Having Written Conversations: Dialogues about Literature.

Autor/inn/en	Farest, Cynthia A.; Miller, Carolyn J.
Titel	Having Written Conversations: Dialogues about Literature.
Quelle	(1994), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Childrens Literature; Childrens Writing; Classroom Research; Dialog Journals; Grade 4; Intermediate Grades; Journal Writing; Literature Appreciation; Reader Response; Student Journals; Teacher Role; Writing Exercises; Writing Research + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Zeitschriftenaufsatz; Literarische Wertung; Leserbrief; Studentenzeitung; Lehrerrolle; Schreibübung; Schreibforschung
Abstract	Response journals seem to be promising vehicles for inviting children's written comments because they allow children to reflect on their experiences with books and provide them with opportunities to raise questions and formulate ideas. While both teachers and researchers have indicated the benefits of written responses to books, less is known about the qualitative nature of these "private talks" about books and about the role of the adult responder. A study examined both of these issues as they concerned fourth graders in a Southwest rural school. Dialog journals were found to have a series of unique patterns that help to explain the ways in which literature was studied. These patterns demonstrated the following opportunities: (1) the opportunity to ask questions and seek clarification; (2) the opportunity to think through writing and receive feedback; (3) the opportunity for students to express personal connections and to tell about what they know; (4) the opportunity to study literature; (5) the opportunity for students to explore their value systems; (6) the opportunity for extended conversations that enable children to reconsider a particular aspect of literature; and (7) the opportunity for "written conversations" to become a part of small group book talks. Conclusions support other research on the topic as they reaffirm the importance of written responses in the understanding of literature. (Contains 20 secondary references and a list of 15 children's books.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC