Daybooks: Writers' notebooks reveal the processes, genre choices and reflections of fourth-grade writers

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Literacy Pub Date : 2025-01-10 DOI:10.1111/lit.12398

Brian Kissel

引用次数: 0

Abstract

The purpose of the following case study was to examine the daybooks of 3 fourth-grade writers who autonomously determined the content they included across the pages of their composition books. Three themes emerged from an analysis of their daybooks: (1) Students used their daybooks to engage their writing process; (2) students used their daybooks to draft in a variety of genres and (3) students used their daybooks as a space for reflection. This study suggests that, when provided with the proper conditions for writing, students use their daybooks in multiple ways to support them as writers.

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日记本：作家的笔记本，揭示了四年级作家的写作过程、体裁选择和思考

下面的案例研究的目的是检查3个四年级作家的日记本，他们自主地决定了他们在作文本上所包含的内容。对学生日记本的分析显示了三个主题：(1)学生利用日记本参与写作过程；(2)学生们用日记本来写各种体裁的草稿；(3)学生们把日记本当作一个反思的空间。这项研究表明，当提供适当的写作条件时，学生可以通过多种方式使用日记本来支持他们的写作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literacy Multiple-

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.