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NCJRS Abstract

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NCJ Number: 134384 Find in a Library
Title: Writing-to-Learn Strategies for Criminal Justice Educators
Journal: Journal of Criminal Justice Education  Volume:2  Issue:2  Dated:(Fall 1991)  Pages:237-243
Author(s): S D Gladis
Date Published: 1991
Page Count: 7
Type: Training (Aid/Material)
Format: Article
Language: English
Country: United States of America
Annotation: This article explores writing-to-learn theory as a viable pedagogical approach for criminal justice educators.
Abstract: At the heart of the writing process is the use of journals. Many journals are colloquial, use first person pronouns and informal punctuation, contain the rhythms of everyday speech, and are experimental. Productive journals contain observations, questions, digressions, syntheses, and information. Journals should be counted as part of the course requirement, but should not be graded. Allowing learners to write without the pressure of grades will free up their powers of analysis and their creativity and fluency. Because of its unique structure, journal writing can help start the class. Writing in a journal allows learners the time they need to ponder the question or scenario posed. By writing out their responses, students can refer to something when asked to respond orally. In addition, well-chosen scenarios should provide learners with a reference in their own experiences that will act as a concrete basis for beginning class discussion. The journal approach can help learners refocus after the class has progressed and can help them understand the other side of an argument. The journal is also effective in helping a class reflect on what has been covered. Criminal justice programs should use journals to stimulate thought and expression. 12 references
Main Term(s): Criminal justice education
Index Term(s): Educational requirements; Teaching/training techniques
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=134384

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