|•||Why do some students welcome the chance to keep a journal while others resist it or refuse to do it altogether?|
|•||Why do students use their journals in such different ways, some writing creatively or reflectively while others limit their responses to summarizing the assigned course readings?|
|•||Is there something inherent in journal writing that encourages students to write reflectively?|
|•||What psycholinguistic or cognitive theories help to explain the power of journal writing for some second-language writers?|
|•||Why do some journal entries strike teachers as so much more interesting and rewarding than others?|
|•||How do teachers' responses to their students' journals affect the students as writers and thinkers?|
Eventually, my interest in exploring such questions and in learning more about the complex processes involved in second-language journal writing led to the research described in this book.