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ERIC Number: ED367995
Record Type: RIE
Publication Date: 1993-Oct
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Writing Articulation and Assessment.
Bolling, Anna L.
Combining the journal writing process with the concepts of collaboration can produce more focused writing and learning. Through the channel of collaborative situations, such as group journal writing, teachers can capitalize on the benefits achieved from the collaborative process and cultivate thinking and writing skills. A group journal writing process was implemented in an upper division applied writing course designed for prospective teachers. Students were divided into groups of four to five members. Students responded, in turn, to a question provided by the teacher. Examination of students' journal entries indicated that the students (1) read and responded to entries by other students; (2) influenced the direction of the entries; (3) supported their ideas through appeal to textual authority; (4) passed the group journals to the next student in a timely manner; (5) wrote more compact and organized entries in group journals than in their individual journals; (6) improved their writing style; and (7) maintained a more mature and objective tone in the group journals than in their individual journals. The instructor subsequently used group journals in two other classes, with similar positive results. Students, without exception, indicated that they enjoyed journal writing. Group journal writing has resulted in improved writing skills, improved comprehension of course content, and an improved attitude toward writing. (Contains 16 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Writing Development
Note: Paper presented at the Institute for Teaching and Learning Conference (San Jose, CA, October 1993).