ERIC Number: ED386596
Record Type: RIE
Publication Date: 1995-Sep
Using Writing Journals in the Adult Literacy Classroom. Teacher to Teacher.
Bardine, Bryan A.
Using a writing journal with adult literacy students is an effective way to introduce them to writing while working with their reading, self-esteem, and confidence levels. One type of journal that combines the skills of reading and writing is the reader response journal. In these journal exercises, the students read a story or section of a story to the teacher, who then asks them to respond to some questions. The dialogue journal is appropriate for students in a very basic reading and writing program. Typically, a dialogue journal may begin with the teacher writing a short entry about something that is familiar to the student. By beginning the dialogue journal with the teacher or tutor, students feel less threatened and generally are more willing to write. Students' writing skills are not evaluated in dialogue journals; students are encouraged to focus on what they are writing rather than how it is written. A spinoff of the dialogue journal is a self-esteem journal with assignments that get the students thinking about aspects of their life that they may not have considered before. The teacher puts quotations, sayings, or parts of essays into the student's journal. Normally, the quotes would center around a particular theme, such as self-esteem or a positive attitude. Suggestions for teachers include the following: not being afraid to experiment, asking the students, repeating assignments that work, being patient, getting students comfortable with writing, and writing with the students. Contains eight references. (YLB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Kent State Univ., OH. Ohio Literacy Resource Center.
Grant or Contract Numbers: N/A