ERIC Number: ED308737
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Dialogue Journal Writing and the Initial College Experience of Academically Underprepared Students.
The literature on journal writing to learn supports journal writing as a means of enabling students to understand and modify their own academic habits and attitudes. Dialogue journal writing adds another component in which the academically skilled adult offers support, insight, and feedback through written interaction. A study was conducted in which a self-report inventory of study habits and attitudes was given before and after a 15-week period in which 38 students exchanged weekly written dialogue with one of two instructors. Three variables in the students' writing (words, questions and evaluatives) were hypothesized to account for changes in study habits and attitudes. Relationships between these variables and two variables in the instructors' writing were also explored. The pretest accounted for 70% of the variance in the posttest, but multiple regression analysis showed that the three student variables account for another 13% of the variance. A correlation was also observed between student and teacher volume of writing. Exploratory descriptive analyses identified functions and topics in student and teacher writing and interactions apparent in 12 randomly selected journals. The findings support the value of dialogue journals to improve the student habits and attitudes of underprepared college students. Contains 42 references. (Author/KM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). This paper is based on parts of the author's doctoral dissertation completed at Hofstra University in 1988.