Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Joellen Maples


This study investigated ways that teachers could engage students in discussion around writing through use of dialogue journals. It was hypothesized that the individualized, written dialogue between teacher and student around a pre-dialogue scored response would impact student engagement and post-dialogue response score. Twenty-two students were given dialogue journals; they were observed, filled out questionnaires, and were interviewed informally. It was found that the individualization, focus on student improvement, and incorporation of multiple voices in discussion process was engaging; time was both a positive and a limiting factor in the dialogue journaling process for students and teachers. Teachers should consider individualizing student interactions, focusing discussion on student achievement, adding peer voices in journal processes, and replacing homework with metacognitive assignments.

Included in

Education Commons