Relevant bibliographies by topics / Dialogue journal writing

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Academic literature on the topic 'Dialogue journal writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Dialogue journal writing"

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Helmie, Jauhar. "Implementation of Dialogue Journal in Teaching Writing Descriptive Text." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 24, 2019): 90–104. http://dx.doi.org/10.15642/ijet2.2019.8.1.90-104.

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Dialogue Journals Writing (DJW) or Written Dialogue Journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (Peyton and Reed, 1990; cited from Collin (2003). This study explored the implementation of dialogue journal as media in teaching writing descriptive text. The subjects of this study were students at Eleventh Grade of vocational high school. This study is qualitative case study which conducted in three meetings. The data were obtained from classroom observations, documentations from the learners and questionnaire. The result of document analysis showed that the students’ writing was poor. It can be seen from the students’ writing performance which was analyzed based on the writing indicator by Brown and Abeywiakram (2010). However, from the students’ dialogue showed that the students could understand the content of their friends’ writing. Also from the students’ dialogue, they could express their feelings toward their friends’ writing. While the result of classroom observation showed that the implementing of DJW brought new atmosphere for the students during learning activity. They could enjoy the learning while writing descriptive text through DJW. Meanwhile the result of questionnaire showed that students gave positive response toward implementing DJW. As the suggestions, the use of Dialogue Journal can be solution for the students who lack of practice writing. Moreover, it can build their writing habit. Thus, the teacher can use Dialogue Journal in learning activity.
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McGettigan, Kathy. "DIALOGUE JOURNAL: AN INITIATION INTO WRITING." Reading & Writing Quarterly 3, no. 4 (1987): 321–32. http://dx.doi.org/10.1080/0748763870030406.

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Dabbagh, Ali. "The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 71. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.71.

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This study sought to evaluate the effect of dialogue journal writing on writing performance as well as its different sub-components, namely content, organization, vocabulary, language use, and mechanics (Following Polio, 2013). Participants were 84 EFL intermediate learners who were selected based on their performance on Oxford Quick Placement Test (2004) and divided randomly into experimental and control groups. While the participants in the control group took part in descriptive writing pre and post-tests only, their counterparts in experimental group were asked to write 3 journals a week for about 6 months in the period between the pre- and post-tests. The instructor of the experimental group provided feedback to each journal entry mostly on its content and message to which the participants replied in a dialogic manner. Results of independent sample t-test located a significant difference between the experimental and control group regarding the overall writing performance, as well as the sub-components of content, organization, and vocabulary in the post-test. However, the obtained results did not reveal a significant effect of dialogue journal writing on language use and mechanics of writing performance. The results which promise implications for writing instructors, curriculum developers, and material designers are fully discussed.
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Hapsari, Yunita Widya, Gunarso Susilohadi, and Dwi Elyono. "Using Dialogue Journal to Improve Students’ Writing Proficiencies." English Education 6, no. 3 (May 29, 2018): 379. http://dx.doi.org/10.20961/eed.v6i3.35904.

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<p>Dialogue journal is perceived as an effective technique for teaching writing. This article aims at reporting a study on the use of Dialogue journal to improve students’ writing proficiencies. The objectives of the research were to know how dialogue journal can be implemented effectively to improve students’ writing proficiencies and to know to what extent dialogue journal can improve their writing proficiencies. A classroom action research was conducted in a group of students in one of state junior high school in Surakarta. The data collected were qualitative and quantitative. The qualitative data were obtained from observations and interviews, while the quantitative data were collected from tests. The findings of the research show that (1) dialogue journal can be implemented effectively by taking some considerations; and (2) the implementation of dialogue journal could improve the students’ writing proficiencies and the classroom situation. This was proven by the improvement of the students’ writing mean scores and their attitude toward the learning. They became more active and motivated.</p><p align="left"> </p>
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Rana, Lal Bahadur. "The Use of Dialogue Journals in an ESL Writing Class from Vygotskyan Perspective." Journal of NELTA Surkhet 5 (April 1, 2018): 1–14. http://dx.doi.org/10.3126/jns.v5i0.19481.

