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Types of Journals Description Abstract

TYPES OF JOURNALS DESCRIPTION 12

Typesof Journals Description

Abstract

Theresearch paper explores fifteen published sources that provideinformation from research conducted on online articles and from atextbook on the types of journals description. This paperwill discuss types of journals,their usage, and purposes of using these journals,the benefits and any more information that is helpful to understandand learn about each journal.

Keywords:journalstypes, journal uses, journal benefits, journal purposes

Tobegin with, different kinds of persons do personal writing where theyrecord daily happenings of their lives and matters that are ofinterest to them in letters and diaries or journals. Journal,therefore,is a space, whether private or a journal that you can share, whereone can freely write their thoughts, feelings in a way where you arehonest with yourself and serve as a stress reliever(Davis,2014).Journaling is also the practice of recording thoughts,understandings,and explanations about concepts in notebook or pieces of paper. Theunderstanding when teachers requestgarnersto keep journals is that pupils will share their journals with theteacher. In the process teachers can use journals as an opening intoknowing their students’thoughts about what they are learning or reading(Teacher Vision, 2014).

Studentsuse journals for a range of reasons during linguistic arts andthrough the set of courses for different purposes. The goals mayinclude exploring thinking, inspiring curiosity in a topic, notingexperiences, formulating analyses, pondering, visualizing andconjecturing, asking questions, triggering past understanding,assuming the role of another person and sharing proficiencies withother trustworthy readers.In journal writing, the writingis individual,and the attention is on the writer (Tompkins,2012).I,therefore,proceed to discuss the different types of journals, their usage,purposes,and benefits.

Diaries/Personal journals. Personal journals are used to keep a record ofdaily events in facts and details. They are personal and private. Theentries give our individualopinionabout our everydayoccurrences and other subjectsof particular interest tous. Ayoung child is usually first introduced to this type of journal.The benefits of keeping a personal journal arethat teachers or parents canknow about their student’s or child’s difficulties in cases wherechildren let known the privateinformation in thejournals they keep especially the problems which they are unableto tackle.Entriesinvolvingsuicide thoughts, youngstermistreatment,usageof drugs, mightbe a way for the child to releasegone, distressand a way of seeking help where teachers may direct their students tocounselorsand appropriate school personnel for help (Tompkins,2012).

Dialoguejournals often are closely like personal journals only that they arewritten, shared and passed between two people say a teacher and astudent, or a parent and child. The entries are like writtenconversations in that the one thatisgiven the journalreadsand responds to the record they readas they would answer in aconversation.A written communicationtakesplace over a variety of topics for example where students andchildren write aboutdistress,a book, paperback or a subjectof study and share with their parents, teachers or peers(Tompkins,2012).The benefits of using a dialogue journalareit builds mutual trust and respect where one reacts to anotherperson’s comments, ask questions and offers suggestions. Also,the dialogues journal helps promote English learners writingdevelopment (Gonzalez,2016).

Readinglogs or Response Journals. In this type of journal,scholars react towardstories or topics they are reading or a story that the teacher isreading out loud during literature circles. They are asked to writecriticalideas, new vocabulary, make predictions of what might happen next,their best reading parts and how they felt and could relate tothemin their personal lives (Lombardi,2016).The benefits of this journal arethat it prompts students to reason in differenttechniques,make predictions, ask questions,andmake deeper their knowledge of the story and value the story(Tompkins,2012).

Doubleentry logs. When writing dualentry logs,students spliteveryrecord into the left and right columns. Student’s record quotationsfrom their readings onthe left sideandthen students write how each quote relates to their life andenvironment around them in the right column. The benefits arethat it helps students engage with what they read and try to connectthem with their lives. The overall understanding of a story by thestudents alsoincreases.(Tompkins, 2012).

Predictionjournal. Students use a prediction strategy bythinking of a prediction before reading the next topic or chapter ofa story they are reading, and then afterwardread the story to discover what happens. So the students firstconceive aprediction and record and entry in the prediction journal then lateron after reading now record again what happened. This type of journalis used most in the kindergarten classroom. The format used is likethat of a double entry journal where youngchildren split their journal entries into two columns, the left andright and right columns. Thekidsmake the left side be for predictions and use the right side to drawor write the actual happenings after reading the text. This journaltype is beneficial in encouraging the students to conceive opinionsor aftermaths about what way characters in the story may act orrespond based on the circumstances, location, happenings or otheractors in the story. The double entry technique used in the recordingof a prediction journal is found to be highly effective for beginningor less able readers. Research also indicates that the use ofprediction strategy in teaching methods increase the overallunderstanding of a story(Thomas- Fair, 2005).

Learninglogs are journals for met cognition that record the thinkingprocesses of students while they are taking new information. Beforereading a new subjectlearnersbrainstorm their currentlevels of understanding,and while reading or hearing the new content,they makea note ofchanges in their thinking about the issue(Edwards,1991).Thebenefit of learning logs is that students get achanceto reflect ontheir thinking, find outmissinggaps in their understanding and discover the relationsconcerningtheir current learning and their previous knowledge for example dailyentries in science logs to track the changes in growth of animals andplants. (Tompkins,2012).

