ERIC Number: ED418423
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Letters and Questions from Fictional Characters: Do They Enhance Students' Written Journal Responses?
Brockington, Arianna T.; Burcham, Christy L.
Conducted in a kindergarten and first-grade combination classroom, a study examined two differing introductions to proposed journal entries, written after students listened to two stories of narrative fiction. Both stories were written by Margaret and H.A. Rey and focus upon Curious George as the main character. During the first phase of the data collection, a journal prompt was presented in the form of a question directly to the students. While collecting data during the second phase of the study, the identical journal prompt was presented, posed in the form of a letter written by Curious George to the (subject) class. The study investigated which type of introduction to a journal entry elicits more detailed student responses. The hypothesis was that the journal prompt posed by Curious George himself would encourage lengthier and more involved journal entries. Results indicated that the hypothesis was not supported nor rejected in a definitive manner. Findings suggest, however, that students showed increased enthusiasm and involvement throughout the class when responding to Curious George's letter; the way they reacted suggests that using character letters to pose journal prompts is a worthwhile change of pace and effective for instructional purposes. (Contains three tables of data, three figures, 20 references; the journal prompt as a letter and 13 student profile sheets are appended.) (Author/CR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A