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Dialogue journal writing is a way of communicating with the learners through constant written communication over a specified period. Since the teachers who use the dialogue journals do not require their students to be grammatically accurate in their expressions while they are writing journals, the students build their self-confidence. Consequently, they can increase their writing fluency, which ultimately leads to not only the development of writing but also overall language proficiency of the language they are learning. More importantly, it develops learners’ theoretical thinking as they are involved in dialogic discussions through written interactive communications. It is because as per Vygotskyan theory of human development human beings are constantly engaged in interpersonal as well as intrapersonal communications, which expand learners’ zones of proximal development.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 1-14
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Hapsari, Christianti Tri, Riyadi Santosa, and Abdul Asib. "Dialogue Journal: Exploring Its Use to Teach Writing." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 6, 2018): 184. http://dx.doi.org/10.18415/ijmmu.v5i4.196.

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The main objective of this research is to analyze the use of dialogue journal to teach writing. This case study research was conducted at one of senior high school in Cianjur. The research purposively sampling twenty students of grade XI. In order to collect the data, I used three techniques of data collection namely interview, observation, and document analysis.The research findings revealed that: (1) The reasons behind the implementation of dialogue journal were because the teacher wanted to give students opportunity to fulfill the need of reflection and expressing ideas while the belief relied on the standpoint to give non-threatening atmosphere for students to freely express themselves and to give opportunities for teacher to observe students’ progress and their personal background. The procedure of dialogue journal was done five up to seven minutes which involved three parts, those were greeting/ salutation, body, and closing. While, the learning situation was positive in the case of interaction, attitude, and motivation. Students’ responses were classified into open-ended responses which displayed students’ positive thought, feeling, and reaction because they had experienced many advantages in doing dialogue journal as well as silence which indicated the moment when the students reduced interaction to only center their attention in writing dialogue journal; (2) Teacher’s difficulties in doing dialogue journal were managing time to handle with students’ dialogue journal overload and responding to super active students. Whereas, students’ difficulties in doing dialogue journal were writing in limited time, finding suitable vocabulary, using correct grammar, and responding as well as giving suggestions to the questions given by the teacher; and (3) To cope with such difficulties, the teacher should manage a schedule to be able to correct students’ work and respond to the students’ questions. Furthermore, students’ difficulties in doing dialogue journal could be solved by giving more language skills input, doing peer correction, and encouraging autonomous learning.Keywords: Dialogue Journal, Use, Teach Writing.
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Fatoni, Mohammad. "AN ANALYSIS OF DIRECTED DIALOGUE JOURNAL TO IMPROVE WRITING SKILL ON NEWS ITEMS TEXTS FOR INDONESIAN EFL UNIVERSITY STUDENTS." Jurnal Pendidikan Edutama 6, no. 1 (January 23, 2019): 1. http://dx.doi.org/10.30734/jpe.v6i1.345.

