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ELT Journal Advance Access originally published online on April 17, 2007
ELT Journal 2008 62(3):240-247; doi:10.1093/elt/ccm018
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© The Author 2007. Published by Oxford University Press; all rights reserved.

Reading reaction journals in EAP courses

Simon Evans

Simon Evans is an instructor at the International Christian University, Tokyo, teaching academic reading and writing to first- and second-year students. His current interests relate to fostering and framing critical thinking skills in EAP programmes. He has also run workshops for MA TESOL candidates at Columbia University, Teachers College (Tokyo) on developing critical reading and writing skills through reaction papers

Email: evans{at}icu.ac.jp

Received for publication 1 October 2006.
  Abstract

This paper looks at two specific problems faced by second-language university students attending courses in English for Academic Purposes: expository texts and reading-to-write tasks. A reading reaction journal (RRJ) can provide a forum for students as they activate a variety of reading strategies when reading expository text and in addition, can provide a focal point for students as they critically respond to text(s) before engaging in formal reading-to-write assignments based on the text(s). Responses from one group of students who used RRJs appear to confirm that the journals can indeed fulfil such a purpose.

Final revised version received October 2006


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