Expressive Journal Writing for Comprehending Literature: A Strategy for Evoking Cognitive Complexity.

Mulcahy-Ernt, Patricia I.; Ryshkewitch, Suzanne

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Peer reviewed

ERIC Number: EJ494575

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1057-3569

EISSN: N/A

Expressive Journal Writing for Comprehending Literature: A Strategy for Evoking Cognitive Complexity.

Mulcahy-Ernt, Patricia I.; Ryshkewitch, Suzanne

Reading and Writing Quarterly: Overcoming Learning Difficulties, v10 n4 p325-42 Oct-Dec 1994

Investigates the types and depths of cognitive complexity that 11th-grade readers of high, average, and low reading ability exhibited when given either text-based comprehension questions or reader-based journal response writing assignments. Finds significant differences between the groups in type and depth of cognitive complexity, engagement with the text, and metacognitive processing. (SR)

Descriptors: Cognitive Processes, Comparative Analysis, Grade 11, Journal Writing, Literature Appreciation, Metacognition, Reader Response, Reader Text Relationship, Reading Ability, Reading Comprehension, Reading Research, Secondary Education, Student Journals

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A