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Abstract: This study aims to analyze the directed dialogue journal on news items texts for Indonesian EFL University Students in term of (1) the students’ problems in using directed dialogue journal (2) how the students’ writing after using directed dialogue journal. This research used classroom action research method. Analysis of the problems in using directed dialogue journal on news item texts was analyzed descriptively and the university students’ news items writings were analyzed in all components of writing. Results of the analysis reveals that the problems in using directed dialogue journals were lack of time and idea to response the comments. However, the lecturer were able to overcome those problems by planning what he did in the lesson plan efficiently and training how to response the comments in the written conversation to improve their writing. In successions overall, there was significant improvement on the students class mastery of final draft from the first to third cycles. They were 38.5%, 65%, 92%. Content was the writing component that improves significantly in this research. It means that directed dialogue journal on news items texts was able to improve the students writing skill when the problems were identified and solved. Keywords: directed dialogue journal, news items texts, writing components Abstrak: Penelitian ini bertujuan untuk menganalisis dialog jurnal terarah pada penulisan teks berita yang ditujukan untuk mahasiswa Indonesia yang menggunakan bahasa inggris sebagai bahasa asing dalam hal (1) permasalahan yang mahasiswa hadapi dalam menggunakan dialog jurnal terarah dan (2) bagaimana tulisan mahasiswa setelah menggunakan dialog jurnal terarah. Penelitian ini menggunakan metode penelitian tindakan kelas. Masalah dalam menerapkan dialog jurnal terarah pada teks berita berita dianalisis secara deskriptif dan semua komponen teks tulis berita mahasiswa dianalisis. Hasil analisis mengungkapkan bahwa masalah dalam melaksanakan dialog jurnal terarah adalah kurangnya waktu dan ide untuk merespon komentar yang diberikan. Namun, dosen mampu mengatasi masalah tersebut dengan merencanakan apa yang dia lakukan dalam rencana pengajaran secara efisien dan melatih bagaimana merespon komentar dalam percakapan tertulis untuk meningkatkan tulisan mereka. Secara berturut-turut, ada peningkatan yang signifikan pada penguasaan kemampuan menulis pada draf akhir dari siklus pertama hingga ketiga sebesar 38,5%, 65%, 92%. Isi merupakan komponen tulisan yang meningkat secara signifikan dalam penelitian ini. Hal ini menunjukkan pengunaan dialog jurnal terarah pada materi teks berita dapat meningkatkan keterampilan menulis mahasiswa ketika permasalahannya diidentifikasi dan dipecahkan. Kata kunci: dialog jurnal terarah, teks berita, komponen tulisan.
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Mukti, Ali. "THE EFFECTIVENESS OF DIALOGUE JOURNALS IN IMPROVING THE SKILL IN WRITING NARRATIVE TEXTS." IJEE (Indonesian Journal of English Education) 3, no. 1 (June 28, 2016): 1–14. http://dx.doi.org/10.15408/ijee.v3i1.3444.

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ABSTRACT This study was conducted to investigate the effectiveness of dialogue journals technique in improving students’ skill in writing narrative texts. The subjects were the year-12 of IPA students of MAN 3 Malang in the academic year 2008-2009. This study involved two intact groups of students. The experimental group was given weekly journal writing, while the control group followed the regular writing. At the end of the treatment, a writing test on narrative was assigned and the students’ works were scored using ESL Composition Profile. The result of analysis using ANCOVA indicated that not all of the mean score of writing components of the two groups were significantly different. However, the mean score of holistic aspects was significantly different. Besides, students’ responses showed a positive evaluation on the implementation of dialogue journals technique. ABSTRAK Penelitian ini dilakukan untuk meneliti keefektifan teknik dialogue journal dalam meningkatkan keterampilan siswa menulis teks naratif. Subyek penelitian ini adalah siswa kelas XII IPA MAN 3 Malang tahun pelajaran 2008-2009. Penelitian ini melibatkan dua kelompok siswa. Kelompok eksperimen diminta untuk menulis dan mengumpulkan jurnal tiap pekan sementara kelompok control tetap mengikuti pelajaran menulis seperti biasa. Pada akhir perlakuan, kedua kelompok siswa diminta menulis teks naratif yang kemudian dinilai menggunakan ESL Composition Profile. Setelah dianalisa menggunakan ANCOVA, hasilnya menunjukkan bahwa tidak semua nilai rerata dari tiap komponen menulis kedua kelompok berbeda secara signifikan. Akan tetapi, nilai rerata aspek secara keseluruhan berbeda secara signifikan. Disamping itu, siswa menanggapi positif terhadap penggunaan teknik dialogue journal. How to Cite: Mukti, A. (2016). The Effectiveness of Dialogue Journals in Improving the Skill in Writing Narrative Texts. IJEE (Indonesian Journal of English Education), 3(1), 1-14 doi:10.15408/ijee.v3i1.3444 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3444
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Burniske, R. W. "Creating Dialogue: Teacher Response to Journal Writing." English Journal 83, no. 4 (April 1994): 84. http://dx.doi.org/10.2307/821093.

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Ritchie, Mary Ann. "Faculty and Student Dialogue Through Journal Writing." Journal for Specialists in Pediatric Nursing 8, no. 1 (January 2003): 5–12. http://dx.doi.org/10.1111/j.1744-6155.2003.tb00178.x.

