Manual

CTN Reflective Journals

Fluency in writing—the Puente way

One of the best ways to instill fluency in writing is to instill good writing
practices, thereby creating scaffolding for additional topics in expository and
creative writing. CTN Puente model uses reflective journals so that students may
jot down immediate ideas about the topic at hand. Just as the name suggests, students
reflect on a given topic and share their ideas in small group settings. Each student
listens to one another for significant strong lines that will be the focus of constructive
response. The final product is the full understanding of the whole and the meaning
of working together as one cohesive unit. Every student is important in the success
of the model. Here’s how it works: the students in a writing class, for example, are
divided into small groups of five or six students each. Their task is to learn about the
function of the essay.
Purpose: To reflect on the day’s learning and experiences and to discuss assigned
readings as they relate to Puente.

Follow-up:

 Facilitators read the logs and respond
 Next day reports
Prompt:

 Write about what you have learned today, and how it will impact your work
with Puente students and your current practice?

 What new ideas did you encounter?
 What hopes/questions/concerns do you have?
 What do you want or need to know more about the subject?

What is the benefit of Reflective journaling? First and foremost, it is a remarkably
efficient way to learn the material. But even more important, the process encourages
listening, engagement, and empathy by giving each member of the group an essential
part to play in the academic activity. Group members must work together as a team
to accomplish a common goal; each person depends on all the others. No student can
succeed completely unless everyone works well together as a team. This
"cooperation by design" facilitates interaction among all students in the class,
leading them to value each other as contributors to their common task.

Student Learning Objectives

 Think critically
 Gather information by listening to and reading from varied sources
 Evaluate information as a guide to belief and action

 Apply information to the solving of problems and decision making
 Broaden awareness and formulate new ideas.
 Communicate effectively
 Apply standard English in speaking and writing to clearly express ideas
 Use language clearly and effectively
 Recognize role of nonverbal signals in communication
 Behave responsibly
 Develop life skills

Work cooperatively Two primary factors using the Aronson’s Jigsaw model is to
build bonding and to foster cooperation among groups. Data collected from sample
research studies indicates that this method has been effective in providing linkage
learning and responsibility.

The primary theme of Puente INRW is to instill basic writing principles connected
to small group activity.

A secondary, but important overarching theme, is the development of group work
and instilling cooperative behaviors.

Trainer Objectives

To successfully complete this learning unit, the participant will be expected to:

16.Follow directions and provide elements illustrated on descriptive model.
17.Compare and contrast results from participant in groups assigned.
18.Describe elements within a given time frame.
19.Explain function and provide examples of desired sampling (i.e. what are

characteristics of topic sentence, paragraph structure etc.)
20.Write a short ten minute explanation of activity.

CTN Journal of Ideas and Pedagogy—Editorial Responsibility

The chief responsibility of the CTN Executive Editor

The CTN Executive Editor is the head of the journal and is primarily responsible for
the academic and creative quality of the journal. The Editor-in-Chief directs the
editorial vision and development of the journal. He or she takes the responsibility to
maintain an overview of the editorial process to ensure a high quality peer-review of
papers and manage the journal together with the assistance of the Associate editors
and Editorial Board.

Duties include

 Responsible for decisions of journal’s scope and content
 Actively encourages and solicit submission of manuscripts and papers in line

with the editorial vision.
 Provides an initial assessment of submitted manuscripts, papers, essays and

takes immediate decision to reject/accept, to assign an appropriate Associate
Editor to manage the submission, or proceed with submission as follows:

--assign reviewers (invitations sent by email through editorial office
--make a decision based on the original manuscript, essay, or article and
peer-review.
--final decision to accept/reject based on the revised work.

 Maintain a national board of editorial advisors and an Editorial Board that is
representative of the field and reflects the scope of the CTN Board.

