Journaling
The Writing Connection
Cynthia S. Cruz, Reading Dean and
Interim Bilingual/ESL Director
Best Practices for Teaching Writing
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Writing IS thinking.
We learn to write by writing.
We not only learn to write, but write to learn.
We use formal writing for: Learning to Write
We use informal writing for: Writing to Learn
**Journaling, note-taking and learning logs are forms of informal writing.
What is journaling?
Journaling is a strategy integrating
structured writing activities that are used to
monitor learner understanding of reading
selections/specific content/specific skills.
Why is journaling important?
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COMMUNICATION
 In
order to communicate their thinking to others,
students naturally reflect on their learning and
organize and consolidate their thinking about the
specific content
 Writing creates a record of our thinking that we
can analyze and reflect upon
 A student often knows more than he or she can
explain verbally, writing helps the student to uncover
more of what is known and to express it
How will journaling increase understanding?
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Journaling increases learner understanding by
assisting in the:
learning of new content
interpretation of new content
use of schemata to construct new knowledge
refinement of prior knowledge
Journaling can be used to facilitate learning in
all content areas when students:
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have
a clearly defined purpose to write
construct meaning with new information-transform
printed text into their “own language”
use writing as a means for building knowledge and
a way to self-evaluate their learning/observations
think critically: draw conclusions, predict, question,
justify, summarize
make personal connections
use academic vocabulary to explain their learning
How do we set up journals and use them?
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When setting up journals some suggest—
 composition books
 loose leaf notebooks
 file folders
 different forms of paper to turn in
ALL SAY WRITE IN THE JOURNAL EVERYDAY
AND DEVELOP A SYSTEM FOR DISTRIBUTION
AND COLLECTION
What framework can be used when
implementing journaling?
Journaling at the beginning of every class
 Journaling before, during, or after reading
 Journaling before, during, or after teaching a
concept/skill
 Journaling at the end of every class
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*A teacher should always model the process of journaling first.
Practice composing several journal entries together and then have
students work on their own. Use a timer to help keep students
writing/focused.
What are some methods to record
information?
Prediction
journals
Response journals
Dialogue journals
Double-entry journals
Cornell notes
Learning logs
Reflective journals
Before Reading/Teaching Concept
Prediction Journals
stress…
establishing and clarifying a purpose for reading
activating prior knowledge and making connections
previewing the text structure and new vocabulary
generating a key question – developing a plan for reading
making predictions about what will be learned
examining major concepts to be learned,
identifying reading strategies used during the reading assignment
Sample Prediction Journal
The prediction journal is designed to ask five key questions -
Prediction Journal
1. What are some things you already know
about the passage/concept?
2. What are some predictions about the
passage/concept?
3. What are some concepts you are trying
to understand?
During Reading/Teaching Concept
Response Journals
Dialogue Journals
Double-entry Journals
Cornell Notes
designed to foster:
interaction with the text/concept
re-reading of difficult text – review of the concept
summarizing
reflecting on information that was recently read or
introduced
Response Journals
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Encourage students to:
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think
elaborate their thoughts
make connections (text to text/text to self/
text to world)
synthesize their ideas and understandings at
a critical juncture in the reading
process/lesson
develop questions for clarification to ask of
themselves, the text, classmates, or teacher
explain what they have learned
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Response journals may include:
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notes
new ideas
sketches and drawings
concepts, views, and opinions
words – new/unknown
reflections about the lesson – strategies I used
questions/answers
stories, poems, lists, and any other writings
quotes, sayings, and expressions
Sample Response Journal
Dear Mrs. D.,
I am writing to you about a true story, called Paddle to the Amazon by Don Starkell and Charles Wilkins.
It is about a man and his two sons paddling all the way to the Amazon in only a canoe. Because they
wrote the book they obviously survived the journey. Right now, in the book, they are just approaching
the Gulf of Mexico. They were from Winnipeg and started in Winnipeg. While they were traveling across
the USA they encountered many generous people who shared all that they had with them. But they ran
into some not too nice people who mugged them and stole their supplies. They have taken the Red River
to the Mississippi and are entering the high seas of the Gulf of Mexico.
I predict that they will encounter even more tough times on their journey when they entered big water,
the ocean, which at times can be unpredictable and dangerous. I also think that their boat will not hold
up and they will have to go through the trouble of getting a new one.
The only way that I can connect with this story is that my dad an I sometimes go on long hikes, canoe
trips things like that. I sometimes do not enjoy them but I know that it can be really rewarding in the end
if you conquer something that you did not think you could. You can achieve victory if you set your mind
to it and if you work hard.
When I compare the characters to classmates I would compare the father Don to Jayne because they are
both born leaders. I would compare Dana (one of the sons) to Matt M. Because they both share a love for
music and have a lot to offer. As for Jeff, I would compare him to Liam because they are both shy but
once you get to know them they become very interesting.
This story was written in first person and it was suitable because it was easier to follow the events and it
made good sense because Don's journal was written in first person as if he were telling the story.
