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Daybooks: Writers' notebooks reveal the processes, genre choices and reflections of fourth‐grade writers.

  • Published In: Literacy, 2025, v. 59, n. 1. P. 83 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Kissel, Brian 3 of 3

Abstract

The purpose of the following case study was to examine the daybooks of 3 fourth‐grade writers who autonomously determined the content they included across the pages of their composition books. Three themes emerged from an analysis of their daybooks: (1) Students used their daybooks to engage their writing process; (2) students used their daybooks to draft in a variety of genres and (3) students used their daybooks as a space for reflection. This study suggests that, when provided with the proper conditions for writing, students use their daybooks in multiple ways to support them as writers. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Literacy. 2025/01, Vol. 59, Issue 1, p83
  • Document Type:Article
  • Subject Area:Literature and Writing
  • Publication Date:2025
  • ISSN:1741-4350
  • DOI:10.1111/lit.12398
  • Accession Number:183980112
  • Copyright Statement:Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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