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76 Chapter Four Journals and Reflective Writing

families be hurt when child support and school support programs are cut back, and won't that impairment of learning help keep the students in poverty? The primary purpose of a brainstorming session, whether alone or with others, is to produce a large quantity of ideas -most of which will never be used in a final paper. Many ideas that don't seem appropriate at first should still be put down because you can never know which ideas will trigger associations that might ultimately be very productive. A ridiculous-sounding notion may well be a dead end, but it might also be the starting point of a good paper topic. @./c) Three Students' Reading Journals Here are three examples of journal entries written for an introductory phi losophy course, all based on a single passage by Lao Tzu, a Chinese philoso pher who lived in the sixth century B.C. In the first journal entry the student considers the meaning of the text by examining the meaning of difficult phrases and sentences. In the second the student thinks about the single philosophic concept of opposites. The last entry is more personal and open ended. Although all three take on different tasks, in each the student devel ops a fuller understanding of the passage and how it relates to his or her own thinking.

Here is the passage by Lao Tzu.

The whole world recognizes the beautiful as the beautiful, yet this is only the ugly; the whole world recognizes the good as the good, yet this is only the bad.

Thus Something and Nothing produce each other;

The difficult

and the easy complement each other;

The long

and the short off-set each other; The high and the low incline towards each other;

Note and sound harmonize with each other;

Before

and after follow each other.

Therefore the sage keeps to the

deed that consists in taking no ac tion and practices the teaching that uses no words. The myriad creatures rise from it yet it claims no authority;

It gives

them life yet claims no possession;

It benefits

them yet exacts no gratitude;

It accomplishes its task yet lays claim to

no merit.

It is because it

ln.ys claim to no merit

That its merit never deserts it.

From Tao Te Ching by Lao Tzu, trans. D. C. Lau (New York: Penguin, 1963) 58.

80 Chapter Four Journals and Reflective Writing

hinking About

Student

Writing

But, after I read it over and over again, I started to see a few of the things that he seemed to be saying. In the first half of the poem especially, I think that Lao Tzu wants us to see that words like "difficult" and "easy," or "high" and "low" aren't always opposites. In fact, they are words that can refer to the very same thing depending on who is speaking. For example, I am very good at English and not very good at math, so what is easy to me (like writing a paper) may be very diffi cult for someone else, and what is difficult for me (like balancing a checkbook) may be a snap for them. This difference does not mean that either one of us is right in our perceptions of what is hard or easy, just that our perceptions are different. I can think of lots of times when I have used a word in a way that seemed clear, only to find out that the person I was talking to understood something very dif ferent. A lot of times, this kind of misunderstanding leads to arguments because one person wants to prove that their idea is the right one. I think that one of the most important things that Lao Tzu teaches us is that perceptions can be different without anyone being right or wrong.

1. What purpose does each student have in writing the journal entry?

How do the purposes differ? Do the purposes in any way overlap or converge?

2. In each of the three journals, which terms or phrases do each of the

students find most puzzling? Which do they find most revealing? How do the three students focus attention differently?

3. What interpretation or conclusion does each student come to? Are

these conclusions similar or consistent?

How do they differ? In what

way do the differences in conclusion arise from different purposes, different focuses of attention, and different ways of thinking about the passage from Lao Tzu?

In each j

ournal entry, the personal reflection was framed by the reading assignment and the journal writing assignment. Within that assigned frame, students pursued their own ways of thinking about the ideas. As they saw what they wrote, they could recognize issues that concerned and puzzled = 649D6 13; D"36D34>6)%'9D6 8328 p`6

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92 Chapter Four Journals and Reflective Writing

©/C) NEWS FROM THE FIELD

Brief Guide to Netiquette

A lthough most of the traffic on the Internet is unregulated and un monitored, members of the electronic community have developed a set of informal rules, or network etiquette, collectively referred to as "netiquette," to govern private and public correspondence on the Inter net. Most netiquette conventions are simply the rules of polite conversa tion moved into the electronic community; however, there are a number of rules that are unique to the e-mail networks, and first-time users often vi olate the rules of netiquette innocently when they begin posting to news groups or discussion lists. A naive electronic mistake will usually be tolerated by more experienced users; however, flagrant and repeated vio lations of netiquette, when reported to local systems administrators, can jeopardize a computer user's Internet privileges. Below are some of the most common netiquette conventions.

1. Always remember that the people you are responding to are human

beings and that electronic communications usually can't convey your precise intentions. Be sensitive to the fact that what to you may seem like a reasonable, dispassionate objection may be taken as a personal attack, while, on the other hand, posted messages (known as posts) that you consider hostile and sarcastic are probably not intended to be so. Also, avoid writing in ALL CAPS except for special emphasis; this is generally seen as the Internet version of shouting.

2. Keep posts and messages short and to the point, and avoid posting

unnecessarily. Most readers of the newsgroup have a limited amount of time to devote to electronic networking, and many home users must pay a fee for every message they receive. Also avoid having ex t ended private conversations on public bulletin boards, posting mes sages that do not fit with the focus of the newsgroup, and quoting large blocks of a previous post in a response.

3. Never

forward private correspondence to a newsgroup or to another individual without permission of the author; this is considered ex tremely bad netique tte. At the same time, remember that it is easy for someone else to for ward your e-mail if he or she wants to. Anything you write to anyone could potentially be read by hundreds of thou sands of people within minutes of your posting it. So it is a good idea not to say anything on e-mail-especially in a public forum-that you would not want generally attributed to you.

4. Always sign y

our posts, and never try to remove your name or ad dress from your header. Don't post to newsgroups anonymously or use anonymous mail to threaten or harass others. Anonymous post ings and letters are considered extremely rude, and could very possi bly ca use you to lose your e-mail privileges.

Part Two Thriving in the Classroom 93

5. Do not use newsgroups to post unauthorized commercial announce

ments. A number of USENET groups are specifically designed to ad vertise certain items for sale. Use these when appropriate, but do not use other groups or mailing lists to advertise products or services for sale. Occasionall y, the Internet has been used to forward illegal chain letters or advance pyramid schemes. Such actions are almost always dealt with severely by newsgroup moderators and systems adminis trators. @/cJ The Reflective and Reflected Self etting

Involved

Electronically

As you find ways to state and develop your thoughts in relation to what you are learning in college, your sense of who you are in college, why you are there, and what you are gaining from your various studies will grow. Re flecting on your situation, learning, and interests will focus your concerns, consolidate your knowledge, and direct your energies. Moreover, you can look back on what you say to gain a conscious awareness of where you are going. Even further, you get the stimulus of responses, challenges, and ques tions-all of which give you more to think about and respond to. Since oth ers' challenges and questions are responses to what you have shared, their comments are as relevant to you as they can be. In seeing how others respond to your thinking, you come to understand how your thoughts are reflected through other people's perceptions and minds. In seeing how you are re flected through the people around you, you can gain an even deeper insight into where you are and how you are coming into being in that place.

After exploring

the local and Internet resources available to you, identify several bulletin boards, newsgroups, or listserves that speak to your in terests. Log on to two or three of them and follow them for several days. Find out if they have a FAQs (Frequently Asked Questions) List, and read through it if they have one. After you get a sense of the discussions, post a comment on one of them.quotesdbs_dbs11.pdfusesText_17

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