Effectiveness of journal writing as a process approach in the written language development of a grade two class

Hare, June (1990) Effectiveness of journal writing as a process approach in the written language development of a grade two class. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
    (Original Version)

Abstract

This study assessed the effectiveness of using journal writing as a process approach on the written language development of a grade two class. Writing researchers claim that children mature as writers when they write daily, topics are unassigned, the primary emphasis is on content, and the writing is viewed as a process. The present researcher believed that journal writing was an ideal means of fulfilling these requirements. It was also hoped that insights gained from this study would aid other primary teachers in their understanding of the writing process. -- The study continued for fifteen weeks which included five weeks for each of three journal types: experience, literature response, and content. Opportunities were provided for the three stages of the writing process. Precomposing activities included group discussions of experiences, thoughts, and feelings during the experience journal section; books read to the class during the literature response journal section; and subjects of their curriculum during the content journal section. The children were in total control of all aspects of their writing during the composing stage. Postcomposing activities included the teacher's daily written responses, and group sharing, discussion, and publication of selected entries. -- As a result of using a process approach in journal writing, a total improvement in written language abilities was noted during the full period of the study, with specific aspects for each journal type. Most significant during experience journals was the children's improved ability to focus and expand on a topic. During literature response journals, there was an extensive increase in complexity of sentence structures, and a wider use of vocabulary. Throughout the content journals, the children matured in their ability to express a metacognitive awareness of concept formation in written form. An overall increased improvement in the children's organization of their thoughts, and refinement of mechanics and spelling was also noted. The sharing and publication of entries were seen as essential requirements in effecting improvement. -- As a result of this study, it is strongly advocated that journal writing as a process approach be used as an effective means of promoting written language development.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/5010
Item ID: 5010
Additional Information: Bibliography: leaves 174-188.
Department(s): Education, Faculty of
Date: 1990
Date Type: Submission
Library of Congress Subject Heading: English language--Composition and exercises; English language--Study and teaching (Primary); Diaries--Authorship

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