The study of the Back and Forth book of an eleven years old E.S.L. student introduces a type of personal writing which is argued to facilitate meaningful, written communication in the second language. The present study extends the findings of dialogue journal studies of Staton et al. in two directions. 1. The case study of the Back and Forth book activity presents a "communication triangle" which involves parental participation and thus serves as a bridge between school and home. The reported observations focus on the potentials and limitations of the Back and Forth book task in comparison to other journal writing practices. 2. The analysis of the selected 45 journal entries provides some explanation for the weak realization of the task. The application of Mohan's Knowledge Framework as a means of analyzing student writing provides a c picture of the language and content. The Knowledge framework presents guideline for monitoring the development of language and the development of discourse and content. The inconsistency of the task justifies the present study: the multi-purpose task of the Back and Forth book produces unsatisfactory writing, the research question is of determining its reason and provide a guideline to monitor the task in order to obtain more satisfactory product. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Recent trends in higher education have led to the development of alternatives to traditional on-campus graduate degree programs. There is a concomitant need to understand student experience in field-based programs which support continuing education and career development for employed adults. The central purpose of this research was to explore the representation of student experience in academic journals written by thirty-five graduate students during their first term of study in a field-based Ed.D. program. Journals from two cohorts of students provided the empirical data for a grounded theory approach to qualitative analysis of cognitive and social dimensions of a new learning environment. The research questions were expository and non-directional due to the exploratory nature of this study. The analysis focused on: (1) the elaboration of descriptive categories for types of writing in student journals (2) development of emergent conceptual categories related to social processes within the learning environment, and (3) identification of narrative features of journal writing. Qualitative data analysis software was used to support grounded theory methods of coding, structuring, and analyzing the textual data. A descriptive model of student experience was developed through graphic and textual representation of multiple perspectives drawn from student journals. Findings indicate that students used the journal writing assignment to reflect on their experience and communicate with the program director about both positive and negative aspects of that experience. Patterns, themes and differences in specific dimensions of student writing were identified. Systematic analysis of the journals afforded a unique perspective on the development of mutual connectedness and peer support within the cohorts. These findings underscore the significance of academic journals as social texts which express students' views of the learning environment and academic community. Implications for program design and teaching practices in field-based degree programs based on a cohort model were discussed. / Graduation date: 1996

Submitted in fulfillment of the requirements for the Degree of Master of Technology in Nursing, Durban University of Technology, 2014. / Background The Council for Higher Education and the South African Nursing Council accredit institutions with learning and assessment practices which aim to develop and prepare graduates to be critical thinkers. The undergraduate nursing programme at the Durban University of Technology introduced the writing of reflective journals by their students in 2011. Students submitted journals of poor quality which lacked reflection. Aim of the study The purpose of this study was to evaluate the use of guided reflective journals by assessing the levels of reflection of the undergraduate nursing students during clinical learning and practice. Methodology An exploratory sequential mixed methods design, using quantitative and qualitative paradigm, was used for this study. A purposive sample of 40 participants was used to collect data. A perceptions questionnaire was administered to the 40 participants to determine their perceptions on how they experienced writing of the reflective journals. Content analysis was used to analyse the written content of the reflective journals. Descriptive statistics such a Chi-square goodness of fit and Wilcoxon Signed Ranks test were used determine levels of reflections and the differences in the first and second journals. Lincoln and Guba’s 1985 criteria for trustworthiness were applied to the study. Results Analysis of the journals revealed lower levels of reflection in the first reflective journal compared to improved levels in the second journal. Furthermore, the participants generally expressed writing of reflective journals as a valuable tool in professional, personal development as well as clinical learning. Levels of reflection and development of reflective practice will be greatly enhanced if all involved in nurse education will actively participate in encouraging writing of reflective journals by student nurses.

