A Double-Entry Journal is a highly scaffolded form of annotation. This scaffolded annotation provides teachers and students with a flexible space to identify and reflect on or respond to any genre of text for both reading and writing instruction in disciplines ranging from science and social studies to math and literature. You may know Double-Entry Journals by another name, such as Double-Column Notes, Dialectical Journals, or Cornell Notes. No matter the form or focus, this tool allows students to identify text with the intention of reflecting on that text in some way. Indeed, Double-Entry Journals support active reading.
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