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Using Reflective Journaling in a 7 th Grade Language Arts Classroom: Do You See the Results?

Using Reflective Journaling in a 7 th Grade Language Arts Classroom: Do You See the Results?. Amy Addison Language Arts / 7 th Grade. Key Terms. reflective journaling writing writing apprehension attitudes toward writing self-efficacy. Research Question.

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Using Reflective Journaling in a 7 th Grade Language Arts Classroom: Do You See the Results?

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  1. Using Reflective Journaling in a 7th Grade Language Arts Classroom:Do You See the Results? Amy Addison Language Arts / 7th Grade

  2. Key Terms reflective journaling writing writing apprehension attitudes toward writing self-efficacy

  3. Research Question The purpose of this study is to examine the effect that reflective journaling has on 7th grade Language Arts students.

  4. Focus Question #1: What is the process of implementing supplemental reflective journal writing into a 7th grade Language Arts classroom Focus Question #2: How do the written communication skills differ between 7th grade students who do not use reflective journaling in the classroom versus those who do? Focus Question #3: What are the teacher and student attitudes about reflective journaling in the classroom?

  5. Focus Question #1Literature Review

  6. Focus Question #2Literature Review

  7. Focus Question #3Literature Review

  8. Procedure and Methods

  9. References • Bartscher, Mark a., Lawler, Kim E., Ramirez, Armando J., Schinault, Kris S. (2001). Improving student’s writing ability through journals and creative writing exercises. (Report No. CS 217 644) Chicago, IL: Saint Xavier University &IRI/Skylight. (ERIC Document Reproduction Service No. ED 455525) • Bloom, Lynn Z. “The composing Processes of Anxious and Non-Anxious Writers: A Naturalistic Study.” Paper presented at Conference on College Composition and Communication, Washington, D.C., 13-15 March 1980. (ERIC Document Reproduction Service No. ED 185 559). • Cisero, C. (2006). Does reflective journal writing improve course performance? College Teaching, 54(2), 231-236. Retrieved from ERIC database • Connor-Greene, P. (2000). Making connections: Evaluating the effectiveness of writing in enhancing student learning. Teaching of Psychology, 27, 1, 44-46. • Douillard, Kim (2000). Reflective friday: time out to think. National Writing Project, The Quarterly-Fall 2000 pp.29-35. • Dunlap, J.C. (2006). Using guided reflective journaling activities to capture students’changing perceptions. Tech Trends, 50(6), 20-26. • Fritson, Krista, K. (2008). Impact of journaling on students self-efficacy and locus of • control. Insight: A Journal of Scholarly Teaching, (3), 75-83. • Gau, Elisabeth, Hermanson, Jennifer, Logar, Michele, Smerek, Christine (2003). Improving student attitudes and writing abilities through increased writing time and opportunities. (Report No. CS 512 508). Chicago, IL: Saint Xavier University & IRI /Skylight. (ERIC Document Reproduction Service No. ED481441) • Kamler, Barbara (1993) Constructing gender in the process writing classroom. Language Arts 70(2), 95-103. • Reeves, L. (1997). Minimizing writing apprehension in the learner-centered classroom. English Journal, 86(6), 38-45. Retrieved from ERIC database.

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