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Dissertations / Theses on the topic "Dialogue journal writing"

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Yeo, Marie A., and n/a. "Teaching writing in Cambodia : the educational and interpersonal benefits of dialogue journal writing." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.110437.

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This study examines the educational and interpersonal benefits of dialogue journal writing within the Cambodian context. The research plan involved, first, a thorough survey of the literature on journal writing, which then provided the theoretical framework for the construction of hypotheses. These hypotheses asserted that dialogue journal writing brings about educational as well as interpersonal benefits. In educational terms, this task enables learners to attain proficiency in speaking, reading and writing, gain functional competence, and develop critical thinking skills. In interpersonal terms, dialogue journal writing helps in the development of the relationship between the teacher and the learner and offers a source of cultural information. The next stage involved assigning and collecting the journals and then analysing them to check for the presence of particular features which were asserted to bring about the benefits as stated in the hypotheses. The writer conducted her research with a class of Cambodian students at Phnom Penh University. Within the journals of the eighteen learners, most of these features were discovered, thus supporting the hypotheses that journal writing offers particular educational and interpersonal benefits. Where the features were absent or variant, explanations for this based on the culture of the learners, the conditions of the country during the period of the study, and the culture of the teacher were offered. Finally, the writing in the dialogue journals of the subjects provided strong evidence that dialogue journal writing offers learners a scope for genuine studentteacher communication and for personal communication and mutual understanding between each individual student and teacher.
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Szeneszi, Elisabete Schramm. "The use of dialogue journal writing to teach efl secondary school students." reponame:Repositório Institucional da UFSC, 1991. https://repositorio.ufsc.br/xmlui/handle/123456789/157718.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
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Este estudo investigou os efeitos do uso do "dialogue journal writing" para ensinar os alunos do segundo grau a escreverem em inglês. O objetivo deste trabalho foi verificar se o uso do "dialogue journal writing" aplicado como técnica de ensino em sala de aula, afetaria a motivação, as atitudes e a habilidade destes alunos em relação ao aprendizado da escrita em inglês como língua estrangeira. Um método de abordagem qualitativa foi escolhido para conduzir esta investigação, e o estudo foi realizado num período de 3 meses. Os sujeitos que fizeram parte deste estudo foram alunos da 1a série do segundo grau do Colégio de Aplicação da UFSC, e os resultados revelaram que esta técnica mostrou-se favorável quanto a motivação, atitudes e habilidades destes alunos no aprendizado da escrita em inglês.
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Hegedus, Katalin. "Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29929.

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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
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Parker, Joanie Alana. "Dialogue journal writing and adult ESL students, a tool for learning language and culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ47143.pdf.

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鈴木, 克彦. "writingとspeakingをセットにしたShow & Tellの指導による英語産出能力の育成 : 授業公開用ビデオ、～私の授業～の作成を通して(英語科)(教科研究)." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2002. http://hdl.handle.net/2237/5184.

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Sigmon, Miranda Lee. "Dialogue Journals: Literacy Transactions of Fourth-Grade Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70922.

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This study was designed to explore written responses of dialogue journals in a fourth-grade social studies classroom to better understand individuals' meaning-making responses during content-based lessons. The Transactional Theory of Literacy acknowledges that readers generate individualized experiences as they transact with literacy. Although Rosenblatt focused explicitly on the transactions readers make with text, this study expands the idea of these transactions to the more current, unbounded definition of text. Writing could be the tool used for students to record these transactions that lead to their continuously changing, individualized understandings. Through journals, students conversed with one another using written dialogue in the continued generation or restructuring of existing understandings in response to exposure of a content-specific text. The following research questions were addressed in the study: How do written responses of fourth-grade students made in dialogue journals express students' understandings of content-based lessons? 2) To what extent do dialogue journals motivate students in content-based lessons? Analysis of dialogue journals showed evidence of varying levels of understanding, the effective use of journals as a communication tool, and differences in statement types depending on journal audience and content materials used. The MUSIC Model Inventory (Jones, 2009) used to assess perceptions of motivational constructs related to use of dialogue journals in social studies lessons yielded positive results for all constructs measured. Therefore, the results of the study including word count findings, qualitative journal analysis, and observational files clearly showed evidence of dialogue journals being a motivating way of having students express their understandings of content-based texts.
Ph. D.
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Nichols, Edward Gerard. "Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194191.

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This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.
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Veltri, Mildred Middlemiss. "An exploration of developmental reciprocal communication in the dialogue journals of third graders." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39961.

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Tibúrcio, Regina Rocha Reynaldo. "Dialog journal writing: a study on the effects of (in) direct corrective feedback." reponame:Repositório Institucional da UNISUL, 2012. http://www.riuni.unisul.br/handle/12345/482.

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Correção de erro, tratamento de erro e resposta corretiva tem sido assuntos de discussão na área de aprendizagem de segunda língua e língua estrangeira, por isso este estudo tem por objetivo examinar a eficácia de dois tipos de resposta corretiva, firmando-se em conhecimentos teóricos com base em recentes pesquisas nesta área de conhecimento. Este estudo investigou os resultados da correção direta e indireta bem como as implicações destes resultados nos apontamentos dos diários dialogados (DJW) de estudantes universitários de inglês como língua estrangeira através da incidência de erros em: (a) omissão de sujeito, (b) ordem dos adjetivos, e (c) pronome adjetivo possessivo. Os participantes eram 19 estudantes matriculados em um curso de Letras em uma universidade brasileira no sul do estado de Santa Catarina, aleatoriamente designados em três grupos de tratamento: (1) grupo de resposta corretiva direta (DCFG), (2) grupo de resposta corretiva indireta (ICFG), e (3) o grupo especial (SG: SG-DCF e SG-ICF)). O DCFG recebeu resposta corretiva direta em seus apontamentos dos diários dialogados; o ICFG recebeu resposta corretiva indireta. O Grupo Especial recebeu ambos os tipos de respostas corretivas. Os resultados deste estudo indicam que os grupos que receberam resposta corretiva direta atingiram uma incidência de erros superior ao grupo que recebeu resposta corretiva indireta. O ICFG atingiu uma incidência de erros significativamente inferior. Estes resultados apontam para a asserção de que a resposta corretiva indireta suplanta a resposta corretiva direta ao proporcionar aos estudantes a oportunidade de refletir a respeito de seus próprios erros tanto quanto sobre a estrutura da língua-alvo, de escrever livremente e diminuir a incidência de erros na escrita, facilitando a aprendizagem de conteúdo e da língua.
Error correction, error treatment and corrective feedback have been at issue in second and foreign language learning. Hence, the objective of the present study is to examine the effectiveness of two types of corrective feedback, grounding its basis on theoretical backgrounds together with recent research in this field of knowledge. This study investigated the results of direct and indirect corrective feedback on English-as-a-Foreign-Language (EFL) undergraduate students' Dialogue Journal Writing (DJW) entries through the incidence of errors on Subject Omission, Adjective Order, and Possessive Adjective Pronoun misuse in addition to the implications of these results in the learners. writing performance. Subjects were 19 students enrolled in an English . Portuguese Languages and Literature undergraduate program at a Brazilian university in the southern of Santa Catarina state, randomly assigned to three treatment groups: (1) Direct Corrective feedback group (DCFG), (2) Indirect Corrective Feedback Group (ICFG), and (3) the Special Group (SG: SG-DCF and SG-ICF). The DCFG received direct corrective feedback on their DJW entries; the ICFG received indirect corrective feedback. The Special Group received both kinds of corrective feedback. The results of this study show that the groups who received direct corrective feedback scored higher on the error incidences; however the group who received indirect corrective feedback scored significantly lower on the errors incidence. These results appear to support the claim that the indirect corrective feedback supplants direct corrective feedback by giving students an opportunity to reflect on their own errors as well as on the target language structure, to write freely, and to decrease the incidence of errors on their writing, facilitating language and content learning.
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Hsia, Yen-Wei, and 夏彥緯. "Apply Peer-Responded-Dialogue Journal to Senior High School EFL Writing." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55660084345531891090.

