ERIC Number: ED342007
Record Type: RIE
Publication Date: 1991-Nov
Reference Count: N/A
Too Bad the Teachers Are Reading This!
Collins, Marian; Baird, Scott
Over a 6-year period, a secondary level English teachers and a college composition instructor have exchanged their students' journals. After initial introductory exchanges between the groups, the instructors match pairs of students, who then correspond. The teachers attempt to match students of similar interests, and they have found gender mixing produces better writing. Over time, the college students have tended to write more than the younger students, and females have written more than men. At the beginning, students tend to pick "safe" topics, but more personal topics soon begin to slip in. At some point in almost all journals, one partner will give the other advice. This advice does not always come from the older partner. The pleasure students derive is reason enough for the journal exchange. For secondary students, the journals also give letter writing and vocabulary building practice. Both classrooms benefit from spontaneous peer review and the insights the journals provide on individual students. Both groups learn from the modeling that partners' writing provides and both learn audience sensitivity. All students reach the point where they want teachers to leave them alone so they can write without being judged. (One table and 21 endnotes are included; 37 references are attached.) (SG)
Descriptors: Dialog Journals, High School Students, Higher Education, Journal Writing, Junior High School Students, Middle School Students, Middle Schools, Peer Influence, Secondary Education, Student Interests, Student Journals, Student Motivation, Student Writing Models, Undergraduate Students, Writing Instruction
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Trinity University TX
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (81st, Seattle, WA, November 22-27, 1991).