Throughout the course of the semester Dunkelblau requires reader response journals. She defines reader response journals as “informal literature logs in which students focus on their personal reaction to a story rather than on a strict literary analysis” (51), the informal structure of these responses appear to be a way to lessen readers’ stress while allowing for response. Due to the interactive nature of reading and the “theoretical framework which assumes that all reading involves transactions between reader and text” (51), readers who journal about what they read show a reflective ability important in the understanding of reading. Dunkelblau sees these reader response journals as a way for her students to find relevance in text to their lives. While the idea of reader response journals i...
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...comes not only from having read all the words of the novel, but from really knowing, for themselves” (55) the excitement and knowledge gained from reading and understanding a novel. As a future high school English teacher I hope to bring the idea of reader response journals into my classroom. By seeing the effectiveness reflection and response has had in Dunkelblau’s ESL classrooms, I definitely observe the importance of the exercise in all aspects of English. Dunkelblau didn’t start something new; she simply shared the activity as a way to get students involved in the text so that reading and reading comprehension grows within the ESL classroom. Overall, Dunkelblau setup her classroom in a way she felt would be effective to her students, while other classrooms may be different it is interesting to see a classroom model that has been shown to be successful.
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