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碩士
國立中正大學
英語教學研究所
103
This thesis aims to investigate the effect of peer-responded-dialogue-journal writing and examine how EFL senior high school students perceived the enhancement on their learning condition and English writing ability. The participants of this study were one advanced class of 40 eleventh-graders of Science and Engineering in central Taiwan. Sources of data were collected by gathering students’ compositions of pre- and post-tests, three cycles’ peer-responded-dialogue-journal writings, questionnaire, and the recording of semi-structured interview. Data analyses procedures included: (1) t-test for analyzing students’ writing tests, (2) peer feedback categorization for the three cycles’ peer-responded-dialogue-journal writings, (3) ratio calculation for the responses of Likert-scale Questionnaire, and (4) content analysis of the transcription for the responses of semi-structured interview. Results revealed that: (1) To write peer-responded-dialogue journals with classmates can offer students more chances to do deepgoing talk and share their perspectives about the specific issue and the personal experiences with each other, (2) through providing and receiving these peer feedback in this writing activity, students’ writing performance in terms of content, organization, grammar, vocabulary, and mechanics was improved significantly. Especially, their grammatical skills were improved much more than other items, and (3) nearly 70% students had the positive attitude to this writing activity. The study makes contribution to a better understanding about the influence of peer-responded-dialogue-journal writing on students’ English writing. Moreover, the difficulties that students face are indeed serious problems, the authorities concerned have to fix and some relevant suggestions should be proposed. It is hoped that such a study would help both students and teachers have a better comprehension of this writing activity and draw much more attention to the importance of writing ability’s enhancement. Also, the relevant authorities and other researchers can refer to these findings in this study when they implement language education reforms or conduct related studies.
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Books on the topic "Dialogue journal writing"

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Peyton, Joy Kreeft. Dialogue journal writing with limited English proficient students. [Los Angeles, Calif.]: California Univ., Los Angeles, Center for Language Education and Research, 1987.

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Leslee, Reed, ed. Dialogue journal writing with nonnative English speakers: A handbook for teachers. Alexandria, Va: Teachers of English to Speakers of Other Languages, 1990.

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Peyton, Joy Kreeft. The effect of teacher strategies on student's interactive writing: The case of dialogue journals. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1988.

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Jana, Staton, ed. Dialogue journals in the multilingual classroom: Building language fluency and writing skills through written interaction. Norwood, N.J: Ablex Pub. Corp., 1993.

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Staton, Jana. Conversations in writing: A guide for using dialogue journals with deaf post-secondary and secondary students. Washington, D.C: Gallaudet Reasearch Institute, Gallaudet University, 1990.

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Dialogue journal bibliography: Published works about dialogue journal research and use. [Washington, DC]: National Center for ESL Literacy Education, 2000.

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Kreeft, Peyton Joy, Staton Jana, National Clearinghouse on Literacy Education., and Center for Applied Linguistics, eds. Writing our lives: Reflections on dialogue journal writing with adults learning English. Englewood Cliffs, N.J: Prentice Hall Regents, 1991.

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Kreeft, Peyton Joy, Staton Jana, and National Clearinghouse on Literacy Education., eds. Writing our lives: Reflections on dialogue journal writing with adults learning English. Washington, D.C: Center for Applied Linguistics, 1996.

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Shuy, Roger, Leslee Reed, Jana Staton, and Joy Kreeft Peyton. Dialogue Journal Communication: Classroom, Linguistic, Social, and Cognitive Views (Writing Research). Ablex Publishing, 1988.

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Writing Our Lives: Reflections on Dialogue Journal Writing With Adults Learning English (Language in Education). Center for Applied Linguistics, 1995.

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Book chapters on the topic "Dialogue journal writing"

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Wang, Ai-Ling, and Dawn Michele Ruhl. "Discovering Students’ Real Voice through Computer-Mediated Dialogue Journal Writing." In Semantic Methods for Knowledge Management and Communication, 241–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23418-7_21.