雖然早年的研究已證明了表達性書寫有助促進身體及心理健康，但其整體效果很小，而且影響並不一致。因此，新的原素應加入現有的書寫指引，以提升表達性書寫對健康的正面影響。本研究特意探討自我關懷的概念可如何補充現有表達性書寫指引的不足。除探討自我關懷日記對身體及心理健康的影響外，本研究亦會探討表達性書寫及自我關懷日記的機制，以及自我批評的個性將如何調節表達性書寫及自我關懷日記對健康的影響。 / 在本研究中，所有參加者均被隨機分為三組：（1）自我關懷日記（2）表達性書寫，（3）時間管理書寫（對照組）。在完成基線評估後的一周後，參加者須根據他們的組別，依特定的書寫指示書寫三天，每次二十分鐘。參加者於完成最後一天書寫後即填寫第一份後續問卷；並在四個星期後填寫第二份後續問卷。研究結果顯示，自我關懷日記及表達性書寫有助舒緩壓力及減少身體症狀。在對照組別中，參加者的身體症狀沒有改變。相反地，在自我關懷日記及表達性書寫組別中，參加者的身體症狀有明顯的減少。研究結果亦指出，相對於表達性書寫，自我關懷日記對減少身體症狀更為有效。另一方面，據文字分析結果顯示，相對於對照組，自我關懷日記及表達性書寫組別的參加者使用較多正面及負面情緒詞語，以及第一人稱代名詞。這些結果間接地支持情緒管理及建立良好的個人概念乃表達性書寫及自我關懷日記影響健康的機制。另外，研究亦發現在表達性書寫組別中，情緒管理能力是依據二次模式而改變；而在自我關懷組別中，則發現自我仁慈也是依據二次模式而改變。而較多負面情緒詞語的使用及自我仁慈的提升與第二次後續問卷中身體症狀的減少相關。因此，情緒管理及建立良好的個人概念於自我關懷日記及表達性書寫中可能有著不同的運作。另外，在表達性書寫組別中，傾向自我批評的參加者有較明顯的得益。表達性書寫及自我關懷日記對自我介入的應用將於結論部分討論。 / Expressive writing has been demonstrated to be successful in promoting physical and psychological health in previous research. However, the overall effect is inconsistent and small. Thus, new ingredients should be added to the existing writing paradigm, to enrich its beneficial effects on health. In particular, the present study proposed and examined self-compassion as a potential supplement of the existing expressive writing paradigm. In addition to examining the effect of self-compassion journaling on physical and mental health, the mechanisms of expressive writing and self-compassion journaling, as well as the moderating role of self-criticism on the effect of expressive writing and self-compassion journaling on physical and mental health were also examined. / In the study, all participants were randomized into 3 groups: (1) self-compassion journaling, (2) expressive writing, and (3) time management writing as control. On 3 days within one week following the baseline assessment, participants wrote according to writing instructions specified for their assigned conditions, and engaged in a 20-minute writing session. Participants then completed the post-writing assessment immediately after the final writing session, and the follow-up assessment 4 weeks after the final writing session. Results of the present study suggested both expressive writing and self-compassion journaling were effective in reducing physical health problems. No change in physical symptoms at the follow-up assessment was observed in the control group. However, significant reduction in physical symptoms was observed in both the expressive writing and the self-compassion journaling groups, with the self-compassion journaling group showed a larger effect on physical symptoms reduction than the expressive writing group. On the other hand, results of text analysis showed both the expressive writing group and the self-compassion journaling group wrote more positive and negative emotion words, first person singular and plural pronouns than the control group, which provided indirect evidence to support emotion regulation and resilient self-concept construction as the underlying mechanisms of expressive writing and self-compassion journaling. In addition, unique quadratic pattern of change in mood regulation ability in the expressive writing group and unique quadratic pattern of change in self-kindness in the self-compassion journaling group were observed. In addition, more use of negative emotion words and increase in self-kindness were found to be associated with decrease in physical symptoms at the follow-up assessment, suggesting emotion regulation and resilient self-concept construction may work differently in expressive writing and self-compassion journaling. Also, self-critical individuals were found to benefit more than counterparts who are low in self-criticism in expressive writing condition. Applications of expressive writing and self-compassion journaling in self-help interventions were also discussed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Wong, Ching Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references. / Abstracts also in Chinese. / Abstract --- p.i / Chinese Abstract --- p.iii / Acknowledgements --- p.v / Chapter Chapter 1: --- Introduction --- p.1 / The Development of Expressive Writing Research --- p.2 / Expressive Writing and Its Health Benefit --- p.3 / The Mechanisms of Expressive Writing --- p.4 / Self-Compassion and Its Health Benefits --- p.11 / Association between Self-Compassion and Emotion Regulation --- p.12 / Association between Self-Compassion and Resilient Self-concept --- p.13 / Self-Compassion Journaling --- p.13 / Potential Moderator: Self-Criticism --- p.15 / Aims of the Present Study --- p.17 / Chapter Chapter 2: --- Method --- p.19 / Pilot Test --- p.20 / Participants --- p.21 / Procedures --- p.22 / Experimental Conditions --- p.23 / Measures --- p.24 / Chapter Chapter 3: --- Results --- p.28 / Immediate Effects of Writing on Mood --- p.29 / Effects of Expressive Writing on Psychological Health over Time --- p.31 / Effect of Expressive Writing and Self-Compassion Journaling --- p.on / Physical Health over Time --- p.32 / Writing Content across Three Writing Conditions --- p.35 / Effects of Expressive Writing and Self-Compassion Journaling on Cultivating Emotion Regulation and Resilient Self-Concept --- p.37 / Correlations between Changes in Health Indicators, and Changes in Proposed Attributing Factors --- p.44 / Moderating Role of Self-Criticism on the Effect of Expressive Writing and Self-Compassion Journaling --- p.46 / Chapter Chapter 4: --- Discussion --- p.47 / Limitation and Future Research Directions --- p.54 / Chapter Chapter 5: --- Conclusion --- p.55 / References --- p.57

