Forty college students in a first-year biology course were randomly assigned to a learning journal (experimental) or scientific report (control) group. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. (SLD)

Describes a three-part assignment in which each student writes a complaint letter and an adjustment letter responding to another student's complaint letter. Discusses how the third part of the assignment--journal entries--allows students to formulate their own criteria for excellent letters based upon their reactions to the letters they receive.…

Describes how an English teacher used journal writing and how it improved the quality of the other writing his students did. Discusses specific journal writing assignments and details ways to help students maintain their journal writing. (RS)

Describes a method of including students into a community of readers through which they are encouraged to respond individually to literary texts. Shows how writing prompts can be used in the classroom to foster reader response and the integrity of each reader's interpretation of a text. (HB)

Describes how a teachers uses children's literature to immerse students in the living past. Presents students' poems and excerpts from student journals to document students' reactions to using historical fiction in the classroom. (RS)

Describes an English teacher's struggle to improve her writing instruction by improving her own writing process, incorporating a commentary or reflection step. The teacher used journal writing with her high school students to help them reflect upon their writing of short stories. (KS)

Instructors preparing students to be adult educators can have them keep journals as tools to develop the habits of intentional reflection on practice and as a form of professional dialogue through which the instructor can serve as mentor. (SK)

Explores a group of strategies that use dialectical journals in a sequential instructional plan which guides students through a progression of skills to improve their thinking skills. Provides examples illustrating how these strategies can be used with any textual or orally presented material in all content areas, not just with literature. (SR)

Criticizes teaching formal, impersonal writing and argues for teaching that encourages students to write about what they know and love as they discover who they are and why words matter. (PRA)

Notebooks and journals can help interest students in writing. A sample activity suggests that teachers begin the year by reading a poem about notebooks then discussing school supplies and writing. Discussions can examine creative things to write on, creative word choice, creative use of notebooks, and turning favorite words into art. (SM)

Two methods for training health professionals to work on interdisciplinary gerontology teams are structured journals in which students record observational, theoretical, and methodological notes during experiential learning and team development inventory, which uses a semantic differential format to measure reactions and attitudes to working as a…

Presents an interview with Oliver Sachs. Discusses his approach to writing, including the physical pen-and-ink approach as opposed to using a word processor; his use of journals; his motivation for writing; his approach to revision; and his view of himself as a writer. (NH)

Describes a method ("buddy book journals") of encouraging independent reading among students. Outlines the activity, in which students select partners with whom they read and study a particular book. Argues that this method is an excellent means of generating thoughtful response to literature. (HB)

Describes a study done by the Middle School Math through Applications project (MMAP) on informal assessment. Discusses some valuable techniques that MMAP teachers and researchers developed for organizing informal assessment so that it produces a coherent story of student progress, helps students make more progress with greater focus, and…

A teacher explores connections between her personal history and her present classroom teaching through journal writing. She discovers how reflection helps identify her prejudices, choices, and expectations and understand her students. (SK)