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Shannahan, Jennifer, Betsy Gilliland, and Changho Kwon. "Dialogue journals for critical reflection on community issues and academic writing." In Effects of Service-Learning in Foreign and Second Language Courses, 88–108. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-5.

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Cofer, Jordan. "The Trouble with “Innerleckchuls”: Flannery O’Connor, Anti-Intellectualism, and the Iowa Writers’ Workshop." In Reconsidering Flannery O'Connor, 95–111. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496831798.003.0007.

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In dialogue with Eric Bennett and Mark McGurl’s work on the Iowa Writers’ Workshop, as well as Tara Powell’s work on archetypes, Jordan Cofer uses new information from the Emory Archive and The Prayer Journal to contextualize one of O’Connor’s most famous comedic devices: the antagonistic intellectual. Cofer argues that although this device may have roots in southern fiction, O’Connor’s anti-intellectual trope derives from her time in the Iowa Writers’ Workshop. This chapter examines some of O’Connor’s juvenilia, the drafts of Wise Blood she was writing in Iowa (while simultaneously writing in her journal), and some of the short stories she wrote while enrolled at the Workshop. Finally, Cofer reconsiders the origins of O’Connor’s anti-intellectual as a potential outgrowth of her own anxieties during this time.
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Bowskill, Nicholas, and David McConnell. "Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams." In Cases on Online Tutoring, Mentoring, and Educational Services, 172–84. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch014.

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This chapter looks at processes for conducting collaborative reflection in action and collaborative reflection on action. The authors examine this in the context of globally distributed inter-cultural course teams. From a review of the literature, they identify the significance of openness, structure and dialogue as factors that support collaborative reflection. The authors consider these factors in our own experience of global online teaching. They explore and focus upon one technique used in our collaborative inter-cultural reflective practice. This technique involves having one tutor maintain and share an online journal with the other tutors in the course team. This process combined reflective writing and discussion in action. The authors suggest that having one tutor author and share a learning journal may provide facilitation and structure that supports reflective dialogue in inter-cultural globally distributed teams. They consider the influence of cultural pedagogy on inter-cultural reflection. The authors’ technique is culturally sensitive in that it respects the right of others to read the journal and to comment only if they wish. Finally, the authors close with a look at instrumentalist versus developmental collaborative reflective practice.
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Colby, Georgina. "Ekphrasis, Abstraction, and Myth: ‘From Psyche’s Journal’, Eurydice in the Underworld, ‘Requiem’." In Kathy Acker. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9780748683505.003.0006.

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The final chapter of the study examines Acker’s practices of ekphrasis and reappropriation of mythology in her final works. Chapter six offers a close reading of ‘From Psyche’s Journal’, Acker’s creative critical piece on Cathy de Monchaux’s sculptural work, examining the ekphrastic impulse of the work. Ekphrasis is read as enabling Acker to access the materiality of sculpture in her writing. Acker’s writing practices are placed within the context of postwar abstract sculpture by women, with a particular focus on Eva Hesse’s idea of absurdity that ‘is not a “thing” but, “the sensation of the thing.”’ Acker’s ekphrastic practice is brought into dialogue with her practice of the reappropriation of mythology, and the conceptual practice that is termed here ‘literary calisthenics’, which arises from her experiments with language and bodybuilding. Acker’s two later texts, Eurydice in the Underworld (1997) and Electra (1997) are addressed in light of Elaine Scarry’s work on the difficulty of expressing physical pain. Acker’s experiments that move towards a non-verbal language against ordinary language, and the silent languages of the body, facilitate the voicing of pain, and in particular the relation between physical pain and imagining.
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Toye, Lysa, and Andrea Warnick. "Using Writing Interventions to Support Bereaved Students." In Supporting Bereaved Students at School, 208–22. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.003.0015.

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This chapter describes in detail several writing interventions that school-based mental health professionals can use to assist bereaved students in processing their grief. The chapter reviews some of the benefits of using writing to explore, express, and process grief, to support meaning making, and to build and maintain a connection with the deceased person. The strategies that are described, including memory writing, poetry writing, journal keeping, and writing a letter to or preparing a dialog with the deceased person, can be used individually or with groups. Variations are provided for students of all ages. Lists are provided of key considerations and “red flags” that counselors should remember when using writing techniques to support bereaved students.
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Mourant, Chris. "The Athenaeum: ‘Wanted, a New Word’ (World)." In Katherine Mansfield and Periodical Culture, 181–242. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474439459.003.0004.