In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking. / This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

No description available.

In recent years, many composition teachers and theorists have turned to the process approach to writing in an attempt to better understand both the act of writing and the writers themselves. Even though various theorists have made headway in the analysis of students' writing processes, further research is needed to explore whether college basic writers are aware of their own writing processes and whether this awareness can lead to discovery of the self as a writer and to diminished writing anxiety.One way for students to become aware of their composing processes is through process journals, in which they write about their actions in creating and revising their papers. Using process journals as an independent variable, this project studied differences among three groups of basic writers at Ball State University: those who wrote process journals frequently, infrequently, and not at all. I evaluated effects of process journals on self-reported awareness of process, as measured by a Writing Skills Questionnaire, and on writing apprehension, as measured by the Writing Apprehension Test (WAT). To measure changes among groups over two semesters, I analyzed students' questionnaire responses using mean scores and two Analysis of Variance (ANOVA) tests.Results showed that process journals did have a significant impact on students' attitudes about themselves as writers and on their awareness and control of writing processes. This study did not find, however, that process journals significantly decreased students' writing apprehension scores. In addition, it did not find Ball State University's basic writing students to be highly apprehensive writers. Although further research is needed to verify these results and expand the scope of research in process journals, the initial findings here suggest that process journals can be an important part of many students' writing experiences. / Department of English

Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.

Virtually all future teachers _of ESL/EFL have been foreign- or second-language learners themselves. However, reflection on their own past language-learning experiences is usually not integrated into the coursework of professional TESOL preparation programs and there has been little published research in TESOL in which students in professional TESOL preparation programs reflect on their past language learning experiences. The purpose of this research was to explore the effects on TESOL Methods students of revisiting a past language-learning experience. The subjects were students in a TESOL Methods class. This study examined an assignment given to these students to write a short "language learning narrative" (LLN) describing a past language learning experience. The data base of this qualitative study included included thirty-one LLNs, thirty-one free-writes and eleven interviews with these TESOL students. The results indicate that the students' memories of affective factors such as nervousness about speaking in class and feeling successful or unsuccessful as language learners were prominent in their minds, as was a strong focus on the teacher. The benefits to the TESOL students of writing the LLNs included increased sensitivity to the perspective of the learner, willingness to engage in reflection, and an understanding of the connections between their past experiences and the kinds of experiences they wanted to create in future language classrooms. While the TESOL students seemed to have mastered the latter skill, they did not see their past language learning experiences as a resource that could give them insights into particular teaching dilemmas. Also, they tended to make direct generalizations based on their own past reactions as language learners to what they imagined their future students' reactions would be. They wanted to recreate for their future students experiences that had been positive for them and do the opposite of what the teachers of language classes they had experienced as negative had done. The study concludes that the LLN assignment is recommended for use in other professional TESOL training programs, with modifications that would encourage the students to become aware of variations in learner preferences and to view their past language learning experiences as a continuing resource.

A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved.