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Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning:
* Is there something inherent in journal writing that encourages students to write reflectively?
* What psycholinguistic or cognitive factors help to explain the power of journal writing?
* Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading?
*...

Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning:
* Is there something inherent in journal writing that encourages students to write reflectively?
* What psycholinguistic or cognitive factors help to explain the power of journal writing?
* Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading?
*...

This book is carefully designed to inform and train readers in the techniques of content-based ESL instruction and to assist them in developing and implementing content-based materials and programs appropriate to their educational institutions and situations. Every chapter presents a balance of theory and practice, focusing on a detailed description, with clear examples of classroom practices including information, suggestions, and instructional tools. Each chapter addresses assessment issues as they apply to the particular methodology described.