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ERIC Number: ED385849
Record Type: Non-Journal
Publication Date: 1995
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Journal Writing Is Beneficial to Teacher Instruction and Student Learning.
Strausbaugh, Angela
A study investigated teachers' attitudes regarding whether journal writing is beneficial to teachers and students. The research focused on two types of journals: literature response journals, in which students explore thoughts on and reactions to a short story, poem or novel; and dialog journals, in which two or more students and/or teachers respond to each other's thoughts in a shared journal forum or bulletin board. To conduct the study, 30 writing instructors who were either presently using journals in their curriculum or were planning to use them were sent questionnaires with questions related to 4 categories: duration of journal writing assignments, student interest in them, student attitudes toward them, and advantages of them. Twenty-five teachers returned the survey. Results showed that journal writing is indeed beneficial to students and teachers. Teachers noted that: (1) journals should be implemented in a classroom because children do not get enough writing experiences; (2) journal writing allows everyone to respond and participate; (3) journal writing allows children to think while they write; and (4) journal writing helps to connect oral and written language. Those interested in incorporating journal writing into their lesson plans should provide positive feedback to children; develop a risk free environment; and invite students to write for a meaningful purpose and a genuine audience. (Contains nine references, one table, and a copy of the research survey.) (TB)
Publication Type: Opinion Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A