Document Type

Graduate Project

Date of Degree Completion

Summer 1988

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Calvin Greatsinger

Second Committee Member

Minerva L. Caples

Third Committee Member

Dale E. Otto

Abstract

The purpose of this study was to compare student directed dialogue journal writing with teacher directed dialogue journal writing. Eleven students in the student directed group wrote about self-generated topics while 12 students in the teacher directed group wrote on topics selected by the teacher. Data were analyzed in the areas of amount of writing generated, types of language functions, topics and the ability to stay on topic, level of technical improvement, types of questions posed by students and teacher, and attitudes towards writing. The results revealed that both student directed dialogue journal writing and teacher directed dialogue journal writing were effective in the student's educational learning process. Responses were tabulated from a writing questionnaire that showed general positive attitudes towards writing for both groups.

Comments

Please note: Due to a scanning error, a horizontal black bar appears on all pages and blocks the text on some pages.

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