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ERIC Number: ED442108
Record Type: Non-Journal
Publication Date: 2000
Pages: 10
Abstractor: N/A
Reference Count: N/A
Double-Entry Notebook in Technical Writing Class.
Wang, Xiao
For both reading and writing, context and perspective are everything; Ann Berthoff suggests that students "write continuously in a double-entry notebook." One instructor has utilized Berthoff's double-entry notebook in a technical writing class and finds that this classroom practice has also been informed by other theories inquiring into writing and composition: theory of meaning, theory of language, theory of learning, and theory of research. These theories manifest themselves in all the assignments and in classroom activities revolving around double-entry notebooks. For the class, six writing assignments which revolve around the final research project are based on the premise that in composition class, Isocrates' notion of Logos is taught--students learn how to combine words and thought, apply what they write to everyday life and problems, and learn how to make meaning through critical reading/writing and collaborative activities. The assignments are: an employment packet; a memo requesting permission for the topic chosen for the research project; a summary packet summarizing pertinent articles; a research proposal of the major project that identifies a problem in their profession; a progress report; and a final formal report of the research project. For each assignment, students are given instructions and model writings to read and analyze by the use of two columns in their double-entry notebook. They are asked to compare notes, comments, and subjective reflections. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A