This book has been really long and if the author took out a bit here and there it would keep the reader's
attention and they would want to keep reading it and not stop. Compared to deathwatch this book was
slower in starting off because all they said was that they were getting anxious and worried.
Dialogue Journals (Buddy Journals)
The student writes an entry on a topic.
The teacher comments on the student’s entry, expands the topic
and/or asks questions. The purpose is not to correct what the
student wrote but to expand on it and model attributes of
writing such as letter formation and conventional spelling.
The student then answers the questions and offers additional
comments before adding new thoughts.
The entries may be one or two sentences long or longer,
depending on the level of the student.
The student is encouraged to use invented spelling as needed.
Sample Dialogue Journal
1st grade student after reading “Clifford the Big Red Dog”
Student’s writing:
I hve a dog.
Hz nam is Skardy Hair.
He ets meet.
Teacher’s response:
I like the name Scaredy Hair. How did you pick his
name? I have a dog too. Her name is Pixie. Pixie likes
meat too. What do you like to do with Scaredy Hair? I like
to go for walks with Pixie.
Double-entry Journals
Using a Two Column/T-note format, the double-entry
journal allows students to record dual entries that are
conceptually related
The Double-entry Journal: A Myriad of Options
On the left: The Source
On the Right: The Response
Notes from the text
Summaries/Comments/Images
Observations
Interpretations
Facts
Questions, Quick Reponses
Key Words or Phrases
Observations/Questions/Definitions
Concepts & Ideas
Explanations/Questions
Author’s Predictions (based upon a text
portion, excerpt)
Reflections
Facts, details, statements
My Predictions/Questions
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Double-entry journals have a heading on each of the
columns to reflect their purpose. Possible headings
might be:
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What is it?/What does it mean?
What I learned from the demonstration./How the
demonstration helped my understanding.
Words I need to know./Definitions of words I need to
know.
Ding: I get it!/Dong: I don’t get it!
What I thought before reading./What I think after
reading.
Ways to solve the problem./How the problem is solved.
Problem(s) I encountered./How I solved the problem(s).
Sample Double – entry
Journals
Cornell Notes
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A two column note-taking system
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Record – during the lesson, use the note-taking column
to record information using short sentences
Questions – formulate questions in the cue column
(questions help clarify meaning, reveal relationships,
establish continuity and strengthen memory)
Recite – cover the note-taking column and try to answer
the questions – say the answers aloud in your own words
Reflect – reflect on the material by asking yourself
other critical questions
Summarize – write a brief summary
Review – spend at least a few minutes every week
reviewing all your previous notes
After Reading/Teaching Concept
Learning Log
Reflection Journals
designed to:
help identify and analyze strategies used to make
meaning of the text/concept
make connections between and with the text/concept
paraphrase ideas and understandings
Learning Logs
One of the most effective methods of writing
to learn is for students to keep a learning log.
Learning Logs:
1. provide ongoing records of what students have
learned
2. allow reflection and reactions to class activities
(problems, questions, concerns, etc…)
3. focus on content
**Writing in learning logs takes 3 to 5 minutes “think time” and 5 minutes writing time
(allow time to discuss the learning log at a later date and reflect on the ideas) This
strategy is simple to implement but must be used on a regular basis to be effective.
Sample Learning Logs
Reflection Journals
After the reading passage/lesson is completed
the teacher may choose to use a reflection
journal.
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The reflection journal tends to be simple in
format – basically it is the writer’s reflection of the
passage/topic/concept. This type of writing can
help you gain a deeper understanding of the
content.
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What happened?
How do I feel about it?
What did I learn?
Sample Reflective Journal
What are some other methods to record
information?
 Observation
journals – students conduct an investigation on a particular
topic and collect and record their findings/explain their mathematical
reasoning, etc… – drawings/charts should be included
 Process journals –students explain new information or processes in their own
words
 Metacognitive journals – students write what I learned, and how I learned it
 Synthesis journals – students write what I did, what I learned and how I can
use it
 Point of View journals – students write from an assigned point of view
(Science - a student might assume the role of the scientist who discovered a
vaccine, a person infected with the disease, etc…)
 Personal journals – the best thing about this is that there aren’t any rules you don’t have to be concerned about spelling, format or content – You can
let your thoughts run wild!
No matter what method of informal writing you choose
it should take place in ALL content areas DAILY!!!
Things to remember:
Always model the writing first.
 Be specific about the writing requirements (what you expect).
 Journal entries differ from essays and reports.
 Journal entries can be short and explanatory. The main purpose is to reflect
on the content one has learned.
 Provide periodic feedback (try not to grade every journal entry – if any).
 Periodically allow students to share their writing with each other or with the
entire class (let them know before hand).
 Periodically share your own writing.
 Keep the writing routine and structure consistent.
 Periodically allow students choice in the writing.
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“I hear and I forget;
I see and I remember;
I write and I understand.”
--Chinese Proverb
Have a GREAT School Year!!
and
Have FUN doing your job!!