Three-Part Journaling in Introductory Writing and Literature Classes: More Work with More Rewards
All teachers are challenged to reinforce and connecting the learning that takes place in various “spaces” of a student’s life: home-school, internal-external, and written-oral contexts. In the following article, I suggest a three-part journal assignment I have developed to capture and integrate these various moments of edification, using PreClass, In-Class, and Post-Class entries. I pay particular attention to audience, to issues of “private” and “public” writing. Recounting the scholarship on journal-writing, I then examine the work and responses of students in different kinds of classes (writing and literature) and different kinds of institutions (private and state) to suggest the versatility of this assignment. The Journal of Scholarship of Teaching