ERIC Number: ED349543
Record Type: RIE
Publication Date: 1991-Dec-2
Reader Response Logs as a Learning Device in Literature Classes.
A study determined whether using reader response logs in an introductory college literature class would prove to be an effective method of helping students learn to apply the critical methodology important to increasing understanding of literature. Subjects, 33 undergraduate students enrolled in an introductory literature course, wrote response logs to short stories, drama, and poetry. Analysis was limited to the sections of the response logs dealing with short stories because of the bulk of material. The majority of the responses to the short stories could be placed in seven major categories: affective responses, summaries, queries, associative responses, reflective responses, interpretive responses, and inferential responses. Results indicated that entries tended to fall into one of three groupings: (1) entries from four students that, from beginning to end, reflected a high level of understanding and richness in the quality of writing; (2) entries which showed the greatest evidence of change from beginning to end; and (3) entries from one-third of the students that began at a low, surface level and remained at that level throughout the course. Findings suggest that some students have more success than others in making use of response logs for learning literature. Findings further suggest that some students took more advantage of instructor and student feedback to make changes in their log entries, and made more use of in-class discussion in arriving at ideas for writing. (Twenty-four references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (41st, Palm Springs, CA, December 3-7, 1991).