 Lead the Associate Editors and Editorial Board in journal policy and
editorial decisions and uphold active communication with the Editorial
Board

 Attend and contribute to yearly or biannual Associate Editor Meetings
(usually occurring at the meetings of the CTN institutes) or editorial
conference calls.

 Help to provide a balanced selection and number of manuscripts, works,
essays, etc required to deliver high quality issues in a timely manner.

 Ensure editorial decision time is kept at an acceptable level.
 Provide guidelines as to the selection and order of appearance of articles,

both academic and creative, in the journal.
 Suggest topic issues and appropriate editors (INRW pedagogy issue,

Mentoring issue, English 1301 issue, Pathways issue, Scholar issue).
 Represent the journal in the national higher education arena.

 Review and update the guidelines for authors and regulations regarding the
journal’s copyright first use policy.

 Interact with associate editors, staff, and editorial board.
 The term for the Executive Editor is determined by the Board of Directors or

CEO
 Workload is ideally approximately 2-4 hours per week.

Duties of the Associate Editor

The duties of the Associate Editor are to assist the Executive Editor in preparing a journal of the
highest quality in accordance to CTN standards. An important role of an associate editor is to assist
the peer review of manuscripts. CTN requires peer review of all submitted articles. Quality and
timeliness of published material will be assured by selection of appropriate, well qualified and
responsible reviewers. To help expedite the review process and to allow the journal's Executive
Editor and Associate Editor to concentrate on the professional side of their duties, much of the
related work in managing the manuscript flow is handled by the CTN Editorial Office. Works left
to our associate editors in the process may only include: manuscript review, and identification of
qualified reviewers (CTN Fellows or CTN Scholar Mentors).

A manuscript submitted to CTN Journal of Ideas and Pedagogy normally receives at least two
peer reviews. One reviewer may be selected from the list provided by the author(s). The Executive
Editor will choose an reviewer based on the scope of the manuscript, and request for two or more
review(s). A "CTN review request" comes to an associate editor in an email message from the
editorial office with the manuscript attached in PDF format. Required number of review(s) will be
stated in the message. The associate editor should respond promptly about his or her availability
to work on the review.

The associate editor needs to identify appropriate reviewers and secure reviewer’s agreement to
conduct the review in the allotted time. An associate editor may choose to review the manuscript
in person. His/her evaluation will account for one of the reviews. The associate editor should notify
the editorial office once a reviewer for a manuscript is selected. Then the editorial office may take
care of rest of the communications with the reviewer. Alternatively, an associate editor may keep
the communications with the reviewer, and then pass the review onto the editorial office once it is
completed, or let the reviewer submit his/her review directly.

APPENDIX

Reading list for Chicano Literature—Rafael Castillo

Dream Catcher Reading List

By Dr. Rafael Castillo

Catch the next, Inc. Director of Curriculum and Instruction and English Professor
and Author.

[email protected]

NARRATIVE: NOVEL/AUTOBIOGRAPHY
Acosta, Oscar Z. The Autobiography of a Brown Buffalo. Popular Edition, 1972.
The Revolt of the Cockroach People. San Francisco: Straight Arrow, 1973.
Anaya, Rodolfo A.
Bless Me, Ultima. Berkeley: Quinto Sol, 1972.
Zia Summer. Berkeley: Justa, 1995.
Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. San Francisco:
Spinsters/ Aunt
Lute, 1987.
Arias, Ron. The Road to Tantanzunchale. Albuquerque: Pajarito, 1974.
Barrio, Raymond. The Plum Plum Pickers. Sunnyvale, CA: Ventura, 1969.
Brito, Aristeo. The Devil in Texas. Tucson, AZ: Peregrinos, 1976.
Cabeza de Baca, Fabiola. We Fed Them Cactus. 2nd ed. Boulder, CO:
netLibrary, 1994.
*Cantú, Norma Ella. Canićula: Snapshots of a Girlhood en la Frontera.
Albuquerque: U of New
Mexico P, 1995. Catch the Next-Scholar Mentor
Chavez, Denise. The Last of the Menu Girls. Houston: Arte Publico, 1986.
Chavez, Fray Angelico. La Conquistadora.
Castillo, Ana.
**The Mixquiahuala Letters. Binghamton, NY: Bilingual, 1986.
So Far From God. Madison, WI: Turtleback, 1994.
Chavez, Denise. Face of an Angel. New York: Warner, 1994.
Cisneros, Sandra.

