The Difficulty Journal is designed to help you pay greater attention to what your mind does as you read. In other words, to be more “metacognitive” and to be a stronger “critical thinker.” It is also designed to help you explore texts in greater depth by generating questions and strategies to that help you answer them. In particular, this activity will help you learn more about the important role of difficulty in reading and writing, and to realize that difficulty can actually be helpful. When we recognize this fact, it can lead to interesting discoveries and opportunities because what is “difficult” about a text is often the kind of thing that is most important, so learning to recognize difficulty and explore it strategically will improve the quality of the reading, writing, and critical thinking you do in college and beyond. First: you read chapter 5 of The Shallows, make note of places that made you stop and think, especially for any sentences, passages, patterns, whole paragraphs that particularly confuse you, challenge you, or bother you in some way. Second: write a detailed description of your reading experience. What, specifically, did you focus on or notice when you read? What, specifically, did you find interesting or confusing when you read? Provide specific examples and sentences from the text, including pages numbers. What was the difficulty? What did you do to try to make sense of the text? Again, be as detailed as possible about what sections you were reading and what your mind was doing when it was trying to make sense of the reading. Bring your journal (at least one typed page) to class.
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