Bowman, Cynthia Ann2014-03-142014-03-141989-08-05etd-11212012-040027http://hdl.handle.net/10919/45934The purpose of this study was to determine the effectiveness of the learning log, a reader-response journal, as an instructional tool in the study of literature. One hundred high school seniors participated in this study over the course of a year. Random sampling was used to assign the students to two groups -- an experimental group and a control group. The variable was the learning log. Group A kept a learning log on A Tale of Two Cities by Charles Dickens, and Group B did not. An objective exam was administered to both groups immediately following completion of the study of the novel. Several months later, Group B kept a learning log on 1984 by George Orwell and Group A did not. Again, a follow-up test was given to both groups. Statistical analysis indicated that the learning log did make a difference in students' exam scores. At the end of the year, another exam on these novels was given to both groups and statistical analysis on this data indicated the learning log was particularly effective in delayed testing. A major portion of the study also included case studies to examine the variety and patterns of student responses in the learning logs. Based on textual analysis, it appeared that high-achieving students wrote responses which were predicting and analytical; average students wrote responses which were more comparative and associative; and lower achieving students wrote responses which were questioning but not probing.viii, 66 leavesBTDapplication/pdfenIn CopyrightLD5655.V855 1989.B685Educational innovationsHigh school teachingLearningLiterature -- Study and teaching (Secondary)Thesishttp://scholar.lib.vt.edu/theses/available/etd-11212012-040027/