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dc.contributor.authorHockings, Christine
dc.date.accessioned2007-04-26T11:12:03Z
dc.date.available2007-04-26T11:12:03Z
dc.date.issued1998
dc.date.submitted2007-04-26
dc.identifier.issn363-6839
dc.identifier.urihttp://hdl.handle.net/2436/11376
dc.description.abstractIn 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.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.ispartofseriesWorking paper
dc.relation.ispartofseriesWP 020/98
dc.relation.urlhttp://www.wlv.ac.uk/PDF/uwbs_WP020-98%20Hockings.pdf
dc.subjectJournal writing
dc.subjectUndergraduate students
dc.subjectStudy skills
dc.subjectStudent learning
dc.subjectBusiness studies
dc.subjectUK
dc.titleDeveloping journal writing skills in undergraduates: the need for journal workshops
dc.typeWorking paper
refterms.dateFOA2018-08-21T09:45:32Z
html.description.abstractIn 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.


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