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- Copyright
- © 2020 by Duke University Press
- ISSN
- 1531-4200
- eISSN
- 1533-6255
- DOI
- 10.1215/15314200-8544538
- Publisher site
- See Article on Publisher Site
Abstract
Recent reading scholarship suggests that instructors should carefully attend to their students’ reading practices. Although reading journals offer insight into student practices, we continue to treat reading journals as a mundane, process-based document and overlook the important metacognitive work that journals contribute. Through the examination of a corpus of student texts, this article argues for reenvisioning the work of the reading journal, demonstrating how this commonplace assignment contributes to students’ recognition of reading-writing connections and describes a new lens through which to approach reading journals.
Journal
Pedagogy – Duke University Press
Published: Oct 1, 2020
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References
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Small Stories Research: Methods—Analysis—OutreachGeorgakopoulou, Alexandra De Fina, Anna; Georgakopoulou, Alexandra
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The Reception of Reader-Response TheoryHarkin, Patricia
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Beyond Reading Logs: Read, Respond, Revisit, DiscussHurst, Beth; Fisk, Candace; Wilson, Cindy
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The Reading Response E-journal: An Alternative Way to Engage Low-Achieving EFL StudentsLee, Hsiao-Chien
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-
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-
The Reading-Writing Connection Viewed HistoricallyNelson, Nancy; Calfee, Robert C. Nelson, Nancy; Calfee, Robert C.
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Developing Metacognitive Awareness: The Response Journal in College CompositionNewton, Evangeline
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The Roots of Reading Comprehension InstructionPearson, P. David Israel, Susan E.; Duff, Gerald G.
-
Difficulty: The Great Educational DivideSalvatori, Mariolina Hutching, Pat
-
Stories about Reading: Appearance, Disappearance, Morphing, and RevivalSalvatori, Mariolina; Donahue, Patricia
-
Promoting General Metacognitive AwarenessSchraw, Gregory
-
Readers’ Implicit Models of ReadingSchraw, Gregory; Bruning, Roger
-
Argument and Evidence in the Case of the PersonalSpigelman, Candace
-
Difficulty Paper (Dis)Connections: Understanding the Threads Students Weave between Their Reading and WritingSweeney, Meghan A.; McBride, Maureen
-
Metacognition Is Not CognitionTinberg, Howard Adler-Kassner, Linda; Wardle, Elizabeth
-
When Writers Encounter Reading in a Community College First-Year Composition CourseTinberg, Howard Sullivan, Patrick; Tinberg, Howard; Blau, Sheridan D.
-
Small Stories as a New Perspective in Narrative and Identity AnalysisBamberg, Michael; Georgakopoulou, Alexandra
-
Motivation and Connection: Teaching Reading (and Writing) in the Composition ClassroomBunn, Michael
-
Creating Mindful Readers in First-Year Composition Courses: A Strategy to Facilitate TransferCarillo, Ellen
-
Engaging Sources through Reading-Writing Connections across the DisciplinesCarillo, Ellen
-
Reimagining the Role of the Reader in the Common Core State StandardsCarillo, Ellen
-
How Students Read: Some Thoughts on Why This MattersCarillo, Ellen
-
Writing as a Mode of LearningEmig, Janet
-
Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental InquiryFlavell, John H.
-
Small Stories Research: Methods—Analysis—OutreachGeorgakopoulou, Alexandra De Fina, Anna; Georgakopoulou, Alexandra
-
Writing from Experience: The Evolving Roles of Personal Writing in a Writing in the Disciplines ProgramGottschalk, Katherine K.
-
The Reception of Reader-Response TheoryHarkin, Patricia
-
Beyond Reading Logs: Read, Respond, Revisit, DiscussHurst, Beth; Fisk, Candace; Wilson, Cindy
-
Studying the ‘Reading Transition’ from High School to College: What Are Our Students Reading and Why?Jolliffe, David; Harl, Allison
-
The Reading Response E-journal: An Alternative Way to Engage Low-Achieving EFL StudentsLee, Hsiao-Chien
-
Writing in the Wilderness without a Guide: How Not to Use Journals in the College Composition ClassroomLevine, John
-
Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing PracticeLindenman, Heather; Camper, Martin; Jacoby, Lindsay Dunn; Enoch, Jessica
-
Reading Value: Student Choice in Reading StrategiesManarin, Karen
-
The Reading-Writing Connection Viewed HistoricallyNelson, Nancy; Calfee, Robert C. Nelson, Nancy; Calfee, Robert C.
-
Developing Metacognitive Awareness: The Response Journal in College CompositionNewton, Evangeline
-
The Roots of Reading Comprehension InstructionPearson, P. David Israel, Susan E.; Duff, Gerald G.
-
Difficulty: The Great Educational DivideSalvatori, Mariolina Hutching, Pat
-
Stories about Reading: Appearance, Disappearance, Morphing, and RevivalSalvatori, Mariolina; Donahue, Patricia
-
Promoting General Metacognitive AwarenessSchraw, Gregory
-
Readers’ Implicit Models of ReadingSchraw, Gregory; Bruning, Roger
-
Argument and Evidence in the Case of the PersonalSpigelman, Candace
-
Difficulty Paper (Dis)Connections: Understanding the Threads Students Weave between Their Reading and WritingSweeney, Meghan A.; McBride, Maureen
-
Metacognition Is Not CognitionTinberg, Howard Adler-Kassner, Linda; Wardle, Elizabeth
-
When Writers Encounter Reading in a Community College First-Year Composition CourseTinberg, Howard Sullivan, Patrick; Tinberg, Howard; Blau, Sheridan D.