The House on Mango Street. Houston: Arte Publico, 1983.
Caramelo. Random House, 1993
Cota-Cárdenas, Margarita. Puppet: A Chicano Novella. Austin, TX: Relampago,
1985.
Galarza, Ernesto. Barrio Boy. Indiana: U of Notre Dame P, 1971.
Chicano/a Literature 2
Gaspar de Alba, Alicia. Sor Juana’s Second Dream. Albuquerque: U of New
Mexico P, 1999.
Gonzales, Jovita. Caballero: A Historical Novel. College Station: Texas A&M U
P, 1996.
Islas, Arturo. The Rain God. Palo Alto: Alexandrian, 1984.

Jaramillo, Cleofas. Romance of a Little Village Girl. Albuquerque: U of New
Mexico P, 2000.
Martinez, Demetria. Mother Tongue.
Mora, Pat. House of Houses. Boston: Beacon P, 1997.

Moraga, Cherrie.
Loving in the War Years: Lo que nunca pasó por sus labios. Boston: South End
Press, 1983.

Morales, Alejandro.
The Brick People. Houston: Arte Publico, 1988.
Otero, Miguel Jr. The Real Billy the Kid. Houston: Arte Publico, 1998.
Paredes, Americo. George Washington Gomez: A Mexicotexan Novel. Houston:
Arte Publico, 1990.
Portillo Trambley, Estela. Trini. Binghamton, NY: Bilingual, 1986.
Rechy, John. City of Night. New York: Ballantine, 1963.
Rivera, Tomás . . . . y no se to tragó la tierra. . . And the Earth Did Not Devour
Him. Trans. Evangelina Vigil. Houston: Arte Publico P, 1992.
Rodriguez, Richard. Hunger of Memory: An Autobiography. New York: Bantam,
1983.
Ruiz de Burton, María Amparo.
The Squatter and the Don. (1885) 2nd ed. Houston: Arte Publico, 1997.
Who Would Have Thought It? (1872) Reissue. Houston: Arte Publico, 1995.
Valdez, Gina. There Are No Madmen Here. San Diego: Maize,

Villareal, Jose Antonio. Pocho. New York: Doubleday, 1959; rept. New York:
Anchor, 1970.

Viramontes, Helena Maria. Under the Feet of Jesus. New York: Plume, 1996.

SHORT STORY
Anaya, Rudolfo A. and Antonio Márquez, ed. Cuentos Chicanos: A Short Story
Anthology.

Albuquerque: U of New Mexico P,1984.

Castillo, Ana. Loverboys. New York: Plume, 1997.
Chavez, Denise. The Last of the Menu Girls. Houston: Arte Público P, 1987.

Cisneros, Sandra. Woman Hollering Creek And Other Stories. New York:
Vintage, 1991.

Mena, Maria C. The Collected Stories of Maria Cristina Mena. Houston: Arte
Publico P, 1997.

Padilla, Genaro M. The Short Stories of Fray Angelico Chavez. Albuquerque: U
of New Mexico
P, 1987.

Paredes, Americo. The Hammon and the Beans and Other Stories. Houston: Arte
Publico Press,

1994.

Portillo Trambley, Estela. Rain of Scorpions and Other Stories. Berkeley:
Tonatiuh
International, 1975.

Rivera, Tomás. The Harvest: Short Stories by Tomás Rivera (Bilingual Edition).

Houston: Arte Publico, 1990.

Serros, Michele. Chicana Falsa And Other Stories Of Death, Identity And Oxnard.
New York:

Riverhead, 1998.

Soto, Gary.
Living Up the Street. San Francisco: Strawberry Hill, 1985.

Suarez, Mario.
“Kid Zapilotc”
Chicano/a Literature 3
“Cuco Goes to a Party”

Ulibarrí, Sabine R.
El Cóndor and Other Stories. Houston: Arte Publico, 1990.
Viramontes, Helena María. The Moths and Other Stories. Houston: Arte Publico,
1985.

POETRY
Alarcon, Francisco X. Body in Flames/Cuerpo en llamas. Trans. Francisco
Aragón. San
Francisco: Chronicle, 1990
Alba, Alicia Gaspar de, María Herrera-Sobek, and Demetria Martínez.
Three Times a Woman: Chicana Poetry. Tempe: Bilingual, 1989.
Alurista. Floricanto en Atzlán. Los Angeles: Chicano Studies Center, UCLA,
1971.
Baca, Jimmy Santiago.
Martin & Meditations on the South Valley. New York: New Directions, 1987.
Castillo, Ana.
My Father Was a Toltec. Novato, CA: West End, 1988.
Women are not Roses. Houston: Arte Publico, 1984.
Cervantes, Lorna Dee.
Emplumada. Pittsburgh: U of Pittsburgh P, 1981.
From the Cables of Genocide: poems on love and hunger. Houston: Arte Público P,
1991.
Chávez, Fray Angélico. Selected Poems: With an Apologia. Santa Fe, NM: Press
of the
Territorian, 1969.
Cisneros, Sandra.
Loose Woman. New York: Vintage, 1994.
My Wicked Wicked Ways. Houston: Arte Publico, 1987.
Gonzales, Rudolfo. I Am Joaquín. New York: Bantam, 1972.
González, Ray. Twilights and Chants. Golden, CO: James Andrews, 1987.
*Guerrero, Laurie Ann. A Tongue in the Mouth of the Dying. Indiana: Norte
Dame Press, 2012 Catch the Next- Author Mentor

Herrera, Juan Felipe. Exiles of Desire. Fresno, CA: Lalo Press, 1983.

Herrera, Juan Felipe, Alurista, and Gloria Amalia, eds. rebozos of love: we
have women
sudor de pueblos on our back. San Diego, Califatzlin: Toltecas en Aztlan, 1974.
Hoyos, Angela de. Selected Poems/Selecciones. Houston: Arte Publico, 1989.

Martinez, Demetria.
Breathing Between the Lines. Tucson: U of Arizona P, 1997.

Medina, Ruben. "Amor de lejos . . . Fools' Love." Trans. Jennifer Sternbach with
Robert
Jones. Houston: Arte Publico, 1986. (Bilingual Format)

Mora, Pat.
Borders. Houston: Arte Publico, 1986.
Chants. Houston: Arte Público P, 1985.
Paredes, Américo. Between Two Worlds. Houston: Arte Público P, 1991.
Sachez, Ricardo. Hechizospells: Poetry/Stories/Vignettes/Articles/ Notes on the
Human

Condition of Chicanos & Picaros, Words & Hopes within Soulmind. Los
Angeles,CA: Chicano Studies Center-Publications; Creative Series No. 4, U of
California at Los Angeles, 1976.

Salinas, Raul R. Un Trip Through the Mind Jail y Otras Excursions. San
Francisco: Pocho-Che, 1980.

Soto, Gary.
Elements of San Joaquín. Pittsburgh: U of Pittsburgh P, 1977.
New and Selected Poems. San Francisco: Chronicle. 1995.
Vigil, Evangelina. Thirty An' Seen a Lot. Houston: Arte Publico, 1987.
Villanueva, Alma. Bloodroot. Austin, TX: Place of Herons, 1982.
Villanueva, Tino. Shaking Off the Dark. Houston: Arte Publico, 1984.
Zamora, Bernice. Restless Serpents. Menlo Park, CA: Disenos Literarios, 1976.

