LEHMAN COLLEGE
INSTITUTE FOR LITERACY STUDIES
Tel: (718) 960-8758
THE CITY UNIVERSITY OF NEW YORK
250 Bedford Park Blvd. West
Fax: (718) 960-8054
Bronx, NY 10468-1589
NEW YORK CITY WRITING PROJECT
Double-Entry Notes
Purpose
Double-entry notes provide a framework for engaging with text. They have wide-spread applications. They require students to return to the text and to make a close, critical reading. They allow students to bring their own thinking in response to the text to the fore, and to engage in written conversation with other students. These notes can serve as a prelude for classroom discussion and for writing.
Procedure
Summary
There are many variations of this format that have been used. Students working with photocopies of text may select quotes by highlighting, and then record their thinking on sticky papers placed directly on top of the highlighted text.
In place of a text, the first column can refer to an activity or a visual. In this case, “Observation,” is substituted for “Quotes.” The second column remains “Reponses/Comments.”
Triple-entry notes include a third column for comments and responses written after a period of time, or written by another student. This conversation in writing is also known s dialogue notes or dialectical notes.
Source
Bean, J. (2001). Engaging Ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Prepared by Patsy Wooters
© 2003 New York City Writing Project
LEHMAN COLLEGE
INSTITUTE FOR LITERACY STUDIES
Tel: (718) 960-8758
THE CITY UNIVERSITY OF NEW YORK
250 Bedford Park Blvd. West
Fax: (718) 960-8054
Bronx, NY 10468-1589
NEW YORK CITY WRITING PROJECT
Double Entry Response
a) Copy the passage that stands out for you onto the left hand column of your notebook page.
b) Then use the right hand column to express your thoughts about the passage.
c) After you’ve finished writing about this bit or text, read on until the next time you come to a passage that resonates for you.
d) Once again jot the passage down in the left hand column. Again, use the right hand column to respond to the passage.
*Please note that sometimes you will mark off a chunk of text to respond to but choose to keep on reading. That makes perfect sense. While it’s likely that when you return to this bit of text you will write something different from what you would originally have written a the moment the text caught your eye. Yet, what you write will have its own value. The point is to find your own way with this reading/thinking strategy – one that works for who you are as a reader.
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