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ERIC Number: ED384061
Record Type: Non-Journal
Publication Date: 1994-May
Pages: 17
Abstractor: N/A
Reference Count: N/A
Curriculum Framework for Journal Writing in Primary Grades.
Jewell, Mary Jean; Tichenor, Mercedes S.
Through journal writing children have the opportunity to explore learning, feelings, experiences and language. It is a very effective means of helping students develop writing skills through a process approach. Here is a framework for exploring the possibility of including a journal writing program in an elementary school curriculum: (1) consider the rationale for the use of journal writing; (2) consider learning goals and objectives that may be met through the use of journal writing; (3) consider procedures for establishing and maintaining a dynamic journal writing program; (4) consider how student growth can be assessed in journal writing; and (5) consider how the effectiveness of journal writing can be evaluated. Recent research shows that journal writing allows students to express individual thoughts and ideas; to experiment with language for a reason and in a purposeful manner; and to develop critical and creative thinking skills. However, the way teachers respond to students' writing can have a powerful influence on their students' writing development. When teachers and students emphasize the importance of writing mechanics, such as correct spelling, capitalization, punctuation, grammar, writing can be inhibited. Teachers should make a special effort to be encouraging of all student journal entries and should avoid vague one-word responses such as "great"; one or two pointed sentences is more effective. In evaluating the program teachers need to determine whether their journal writing programs have met their instructional goals, and they also need to consider what students think about journal writing. (Contains 26 references and a 26-item resource list.) (TB)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A