DRAMA
Huerta, Jorge A. Chicano Theater—Themes and Forms. Ypsilanti, MI: Bilingual,
1982.

Kanellos, Nicolás, ed. Hispanic Theatre in the United States. Houston: Arte
Publico,

1984.

Moraga, Cherríe. Giving Up the Ghost: Teatro in Two Acts. Los Angeles: West
End,

1986.

Portillo Trambley, Estela. "The Day of the Swallows," El Eshejo. Berkeley:
Quinto Sol,

1972. 151-93.

Valdez, Luis. Luis Valdez-Early Works: Actos, Bernabé and Pensamiento
Serpentino.

Houston: Arte Publico, 1990.

LITERARY & CULTURAL STUDIES
Alarcón, Norma. “Chicana Feminism: In the Tracks of ‘The’ Native Woman.”
Cultural

Studies. 4.3 (1990): 241-56.

Anaya, Rudolfo A. and Francisco Lomelí, eds. Aztlán: Essays on the Chicano
Homeland.

Albuquerque: U of New Mexico P, 1989.

Bruce-Novoa, Juan. Retrospace: Collected Essays on Chicano Literature.
Houston: Arte Público, 1990.

Calderón, Hector, and José David Saldívar, eds. Criticism in the Borderlands:
Studies in Chicano

Literature, Culture, and Ideology. Durham, NC: Duke U P, 1991.

Castillo, Ana. Massacre of the Dreamers: Essays on Xicanisma. New York:
Plume, 1994.

Chabram, Angie.
“I Throw Punches for My Race, but I Don’t Want to be a Man: Writing Us—
Chica-nos (Girl, Us)/Chicanas—into the Movement Script.” Cultural Studies. Eds.
Lawrence Grossberg, Cary Nelson. New York: Routledge, 1992. 81-95.

Garcia, Alma, ed. Chicana Feminist Thought. New York: Routledge, 1997.
García, Mario T. “Internal Colonialism: A Critical Essay.” Revista Chicano-
Riqueña. 6.3

(1984): 1-4.

Gómez-Peña, Guillermo. The New World Border. San Francisco: City Lights,
1996.

Limón, José E. Dancing with the Devil: Society and Cultural Politics in Mexican-
American South

Texas. Madison: U of Wisconsin P, 1994.

Moraga, Cherríe and Gloria Anzaldúa, eds. This Bridge Called My Back:
Writings by Radical

Women of Color. New York: Kitchen Table Press, 1981.

Padilla, Genaro M. My History, Not Yours: The Formation of Mexican American
Autobiography.

Madison: U of Wisconsin P, 1994.

Paredes, Americo. With His Pistol in His Hand: A Border Ballad and Its Hero.
Austin: U of

Texas P, 1958.
*Paredes, Raymund A. “The Evolution of Chicano Literature.” Three American
Literatures:

Essays in Chicano, Native American and Asian American Literature for Teachers
of American

Literature. Ed. Houston A. Baker, Jr. New York: MLA, 1982. 33-79. Catch the
Next Sponsor at Texas Higher Education Coordinating Board

Pérez, Emma. The Decolonial Imaginary: Writing Chicanas into History.
Bloomington: Indiana

U P, 1999.

Pèrez-Torres, Rafael.

Movements in Chicano Poetry: Against Myths, Against Margins. Cambridge:
Cambridge U P, 1995.

Rebolledo, Tey Diana. Women Singing in the Snow: a cultural analysis of
Chicana Literature.

Tucson: U of Arizona P, 1995.

Saldívar, José David. Border Matters: Remapping American Cultural Studies.
Berkeley: U of

California P, 1997.

Saldívar, Ramón. Chicano Narrative: The Dialectics of Difference. Madison: The
University of

Wisconsin P, 1990.