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ERIC Number: ED374438
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Authorizing the Individual Voice, Becoming a Citizen: Dialogue Journals as Transitional Sites.
Ross, Suzanne; Gordon, Chris
Dialogue journals serve as a site where students may discover their own voices and learn to interact with each other and respond to ideas in a way that prepares them for their role as responsible citizens. Within the context of the dialogue journal, roles and role relationships are negotiated. The classroom community is decentralized; traditional authority relationships are destabilized. Journals are circulated among a group of three or four students and the instructor, who may also write in the journal but must do so as a co-participant. Each participant writes on average about one entry per week and then passes the journal on to the next student. Dialogue journals were tried out in several advanced composition courses, which were quite different from each other in content. The findings for this experiment concern two overlapping areas: (1) the voices student journal participants assigned themselves; (2) the purposes and meanings these participants construed for the journal. Several sample entries from these journals show students struggling to find an appropriate voice: some are personal and informal; some perfunctorily academic; others talk about matters not related to the task at hand. In some of the better entries, students realize the importance of collegial inquiry as they write, think, ponder, request assistance from other students, and question long-held beliefs. (Contains 12 references.) (TB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A