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A traditional approach to the teaching of writing through a skills-based, sequence process with knowledge dispensed by a teacher often produces a resistance to writing. Students often tell teachers “I hate writing!” In response to negative feelings held by students, researchers were spurred to action to identify effective methods for teaching writing. Graves (1981) called for students’ active participation in meaning-making writing opportunities. He argued that in order for writing instruction to be effective, students’voices needed to be heard, validated, and respected. He proposed that the strategy of allowing children to write and find their voice would reap better writers. Additionally, the writing to learn philosophy came to the forefront as researchers uncovered the connection between activating schemas and communicating. Stimulating schema enhanced students’ writing (Graves, 1981) . As learners write from experiences they have had, they acquire the confidence and skills needed to become proficient in sharing their messages. They begin to see themselves as writers.  \nEducators turned to various approaches for providing authentic practice to keep up with the trend of integrating writing in performance-based assessments. Teachers who offer opportunities for varied writing practice and context place an emphasis on children negotiating their messages through writing. Many classrooms began using the writing process, which has been shown to be highly effective (Atwell, 1987) .  \nThe last two decades have produced theoretical-based methodology models emphasizing student-centered and learner-controlled writing experiences. During the 1990s, writing evolved into a function of learning. As more was learned about the writing process, it became evident that writing led to clarifying thinking and served as a forum for revealing students’ thought processes and reasoning (Gordon & MacInnis, 1993) .  \nHowever, not all types of writing fit neatly into the writing process. One way of ensuring children’s messages are heard and seen is through the use of dialogue journals (Peyton & Seyoum, 1988; Peyton & Staton, 1993; Staton, 1988; Staton & Peyton, 1986) . Such exchange of information between writers in a dialogue fashion supports Vygotsky’s social development theory that defines the power of the connection of thought and social interaction, supporting the view that social interaction promotes deeper understanding (Garmon, 2001; Gallimore & Tharp, 1990; Gavelek, 1986; Vygotsky, 1987) . An essential question that emerges when thinking about implementing dialogue journal writing in the elementary classroom is: do dialogue journals help students become better at writing and who see themselves as writers?  \nBenefits of Dialogue Journals  \nDialogue journals invite students to regularly communicate their thinking and reflections with others through self-generated topics (Staton, 1988; Peyton, 1997) . Teachers and students participate in private written conversations by sharing feelings, understandings, experiences, collaborations, and other interdisciplinary activities. This sharing process often results in robust problem-solving and shared understandings. In the early 80s, dialogue journaling came to the attention of “educators at a time when the broader ideas of international participation in learning and the power of natural conversational discourse were becoming wide spread”(Staton & Payton, 1986, p. 3) . Drawing on the work of Vygotsky, educators began to realize the importance of conversation in deepening understanding. It became understood that by articulating one’s thoughts, learners are led to a deeper understanding of the topic. In dialogue ","cbCaie54ueivTpvq","https://ap.wps.com/l/cbCaie54ueivTpvq","pdf",571975,"English","# Introduction\n## Benefits of Dialogue Journals","[{\"question\":\"Why is there a paradigm shift in writing instruction described in the document?\",\"answer\":\"Researchers and educators are reevaluating writing instruction because traditional, skills-based approaches often lead to student resistance. The document emphasizes hearing students’ voices and making writing meaningful.\"},{\"question\":\"How does writing support learning according to the document?\",\"answer\":\"Writing is presented as a way to clarify thinking and reveal students’ thought processes. Activating learners’ schemas through writing helps students build confidence and develop proficiency.\"},{\"question\":\"What benefits do dialogue journals provide, especially in elementary classrooms?\",\"answer\":\"Dialogue journals enable nonthreatening, non-graded written conversations where students control content and volume while teachers respond in an informal manner. This supports motivation, ongoing peer-like discourse, clearer communication, and growth in spelling, grammar, and punctuation.\"}]","Moving Beyond Journaling to Dialogues in Writing | PDF",1792089195,15]