Effects of guided journal writing on students' story understanding

被引：19

作者：

Wong, BYL ^{[1
]}

Kuperis, S ^{[1
]}

Jamieson, D ^{[1
]}

Keller, L ^{[1
]}

Cull-Hewitt, R ^{[1
]}

机构：

[1] Simon Fraser Univ, Fac Educ, Burnaby, BC V5A 1S6, Canada

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2002年 / 95卷 / 03期

关键词：

English classes; guided journal writing; high school;

D O I：

10.1080/00220670209596588

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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).

引用

页码：179 / 191

页数：13

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