ERIC Number: ED373709
Record Type: RIE
Publication Date: 1994
A Cognitive Model of Journal Writing.
This paper presents a cognitive model of journal writing as a metacognitive tool in understanding stories in an introduction to literature course. The methodology was primarily qualitative. Data included students' journals and class comments; surveys; individual learner characteristics; and case studies of five students. Findings indicated that: (1) students generally viewed journal writing as a flexible cognitive tool which helped them construct the meaning of stories; and (2) writing journals supports students in attending to details, asking questions, and answering their own questions. A two-part model was developed to describe the process: (1) factors which influence journal writing including task difficulty, individual learner characteristics, teacher expectations, student strategies, external resources, overt activities; and (2) components of journal writing including establishing a goal, constructing the textbase, constructing the situation model, predicting outcomes, identifying significant elements, reflecting on meaning, and assembling the schema. Recommendations for further research are included. (Contains 67 references.) (Author/JLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784.