Enhancing Engagement in Reading: Reader Response Journals in Secondary English Classrooms

Abstract

Writing reader response journals during the act of reading provides ideal opportunities for secondary English students to deepen and expand their understanding of literature. Based on data from three case studies conducted by a former high school English teacher, currently an English educator, this article examines the effectiveness of students recording response entries as they read a novel. Excerpts from student journals illustrate the positive results of combining the acts of reading and writing. Student engagement with text leads to better comprehension and through writing reflective responses, students become more effective readers.

The Organization of the Chloroplast DNA in Wheat and Maize in the Region Containing the LS Gene

“…The wheat LS mRNA forms an uninterrupted hybrid with the wheat ctDNA whereas it has a non-base-paired 3' end in the hybrids formed with the maize DNA. The start of the region of non-homology corresponds in position with the end of the coding region in the maize fragment [7] and the wheat mRNA extends about 200-250 bases beyond this region. We cannot decide from our results alone whether it is the same length but has a different end.…”

“…The right end of the wheat fragment is very dA + dT-rich but hardly binds any polymerase at all, which like the hybrid and blot analysis described above suggests that there is another gene at this position. The binding sites flanking the LS genes are within dA + dT-rich regions (known from partial denaturation and from the sequence of the maize DNA [7]), but they appear at well-defined points within this area and fit exactly into the short conserved sequences between the sinall loops on either side of the genes (Fig.6). Fig.…”

“…DNA-dependent RNA polymerase (EC 2.7.7.6); restriction endonucleases SalI (EC 3.1.23.37); BamHI (EC 3.1.23.6); Wind111 (EC 3.1.23.21). pBR322 giving pZmBlB [7]. In some experiments use was made of a BglII subfragment excised from the maize BumHI fragment 9 [2] and in other experiments an EcoRI subfrdgment excised from the wheat BarnHI fragment 2, cloned in pBR322, giving pTac509 was used.…”

“…Dyer, unpublished results). Furthermore the sequences of the maize [7] and spinach [8 J LS genes and also the presence of a second gene with a size of about 2200 bases close to the LS gene have been described [9]. The sequence analyses 'indicated the start of mRNA transcription and the length of the protein-coding sequence, but with maize the promoter sequences and those which cause the termination of transcription were not clearly identified.…”

Reader Response Journals in Pre-service Instruction: Novice Teachers Reflections on their Classroom Implementation

“…As an English educator, I"ve done extensive research on reader response journals in intermediate/senior English language arts classrooms and with pre-service teachers (McIntosh, 2003;2006a, 2006b. When introducing my education students to this strategy, I expose them to response theory and practice applications; they read professional articles and write their own journals.…”