Using Group Journals to Improve Writing and Comprehension
Abstract
Individual journals have been used successfully in academic courses for the past few years. The group journal, however, capitalizes on the influence of collaboration and engenders more careful attention to writing performance, better attitudes toward writing, and greater comprehension of course content. This article first describes how collaboration affects the writing process and then reports the results of using individual and group journals concurrently in an upper-division writing course for prospective teachers.
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