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Between April 1919 and December 1920, Mansfield found her voice as a literary critic, publishing over a hundred reviews under the initials ‘K.M.’ in the literary journal The Athenaeum, edited by John Middleton Murry. In her reviews, Mansfield linked the ‘new word’ of modernist formal experimentation with the spatial imaginary of an ‘undiscovered country’ or ‘new world’, a critical vocabulary formulated in response to the disintegration and ‘spiritual crisis’ of the First World War. The chapter positions Mansfield’s work in relation to writings by D. H. Lawrence and Murry, before tracing a dialogue between her reviews and Virginia Woolf’s critical writings in the years 1919–20. The chapter highlights the ways in which both Mansfield and Woolf privileged deep ‘emotion’ as the basis for a modernist ‘new word’.
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Hiddleston, Jane. "The Artist’s Journey, or, the Journey as Art." In Abdelkébir Khatibi, 305–26. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789622331.003.0014.

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Khatibi’s notion of the ‘étranger professionnel’, well known for its conceptualisation in Figures de l’étranger dans la littérature française and for its dramatisation in Un Eté à Stockholm, is a compelling signifier for his commitment to transnational thinking. This chapter will explore how his later, and perhaps most accomplished novel, Pèlerinage d’un artiste amoureux, gives fuller expression to the association between travel, creativity, cultural dialogue and free thinking that runs throughout his work. Based on the life of the author’s grandfather, the narrative traces the sculptor’s journey of pilgrimage to Mecca as well as his continued journeying around Morocco and through life. The artist’s aesthetic vision is explored throughout through his encounters with other cultures, through his reflections on history and on religion, and through his relationships with women. All the multiple dimensions of Khatibi’s previous works come to play in this novel, from anticolonialism to the critique of theocracy, and from transnationalism to spiritual communality, but it is significant that it is art – a figure also for Khatibi’s own literary writing – that shapes and enhances the protagonist’s mode of apprehending these issues. The text can be read in many ways as a synthesis and elaboration of Khatibi’s multiple philosophical preoccupations, which at the same time are reunited here in the work’s depiction of the creative vision.
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"Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals." In Learning, Teaching, and Community, 84–102. Routledge, 2006. http://dx.doi.org/10.4324/9781410613196-13.

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Piemonte, Nicole M. "The Journey Back to Oneself: Reimagining Medical Education." In Afflicted. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037396.003.0005.

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Chapter five includes a discussion of specific curricular interventions that can work toward getting students to think critically and to reflect deeply and broadly on what it means to be human. It highlights pedagogical approaches that allow students to see that the “real” scientific facts of biological disease cannot be separated from the existential reality of illness and that human beings always already dwell within their lived experiences, even before science and medicine inscribe their particular, abstract truths onto the body. Through exposure to patients’ stories—whether through narratives or face-to-face encounters—reflective writing, dialogue, and quality mentorship, students might come to appreciate the lived experience of illness, to expand their moral imaginations, and to develop a more capacious sense of care that is grounded within a recognition of our shared humanness and potential for suffering. This kind of pedagogy does not result in a “professionalism” that can be measured, quantified, and assessed, but rather a way of being in the world—a posture of openness toward others, an ability to face uncertainty, and the capacity to extend care to all patients even when “nothing else can be done.”
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Conference papers on the topic "Dialogue journal writing"

1

Yulianawati, Ida, Mursid Saleh, Januarius Mujiyanto, and Djoko Sutopo. "The Effect of Dialogue Journal Writing on Students’ Writing Ability." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.060.

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Darmayenti. "Dialogue Journal Writing in Building Students’ Awareness on Local Wisdom and English Writing Skill." In Proceedings of the 2nd Internasional Conference on Culture and Language in Southeast Asia (ICCLAS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icclas-18.2019.51.

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