Simulatedjournals. In a simulated journal thewriter assumes the title roleofa differentindividualwhen writing from that person’sviewpoint. Studentscan use these journals asa projectandas a studying tool. By way of a learning tool, learnerswriterecords while reading a book to be familiar with a character more andexplore thoughts to make a relation between what they already knowand what they are learning. As a project, the simulated journals areculminated into a project say for a literature focus unit wherestudents carefully design their journals, identify significant eventsas well as days and then draft,edit, revise and publishtheir journals. The benefit writing simulated journals is thatstudents acquire understanding into other folks’ lives and pasthappenings when assuming the title role of a personality in a bookthey are reading (Tompkins,2012).

Observationaljournal writing. In keeping these types of journals,students learn to look beyond the basics and see things as they arein reality. Students observe the natural world and come toconclusions about those observations. After observations,students then write about those observations in their journals. Anexample of observational writing journal is the snow journaland journal of the children of the world(Teacher Vision, 2014).

Snowjournals.Students use the snow journals during the winter science activity.Students observe and view the snow then record observations such asdate, time and amount of snowfall air temperature and snow packkinds of snow crystals and the weight of unit of snow. The teacherthen later asks the students to answer questions about snow using theobservations they recorded in their snow journal. Questionsabout the snow could include how the air temperature affects crystalformation if there is a relationship between the type of crystalsthe students observed and the weight of snow and what happens tosnowflakes when they stay on the ground overnight or for severaldays.Asa result,students will learn observational skills while viewing the snow(Teacher Vision, 2014).

Journalof the children of the world. In a schoolsetting,children areexposedand learn aboutdifferent cultures and people. In a journal of the children of theworld,children learn about a child living in another country and share thestory with their peers through a class book. Children learn andexplore diversity and multiculturalism with thistypeof the journal(TeacherVision,2014).The benefit is that children getto appreciate, understand and accept other different children andpeople withthe various cultures fromtheirs.

Interpretationjournal is a journal type that develops thinking skills. Studentsdeduce sense outside what thecontent they are reading mentions and then makethe meaning personal to themselves or their surrounding environment.The benefit is that it induces more complex thinking than the simplerephrasing or reaffirming (Edwards,1991).

Acharacter analysis journal requires learners to surmiseimplicationbeyond that which isin the context.This journal requires students to interpret what a character says anddoes so as to get a deeper meaning of the understanding of theircharacters (Edwards,1991).Benefits arethat it helps build a student’s complex thinking capacity

Applicationjournal probes students to go beyond the indirect context and lookoutside the text and into their lives to add new meaning to a text.The students examinethe writingsand seek how theyapply to them and what they mean.(Edwards, 1991).

Theproblem- solution journal obliges students to go outsideimplicationsand application. Instead requires analysis of a problem and creationof a solution for that particular difficulty by applying meaningsfrom within and beyond the text (Edwards,1991).

Booksof original entry are journals in accounting used by studentsstudying business studies. These journals are the first books torecord entries of business transactions as they occur. Students learnthe variousjournals that are used to record the different transactions that takeplace inbusinesson a daily basis. The variousaccounting journals follow aparticularformat when recording transactions to ensure the summarizedinformation keeps the value of information intact. The use of variousaccounting journals prevents mix-ups of information unlike if recordsof all transactions are in one place(Fazal, 2013).The benefits of learning accounting journals arethat students learn how to record business information in anefficient process that ensures the collected is meaningful and easilyaccessible. In this way,students develop organizational and business analysis skills.

Areflective journal.A reflectivediary is anideal platformfor students to pen down their thoughts and reflections in notebooksor pieces of papers. Students can write about negative or positiveevents they have experienced, what they meant to you and what onelearnedfrom the experience. By students reflecting on concepts,contemplations, moods and their classroom learning, the developmentof met cognitive skills is enabled. These met cognitive skills assiststudents in self- evaluation and canidentify what they are conversant with from those that are notfamiliar.The process of students examining their emotional state and point ofview is mainly helpful for learners who are learning new conceptionsor are beginning to realissuesthat are complex,and that go pastknowingwrong and right answers(TeacherVison, 2014).It is a therapeutic way to reflect upon experiences that oneconsiders weighty. To gettheultimatebenefit,one needs to practice regular writing of the entries when they canstill remember the details soas to help later in their analysis. One gets anentirely different perspectiveon things and gains a better understanding of oneself and the worldthey operate in (PenzuInc., 2016).

Biblejournals. The students’ pens down the entriesof a Bible journal as theyreadthe Bible. Thestudents keep track of the writings including scripturesthat identify with their current situation to the journal. Childrencan use these journalsduring Sunday school teachings or in Bible study and fellowshipgroups. Keeping Bible journals provides a calming way of coping wellwith daily circumstances, comprehend your emotional state and find alinkbetweenyour life and the scriptures. Maintaininga journal alongside Bible reading sessions allows young children toconnect with God’s word on a deeper level throughthe thoughtprocess. Also applying what one reads and writes in the Bible journalhelps one navigate through challenging situations (PenzuInc., 2016).

Dreamjournals. These journals are where children can pen their ideasand their experiences while dreaming them. Simply it is a way ofretelling dreams then seeks to investigate what the dreams could meanby sharing their thoughtswith their parents or teachers and asking them for possible meaning.Dream journals are helpful tools today used in varied fields asnatural science, advanced mathematics, psychology and creative artswhere famous inventions have been as a result of scientists,inventors,and artists who penned down their dreams. An example is the inventionof the sewing machine from Elias Howe’s visionand also the creation of the theory of relativity from AlbertEinstein’s dream (PenzuInc., 2016).

Prayerjournals. Childrencan communicate with God in several ways,and a prayer journal is one way for children to share with God theirthoughts and feelings. A prayer journal willinclude a spacefor children to write down their daily prayer requests, reflect ontheir challenges and doubts and how God can help them through. It isa way to keep track of the prayer requests that Godhas answeredand those that he has not and to see how a child’s prayer patternchange over time. The benefits of a prayer journal arethat it promotes aregularand sincere relationship with God. A prayer journal will also helpyoung children grow in Christ andlearnto express themselves to God (PenzuInc., 2016).

5-yearjournals.A five-yearjournal is a cumulative collection of simple lists of what studentsdo daily in their reflective, personal or academic journals. A goodfive-yearjournal will help capture the things important to a student’s lifenow and those that they want later in life. AJournal of five yearswill keep acontinuous graphicrecord of a student’s life, people,and events that matter to them such as graduations, school trips andcareer plans. Jotting down your daily plans will in future enable astudent tosee where they have come from and understand where they are going andtheir academic or life goals (PenzuInc., 2016).

Artjournals use art asan avenue for self-expression. The primaryusers of art journalare artstudents or students with art as their talent or hobby. These artjournals are validart forms that have grown and developed at ahighpace in the last few years. Art Journalingis a process that an artistpulls together words, color,and images that he or she wishes into one page. The art journal givesthe artist room to contemplate, tomuse over,ask questions and answer them. It is a spot to test new artmaterials. There are no rules so many ideas and inspiration come tothe artist when doing their journal (Davenport,2016).

Writer’sjournals. Awriter`sjournalisuseful forstudents mainly to pen down their thoughts, make notes and sourcesfor writings they are doingeither for academic writings or essay writings. They plan anstrategise on the outlines of their storylines and any new thoughtsand ideas that come up as they write so that they remember to includethem.

Insummary,journals are criticaltools in personal writing. By writing journals, young children learnto write and express themselves as it gives them a general guidelineto write their thoughts down especially when they do not know how tospell. Older children, writers and adults alike can improve theirwriting more through journaling.

References

Davenport, J. (2016). ArtJournal. Retrieved from Jane DavenportWeb site: http://janedavenport.com/art-journal/

Davis, G. F. (2014). Editorial Essay: Why Do WeStill Have Journals? AdministrativeScience Quarterly, 193-201.

Edwards, P. R. (1991, December). Using DialecticalJournals to Teach Thinking Skills. Journalof Reading, 35(4), pp. 312-316.

Fazal, H. (2013). What is Journal and how manytypes of journals are in accounting? PKa/c Take Lead.

Gonzalez, J. (2016, August 21). HowDialogue Journals Build Teacher-Student Relationship.Retrieved from Cult of Pedagogy:http://www.cultofpedagogy.com/dialogue-journals/

Lombardi, E. (2016, October 25). Howto keep a Reading Log or Book Journal.Retrieved from about.com website:http://classiclit.about.com/od/forstudents/ht/aa_readinglog.htm

Penzu Inc. (2016). Types of Journals. Penzu.

Rasisnk, T., &amp Padak, N. (1996). HolisticReading Strategies: Teaching children who find reading difficult.

Rowena, M. (2013). Writingfor Academic Journals. Open UniversityPress.

Swaity, S. (2012-2013). Types of Journals.Journaling Helps.

TeacherVision. (2014). JournalingTips, Strategies &amp Topics: Journal Sources for teachers ( Gr.K-12) – TeacherVision.com. Retrievedfrom TeacherVision Website:https://www.teachervision.com/writing/teaching-methods/6382.html

TeacherVision. (2014). Journaling:Advice &amp Tips for Teachers ( K – 12) – TeacherVision.com.Retrieved from TeacherVision Website:https://www.teachervision.com/writing/teaching-methods/6382.html

TeacherVison. (2014). ReflectiveJournals: Resource for Teachers ( Grades K-12) – TeacherVision.com.Retrieved from TeacherVision Website:https://www.teachervision.com/writing/letters-and-journals/48544.html?page=1

Thomas- Fair, U. (2005). The Power of Prediction:Using Prediction Journals to Increase Comprehension in Kindergarten.Georgia Association of Young ChildrenConference 2005, (p. 17). Atlanta, GA.

Tompkins, G. E. (2012). Personal Writing. In G. E.Tompkins, Language Arts: Patterns ofPractice (pp. 86-101). Pearson.

Types of Journals.(n.d). Retrieved November 17, 2016, from Ohio Literacy ResourceCenter:http://literacy.kent.edu/eureka/strategies/types_of_journals.pdf