Asking students to write journals that reflect on their learning
has become a widespread pedagogical practice in recent years.
However, the scholarly literature does not address certain key
questions about how journal writing aids learning:
* Is there something inherent in journal writing that encourages
students to write reflectively?
* What psycholinguistic or cognitive factors help to explain the
power of journal writing?
* Why do some students use journals to write prolifically and
creatively while others limit their responses to summarizing the
assigned course reading?
* Why do teachers find some journal entries so much more engaging
than others?
* How do teachers' ways of responding to journals affect their
students' development as writers and thinkers?
This book addresses such questions through a careful analysis of
the journal writing of the students in the author's ESL classes at
a large urban college. It contains detailed case studies of five
culturally- and linguistically-diverse students with widely
differing responses to journal writing.
To teachers of composition for both first- and second-language
students and to teachers of graduate courses in education and
qualitative research, this book offers a contextualized description
of journal writings as a complex social activity. By emphasizing
the need for educators to reexamine their pedagogy and to learn
from their students, "Conversations of the Mind" is an
indispensable contribution to the emerging literature of teacher
research and reflective practice.
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