Inside Out chapter 5

IInside Out, Strategies for Teaching Writing

D. Kirby, D.L. Kirby, T. Liner

Chapter 5 – The “J”

This chapter is an endorsement of using the journal as a critical writing tool.  The author’s obvious support of the use of journal writing is evident from their statement that “it is the most consistently effective tool for establishing fluency…” because students are writing about topics important to them without being worries of conventions.  The authors acknowledge the challenges teachers face in managing journals.  The focus of this chapter is to renew teacher interest in the journal and to provide some ideas for keeping it manageable.

Some of the reasons ‘Why the Journal Works’ is that it is a safe, protected place invites students to open up, to explore thoughts, feelings and people.  In addition, because students write about what they want to write about they write with clearer and more powerful language.  Students are more motivated to write.  Also, the journal is intended for the student, and can support the student in developing not only their voice but also their sense of audience.   Lastly, it provides a venue for students and teachers to connect as people without losing the role of student – teacher.

In answering the question “what is in it for you” the authors believe that it can provide a great source of information on how they are doing as teachers.

Students keep teachers posted on the “good, the bad, and the ugly of their teaching.”

In addition, the journal keeps teachers connected to their students’ interests and culture; what their interests are, their language, fads, fashions, etc.

There are 4 main types of journals discussed in this chapter. 

1.     First, The Writers Notebook, most often used by creative writing teachers, and is often a miniature greenhouse where students plant seeds and nurture ideas.  It is suggested this not be graded.

2.     Second, The Class Journal, where students do most of their writing, and used 3 or more times a week.  Also can be used for students to respond to literature.  Used to develop the habit of reading, writing about the reading, and then discussing.

3.     Third, The Dialogue Journal, students write their questions/reflections and then a partner responds, in that student’s journal.

4.     Fourth, The Project Journal, an efficient way to keep students on track during a project that stretches over time.

One interesting things I learned in this chapter was variety of ways you can assess the journal.  Having used journals, and loved them, I admit I have always struggled with keeping up personal responses to each student’s journal each week.  I love the idea of having students respond to each other.  I do think it would be hard to take this step back, as I get interesting insights into the students by reading their journals.  I also like the idea that the journals can be used to track students’ activities/progress on research papers.  I would definitely incorporate the research log the next time I have students complete a research report.  What a great way to quickly access where students are on the report; and it would be a great way to keep parents informed of the timeline and their child’s progress.  I also really liked the project journal, where students wrote updates on what they did for a group project.  I think this is a great idea, and wish I had used these years ago.

What I most liked about this chapter was it confirms that journals continue to be influential in improving student writing.  I also agree it is a great way of keeping up to date on the references and slang students use, and has been a great tool in letting me connect with my students.