Developing journal writing skills in undergraduates: the need for journal workshops
dc.contributor.author | Hockings, Christine | |
dc.date.accessioned | 2007-04-26T11:12:03Z | |
dc.date.available | 2007-04-26T11:12:03Z | |
dc.date.issued | 1998 | |
dc.date.submitted | 2007-04-26 | |
dc.identifier.issn | 363-6839 | |
dc.identifier.uri | http://hdl.handle.net/2436/11376 | |
dc.description.abstract | In recent years, journal writing has become a popular tool for assessing student learning in Business Studies courses throughout UK universities. The writing-to-learn literature is full of the benefits of journal writing, not just as a means of assessing learning but as an essential part of the learning process itself. (Barclay, 1996; Borasi & Rose, 1989; Emig, 1987; Hogan, 1995; Holly 1987; Yinger & Clarke 1981, etc.). In the personal experience (as tutor) explored in this paper, however, journal writing failed to live up to expectations, both as a means of assessing the acquisition and application of subject specific knowledge, but also and more importantly, as a means of developing high level cognitive skills, such as reflection, analysis, critical thinking, evaluating, and hypothesising. In this paper I explain why journal writing failed to develop high level skills amongst a group of first year undergraduates in 1996. I then evaluate the effectiveness of a journal writing workshop designed to address high level skills amongst two similar groups of students in 1997. | |
dc.format.extent | -1 bytes | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.publisher | University of Wolverhampton | |
dc.relation.ispartofseries | Working paper | |
dc.relation.ispartofseries | WP 020/98 | |
dc.relation.url | http://www.wlv.ac.uk/PDF/uwbs_WP020-98%20Hockings.pdf | |
dc.subject | Journal writing | |
dc.subject | Undergraduate students | |
dc.subject | Study skills | |
dc.subject | Student learning | |
dc.subject | Business studies | |
dc.subject | UK | |
dc.title | Developing journal writing skills in undergraduates: the need for journal workshops | |
dc.type | Working paper | |
refterms.dateFOA | 2018-08-21T09:45:32Z | |
html.description.abstract | In recent years, journal writing has become a popular tool for assessing student learning in Business Studies courses throughout UK universities. The writing-to-learn literature is full of the benefits of journal writing, not just as a means of assessing learning but as an essential part of the learning process itself. (Barclay, 1996; Borasi & Rose, 1989; Emig, 1987; Hogan, 1995; Holly 1987; Yinger & Clarke 1981, etc.). In the personal experience (as tutor) explored in this paper, however, journal writing failed to live up to expectations, both as a means of assessing the acquisition and application of subject specific knowledge, but also and more importantly, as a means of developing high level cognitive skills, such as reflection, analysis, critical thinking, evaluating, and hypothesising. In this paper I explain why journal writing failed to develop high level skills amongst a group of first year undergraduates in 1996. I then evaluate the effectiveness of a journal writing workshop designed to address high level skills amongst two similar groups of students in 1997. |