Educators across the grades and across the curriculum have long recognized the usefulness of journals to help student writers. But what about basic writers, learning-disabled students, and nontraditional and returning students? One of the values of journal writing is its accessibility, yet no one has seemed to consider how at-risk students might benefit. With this new collection, the first of its kind, Susan Gardner and Toby Fulwiler provide much-needed advice. The authors of these essays are all experienced teachers of at ...
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Educators across the grades and across the curriculum have long recognized the usefulness of journals to help student writers. But what about basic writers, learning-disabled students, and nontraditional and returning students? One of the values of journal writing is its accessibility, yet no one has seemed to consider how at-risk students might benefit. With this new collection, the first of its kind, Susan Gardner and Toby Fulwiler provide much-needed advice. The authors of these essays are all experienced teachers of at-risk writers, both at two- and four-year colleges. They know the at-risk students they are describing. Some readers will recognize the students as basic writers in basic writing courses. Others will find chapters written by writing center directors who serve a variety of students we might term as at risk. There are also chapters from educators who work specifically with Deaf students, ADHD students, and learning-disabled students. Each one describes uses of the journal and the adjustments to the assignment that make the journal such an accessible and instructive writing genre.
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