Transactional Journal Assignment Analysis

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Having students interact with the text that he or she reads is pivotal. Educators must inform his or her students that while he or she reads, it is important for students to make connections: Text-to-Text, Text-to-Self, and Text-to-World—such connections can be made my completing a transactional journal assignment. A transactional journal derived from Louise Rosenblatt’s idea: “Who explained reading as a transactional process that occurs between the text and the reader” (“Transactional Reading Journal,” n.d., p. 1). When reading it is crucial for one to be aware that he or she develops a connection with the text; thus, allowing him or her to comprehend the text, as well as expand his or her knowledge regarding a particular subject matter. The paper will describe my process of completing a transactional reading journal assignment for Anderson’s Fever 1793 and Murphy’s An American Plague.
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In differentiated instruction, the product requires students to review and apply what he or she has learned into his or her assignment (“What Is Differentiated Instruction?,” n.d.). Nonetheless, this transactional journal provides students with different journal entry options, as well as allows students to use his or her creative abilities. For example, for one of my journal entries, I decided to compose a mini bulletin board that highlights the important themes portrayed in Fever 1793 and An American Plague—text-to-text explicit connection. While creating the board, I got the opportunity use my creativity abilities. My mini bulletin board journal entry is a representation of differentiation, and for that reason, my professor will get the chance to evaluate my understanding of the two books; the knowledge that I acquired from reading and analyzing two different genres—historical fiction and

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