Notice that ideas and information must be documented whether or not there is any quotation.) As a ballpark example, a typical journal might have three or more citations per page.

The MLA Handbook is on reserve in the library; at the end of the Handbook there is a sample paper that illustrates correct style. Directions for writing a paper may be found in theHandbook and also at the OWL and UNC links above under “Documenting Sources.”

 

You are expected to use the spell-checker and grammar-checker on your word processor. (They’re under “Tools.”) Rewriting is important. With a word processor this is easy to do both as you go along and after you’ve written a first draft. Students are encouraged to rewrite the journal after taking it to the Learning Resource Center in the Student Activities Center for a critique.

 

The directions for the journal – especially length and MLA style and MLA parenthetical documentation —  are a kind of “gate”; the paper may receive a zero if these requirements aren’t closely followed. Written work that has good content can nonetheless receive a grade of F for not following directions.

 

The journals are basically a test of how thoroughly you read and reflected on the readings. Journals must comment primarily on the reading assignments but also on other learning activities such as videos; an otherwise excellent journal can receive a C, a B journal a D, and a C journal an F because some of the readings were either avoided or insufficient attention was given to them. As a rule, if a certain author is assigned for three classes while another author is assigned for only one class, the journal should have three times as much material on the first author as on the second. Also, if there is more material assigned on one author or if the author or a character or a narrative is more important, more should be written about her or the character or the narrative.

    

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Journal Getting Started

Journal: Getting Started

4/17/13

The journal is not a summary of the reading. It is not your “opinion” since opinions do not require support. Instead, it is a thoughtful response which shows that you’ve read the material thoroughly and reflected on it carefully and can give good reasons to support your beliefs and what you are saying. It is not a discussion of what went on in class. It should show your own “voice,” i.e., it should show that you are doing the thinking and not someone else. On the other hand, you may acknowledge the contributions of others (“Jane pointed out to me that ….”).

The dates of the entries need to be included.

MLA parenthetical documentation is required. Do not use “on page …” instead of parenthetical documentation.

It should be well-written and well-structured. To achieve this, virtually all students will need to rewrite as they go along, not at the end when the journal is due. Get help for this – from the LRC, and if that’s not working, from the instructor.

You want to show humility – you actually don’t “know it all” — and respect for the author — the same respect you would like to receive. Generally, saying “I was interested” or “I was bored, etc.” should be avoided. Avoid phrases such as “I like/dislike”; instead, address the content — what is being said and how it is said and what you have to say about this. Don’t evaluate the work or “criticize Shakespeare.” On the other hand, saying “Romeo and Juliet were quite young by our standards today (Juliet was around 14, Romeo a few years older]; they must’ve been more mature than we are today” is OK, but “Romeo and Juliet is a stupid story; they were too young” is not.

You may criticize yourself, however. “It’s amazing how much more capable Plato was than I; I’m going to have to do a lot of work here just to stay even.” Not, “Plato is confusing.”

There are many different ways to create a journal entry..

You can relate the readings to other readings (“Moses here sounds like Jesus in Matthew”) or other media in our culture such as plays, TV Shows (“This is like the time on ‘American Idol’ when …), movies, cartoons, music, etc.

You can relate the readings to the world at large and to current or historical issues (“I’m wondering if the invasion of Iraq is actually compatible with Jesus’ teachings on peace and love of one’s enemy.”)

You can relate the text to your own life (“This reminds me of when my mother got ill …”). However, if you do this, you must be focused on the issues and avoid being simply “chatty.”

The reflections need to develop a relevant idea. The reader of your writing should be able to come away with new insight about the issue or idea at stake. If the reader just knows more about you, this is only personal and is therefore irrelevant to the assignment.

The writing can be “multi-genre,” that is, there can be different kinds of writing in the same journal. One entry can be more personal while another can be more analytical, discussing the reasoning, structure or thesis of the reading. Poetry can be included. The responses can be more imaginative (“When I read this I got an image of an icy waterfall ….” “The feeling I had after I read this was ….”) or more straightforward (“Muhammad faced difficult practical decisions of war and peace …. I can see now why today Muslims ….”). You can question the author and/or the problem without coming to a definite conclusion: “In one place she says this (8) but later on she says something else (47). Maybe it’s because …. I need to think about this some more.”

You can look at the material with different “lenses.” Religious: “In the Catholic faith people report visions, and Native Americans also have visions. Now what I’d like to know is ….” Moral: “How could the United States break its treaties with these people?” Psychological: “They certainly show a lot of courage, but how does it affect children’s growth and development?” Economic: “The Sioux economy is hunter/gatherer; now how in the world ….” Gender-conscious: “His language sounds patriarchal to me, yet the women ….”

You can refer back to earlier entries and correct your misunderstanding or narrow-mindedness. “I said on 9/14/08 that the Sioux had a ‘primitive’ idea of God but now I can tell that was my ignorance talking.”

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