Detail Effects of Guided Journal Writing on Students’ Story Understanding   Oleh:  Wong, Bernice Y. L. ; Kuperis, Sonia ; Jamieson, Dianne ; Keller, Lois ; Cull-Hewitt, Robin Jenis: Article from Journal Dalam koleksi: The Journal of Educational Research vol. Vol. 95 no. 3 (2002) Topik: English classes; guided journal writing; high school Fulltext: 2002 writing 55.pdf (68.76KB) Isi artikel ABSTRACT The authors investigated the effects of guided journal writing on students’ understanding of themes and main characters in a complex novel. Three English 12 classes were randomly assigned to 1 no-writing condition and 2 writing conditions—character clues and general-response questions. The results from 2 posttests consistently indicated that students who wrote significantly surpassed students who did not write. Student self-ratings data indicated that the students believed that the writing activities helped them with story understanding. Student interview data indicated that students believed that the writing made them think more deeply about the story. The results support the contributions of writing to student literary learning and the research of J. Marshall (1987) and G. E. Newell (1994, 1996). Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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