Dialogue Journals Research Articles

Developing writing skills in bilingual exceptional children.

Two approaches to writing, cognitive-developmental and functional-interactive, are reviewed, and implications for instruction targeted at bilingual exceptional children are suggested. Both approaches stress the use of goal-directed and meaningful writing tasks, such as dialogue journals and narrative writing, in which the teacher provides interactional scaffolding for learning activities. Two illustrative research projects consistent with these views are described.

"You Stopped Too Soon": Second Language Children Composing and Revising

This article reports a 6-month observational study of 4 Southeast Asian children as they wrote and revised various pieces in English, their second language. Transcripts of peer response sessions, weekly compositions, and twice-weekly dialogue journals show a surprising amount of cognitive, social, and linguistic skill. Through the process of writing and revising with trusted peers, the children appear to have developed three areas of writing skill: (a) a sense of audience, (b) a sense of voice, and (c) a sense of power in language. The means by which development in these areas took place appear to be the same ones which native English-speaking children find effective, including regular and frequent writing, expectation of revision, peer response, and confidence in oneself as a writer.

DIALOGUE JOURNAL: AN INITIATION INTO WRITING

Unfortunately, writing has often been viewed as beyond the ability of learning disabled students. Yet the ability to express oneself in writing is critical to functioning in school and society. The dialogue journal can be used to enhance the writing and motivation of learning disabled students. Its potential effect on reading ability is noted.

Interactive Writing and Gifted Children: Communication through Literacy

This article investigates the use of interactive written communication with gifted individuals. Previous studies have indicated that interactive writing encourages students to produce functionally relevant communication. The process of interactive writing through dialogue journals is discussed and a comparison of behaviors frequently observed in gifted individuals and characteristics of dialogue journal writing is offered. A case study of a gifted five year old child communicating with her father is presented with a rationale for further investigation of interactive writing with gifted individuals.

Dialogue Journals: A Way to Personalize Communication in a Foreign Language

ABSTRACT Student journals have been widely used to encourage self‐expression in elementary school classes and in English as well as ESL courses at the secondary and university levels. In an effort to individualize (eaching, foreign language instructors can also use journals to carry on a continuous dialogue with each student. The instructor writes comments about the topic that the individual student has chosen and also corrects vocabulary, grammatical, and idiomatic errors after each journal entry. These “dialogue journals” are ideal for personalizing communication in foreign language courses and can be used on elementary, intermediate, and advanced levels. This article explains how to implement “dialogue journals” in a typical second‐semester French class, where, with the help of a diary, students can apply recently acquired grammatical structures and idioms to express their own concerns and interests. Students gain self‐confidence and freedom of expression by writing informally about topics that are of personal interest to them. The journals are a perfect supplement to the artificial dialogues and standardized reading passages of many foreign language textbooks. Practical guidelines for journal assignments are provided, and sample journal entries illustrate how successful the results can be.

UPAYA MENINGKATKAN APRESIASI SASTRA MURID KELAS V SD NEGERI 4 SESETAN DENPASAR PADA BACAAN CERITA MELALUI LOKAKARYA MEMBACA

This class action research's objective is to develop the students literature appreciation year 5, to the story reading through reading workshop which focus on the de­veloping of emotive response to the content of the story and the developing response at the character and event in the story. This research took place at SD 4 Sesetan Denpasar in two cyclus, in every cycle hare are two meeting. This subject research is year 5 teacher. The research data is collected using observation, interview, and document analyzing technique. The data is analyzed qualitatively which refers to ongoing analysis principle. The result of the research Indicates that through reading workshop activity, rind the. procedure (1) mini lessons, that is introduction of the story book, selec­tion of the story books based on the student’s interest, (2) continued to the silent residing, (3) making dialogue journal, and at last (4) sharing, literature appreciation students year 5 elementary school to the story reading covers emotive response to the story contents, and the response to the character and event at the story develop.