Dialogue Journals and Critical Thinking

Reinertsen, Priscilla; Wells, M. Cyrene

doi:10.2307/1318641

Cited by 22 publications

(11 citation statements)

References 5 publications

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“…The results showed improvements in the number of critical responses used in the last logs of the participants, therefore indicating more signs of thinking skills of the learners. This was in line with the studies of Barnes (1979), Clifford (1980), Browning (1986), Pezzulich (1987, Harris (1991), Reinertsen and Wells (1993), and more recent studies of Lyutaya (2011) andAliponga (2013). All of these studies examined the relationship between reading plus log writing on the critical thinking skills of the learners.…”

Section: Qualitative Evaluation Of Participants' Logssupporting

confidence: 87%

Literature-Based Extensive Reading Accompanied by Reading Logs: A Case for Developing Critical Thinking Skills of English Literature Students

Khonamri

Farzanegan

2016

IJE

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This study attempted to examine the effects of an ER program accompanied by reading logs on the degree of critical thinking skills of sophomore English literature students at the University of Mazandaran. Two groups of English Literature majors formed the two experimental groups of the study in which only the former kept guided reading logs, while the latter group only read extensively. Participants were also divided by their proficiency in reading into two groups of high and low achievers to compare the differences, if any, in the critical thinking skills observed. The results of the Independent t-test indicated no significant difference between the groups regarding their critical thinking ability (sig= .900). Thus, it was concluded that although both groups showed a little progress after the treatment, the difference was not statistically significant whereupon to conclude that reading logs may not drastically affect learners' critical thinking development.

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Section: Qualitative Evaluation Of Participants' Logssupporting

confidence: 87%

Literature-Based Extensive Reading Accompanied by Reading Logs: A Case for Developing Critical Thinking Skills of English Literature Students

Khonamri

Farzanegan

2016

IJE

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“…Class journals (also referred to as logs or memos) have become a staple means of engaging students in consistent, low-stakes reflection on course materials (Fisher 1996; Reinertsen and Wells 1993; Wong et al 1995; Xie et al 2008). Often accounting for a relatively small proportion of a student’s final grade, a class journal is typically made up of short written assignments that are produced recurrently over a whole term.…”

Section: Reflection Through Low-stakes Writingmentioning

confidence: 99%

Private Journals versus Public Blogs

Foster

2015

Teach Sociol

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This article isolates and observes the impact of peer readership on low-stakes reflective writing assignments in two large Introduction to Sociology classes. Through a comparative content analysis of over 2,000 private reflective journal entries and semipublic reflective blog posts, I find that both practices produce distinct forms of reflection. I argue that these differences can be understood in terms of the risks that students take in their writing. Journals, which do not incorporate peer readership, appear to compel students to take more personal risks and engage in emotional labor to process assigned materials. Blogs, which do incorporate peer readership, enable students to take more intellectual risks and engage in logical mental endeavors. The results suggest that instructors should be cognizant of the variety of risks their assignments are likely to compel students to make as they determine how best to engage students in reflection on sociological materials and ideas.

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“…Expressive writing is reflective and feeling-based; journals or reflection papers are examples. Although transactional writing is the predominant form of writing in academia, teachers have increasingly come to see the value of expressive writing such as journals or free-writing to enhance students' learning (Bean 2011;Hudd, Smart, and Delohery 2011;Reinertsen and Wells 1993;Roth 1985;Schools Council [Great Britain] and Britton 1975). Finally, poetic writing is language as art.…”

Section: Linking Types Of Writing To Learning Goalsmentioning

confidence: 99%

Writing in the Sociology Curriculum

2012

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We analyzed undergraduate sociology course syllabi to determine how prevalent writing is, the types of writing used, and whether assignment of writing and specific types of writing vary by type of course goals, gender of instructor, institutional type, or type of course. Almost all courses represented in these syllabi incorporate writing, with traditional (transactional) writing being the most common. Writing is more likely in courses that seek to enhance students' critical thinking; transactional writing is used in courses stating critical thinking and sociological imagination/thinking as goals; and expressive writing is used more often in courses specifying critical thinking as a goal. Female instructors incorporate more writing, especially expressive types, than their male counterparts. Implications for disciplinary writing practices are discussed.

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Dialogue Journals and Critical Thinking

Cited by 22 publications

References 5 publications

Literature-Based Extensive Reading Accompanied by Reading Logs: A Case for Developing Critical Thinking Skills of English Literature Students

Literature-Based Extensive Reading Accompanied by Reading Logs: A Case for Developing Critical Thinking Skills of English Literature Students

Private Journals versus Public Blogs

Writing in the Sociology Curriculum

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