Weekly Reading and Lecture Analysis Journal
Reading and Lecture Analysis Journal
Value: 100 points
There are 10 entries @ 10 points each.
Objective:
Write weekly reading and lecture analysis journal entries that employ course materials.
These reading and lecture analysis journal entries provide you with an opportunity to do the following:
To enable you to understand your learning process;
To deepen the quality of learning, in the form of critical thinking or developing a questioning attitude;
To increase active involvement in learning and personal ownership of learning;
To enhance creativity by allowing you to write about what you found to be interesting or want to know more about;
To free-up writing and the representation of learning;
To provide an alternative ‘voice’ means to show that you are learning from course materials and resources;
To foster reflective and creative learning that promotes appreciation for human diversity, pluralism, multicultural, global perspectives, and lifelong learning.
Due: Weekly
Value: 100 points, 10 entries, 10 points each.
Scope:
Each entry should be single-spaced and about one to two pages in length.
After you complete the assigned readings and viewed all other learning resources for a particular week’s lesson, you can select a topic or topics that most interested you or that provoked a reaction, or that you have questions about and want to process. There is no right or wrong, as each entry will be measured and evaluated on its content and quality of analysis.
Assignment:
The entries must do the following:
Must be on topics or issues from weekly units;
Must be one to two pages in length, single-spaced (-1 point if not single-spaced);
You will submit this as a Word doc or PDF file on TurnItIn through iLearn;
You must discuss a topic or topics or question or questions that you have after completing the assigned readings and other learning resources available on iLearn;
You must directly engage with at least THREE learning resources from each unit on iLearn (ONE of them must be an assigned reading; the other TWO can be other readings, videos, lectures, weekly forum discussions) in each entry! [Note: You can impress Prof. Lee by using more than the required three learning resources, and getting additional outside resources!]
If you do not engage with one assigned reading, your entry will receive an automatic 0/10, which is a failing grade for this assignment.
For every required resource omitted, you will get a point deduction of -3.
You must engage with assigned readings and other learning materials in the course by using proper citations and quotations using MLA, APA, Chicago, or Harvard styles for writing.
Formatting must be proper (improper formatting will result in -1 point).
You can use outside resources if you investigated a topic further.
You must include a Works Cited. If you are missing a Works Cited, it will result in -3 points.
Incorrect information in the items listed in the Work Cited will result in -1 point deduction for each item.
Writing is important, so make sure you write early and edit. Clarity of writing is important and an important skill to develop.
Be thoughtful in each entry. Provide analysis and link/connect as many class resources as possible to each entry. This is your chance to show that you have read the assigned readings, watch the videos and lectures, and have thoughtfully and creatively reflect on the data, ideas, and arguments of all learning materials.
There is no right or wrong “answers” in this assignment. You will be evaluated on the quality and clarity of the content.
Please see the Rubric for Writing Assignments for more information on how writing is evaluated.
All late submission will receive -3 points deduction; each additional day is -3 points per day.
Tip: Be aware of only summarizing: this assignment calls for analysis, which means your ability to: apply things you learn in the class to the real world; your ability to synthesize theoretical concepts (unpacking the theory, testing the theory, questioning the theory); your ability to critique arguments, ideas, theories covered in class materials; your ability to offer your own unique insights into an issue; and your ability to put various voices into a dialogue.
For example:
A says “…” which confirms B’s notion of ….. but differs from C’s conclusion about….; My experience suggest name-a-concept is valid because….; Name-a-concept argues that… which A, B, and Z validated in their research. However, another school of thought contends….
Southeast Asian Americans Building Communities
Today, Chinatowns and Japan Towns are popular tourist attractions, but they are the physical legacy of segregationist policies of the early to mid-19th to mid-20th centuries that limited where Asian immigrants can live, work, and create families. The formation of ethnic communities, known in the social sciences as “ethnic enclaves” such as Little Saigon among Vietnamese Americans, or Thai Towns among Thai Americans reveal much about the community. It suggest there is a large enough population and demographics that can sustain the community; and that members of the community can live life in America while maintaining strong cultural traditions. Among Vietnamese Americans and Little Saigon, this means elderly and Vietnamese-speaking only first generation Americans can get by without speaking English because they have access to Vietnamese-speaking doctors, lawyers, real estate agents, and stores and restaurants sell food items that allows them to maintain traditional foodways, and so on. There is an economic variable/factor in the formation of an ethnic enclave, meaning, the community forms because of businesses. Little Saigon, the community, developed around a shopping mall (as you witnessed in the documentary Saigon USA). Cambodia Town in Long Beach is defined by its business district, and Thai Town in Hollywood also developed around a mall. However, the community also develops around religious institutions such as a Buddhist temple for Lao Americans, Cambodian Americans, and Thai Americans.
For this week, think about the variables that coalesce to inform and fuel the formation of ethnic enclaves. Why are there no Lao/Laotian Town, Indonesian Town? Why are there Little Saigons and one Little Phnom Penh? What does the absence of an ethnic enclave tell us about the community?
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