Manual 99 Journal Writing Templates - Easy Journal Prompts and Journal Entries

Another major update to your friendly neighborhood journaling app. A simple way to write and sketch with your finger or Apple Pencil.

Sentinel, Ideal Sans, and Whitney. Photos in groups are no longer cropped and adjust based on the entry width, for the best display. A user-driven Facebook group discussing how others journal and use Day One. I discovered this app through a youtuber Lavendaire who said she uses it every day as a journal to look back on her memories so i tried it myself and the only thing i regret is not discovering it sooner!

Create your own Mind Palave;. This app is only available on the App Store for iOS devices. Lots of improvements all around. Day One iOS 3. For new entry, camera, and audio recording, assigned to a specific journal.

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For new entry, camera, and audio recording, each specific to an individual journal. Back-ticks now properly retained when within a Markdown Table. Thanks for the great feedback on version 3 and the new editor. Long-press on the photo, select "Insert Text Below" to split the photo group. Please contact us here with any thoughts, ideas, or feedback: Version 3 is here!

A new editor designed and built from the ground up for a superior writing experience. New features for Premium members: If you have ever wanted a book you can go through any day, any time of the week, this book is your answer. This is like the journaling bible of 99 prompts. You will write more, you will increase your skills in vocabulary, writing, and other life skills, you will learn more about yourself, and you will love getting your thoughts and ideas on paper. Once you start writing more journal entries from these journal prompts, you will begin to develop your own prompts and templates, and will be writing all the time.

And best of all, you will love writing, and you will love yourself for doing it. Let these journal prompts free your mind and get you writing. What did he or she learn? Writing encourages and provides an opportunity for students to reflect on an experience, connect, and think critically about ideas or situations.

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As stated previously, journal writing provides a one-on-one dialogue between the instructor and student. This dialogue, facilitated by the instructor, should be designed to challenge the student to reflect on his or her experiences. A student who has accomplished a goal or had a positive rehabilitation experience with a patient is allowed to share that information. In addition, this dialogue can also assist with conflicts in a confidential manner. For example, a student could reflect in the written journal about a difficult situation with a coach.

Upon reading the journal, the instructor may provide feedback and ask questions, which will ideally push the student to think about future decisions if again faced with a similar situation. Not only does this one-on-one dialogue assist in challenging the student, but also students valued the feedback to validate their thoughts on new endeavors. This unfamiliar problem can leave students feeling that they have no control or power in the situation.

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Although students may experience cognitive dissonance when engaging in a written dialogue about a challenging experience they had, the discourse can facilitate different ways of thinking 27 and empower students to handle themselves differently after reflection in the future. Instead students, after reflection, have thought about their actions and how they would handle themselves or the situation differently in the future, which is reflection-for-action. The journal writing process, however, should be well planned and have explicit student expectations.

Before assigning journal writing, the instructor must convey to the students all expectations with regard to completing and grading the journals. These questions will provide focus to enable the student to concentrate on the writing and not feel insecure about how the instructor will grade the journal. As stated by Kobert, 29 every effort should be made to ensure that the journal writing is seen as nonthreatening and satisfying. Identifying expectations before starting the first journal will prevent some confusion.

It is also imperative for the instructor to consider many facets of the journaling process. The following section discusses factors to consider when planning for the use of journals, including setting student expectations, identifying appropriate topics, journal utilization strategies, and grading systems. Depending on the method of use daily, weekly writing and the journal's purpose to enhance critical thinking, promote reflection, etc , the way in which journal writing is used can take many different forms. Table 2 presents general topics followed by subtopics for possible student assignments in the classroom or clinical education setting.

These topics can vary depending on the level of student, classroom content, location and type of clinical experience, and deficiencies or needs of the student. Topics may be decided solely by the instructor or through more egalitarian methods with the students' input. Burnard 30 stated that one democratic method of determining topics for journal writing is to discuss this with the class. Preassigned or spontaneous topics could also be used. The advantage of preassigned topics is that the student is aware of the topic and can be thinking about it before writing.

On the other hand, some students may have certain spontaneous experiences during their clinical education about which they wish to write. It is important for instructors to experiment with students and classes to determine which methods encourage reflection in students. Some classes as a whole may elect to use journal writing with the spontaneous method. Spontaneous topics and experiences can include incidents that interest or concern students during their clinical placements.

Unfortunately, due to uncontrollable factors, some students may find this method less challenging than preassigned topics and want to change the method of their journal writing. Journal writing should be viewed as experimental and as a work in progress or a process by which students learn to reflect and, we hope, move from reflection-in-action to reflection-for-action.

Simply, the goal is for students to evaluate their actions and reflect on how they could handle the situation differently in the future. Instructors should be ready to adapt the journal writing experience to enhance assignment goals, whether they are reflection, learning, etc. Journal writing can be time consuming for the student, so one way to show that this writing is valued is to allot some classroom time for the students to write.

Hahnemann 20 reported using journal writing for 10 to 15 minutes of each class.

Journal Writing as a Teaching Technique to Promote Reflection

Students were asked to write about what they expected to learn from class that day, as well as what had been learned from previous classes. Although allocating 10 to 15 minutes of class time for this purpose may not be feasible in a minute class period, this method could be adapted to 2 to 3 minutes every class period or whatever fits the instructor's schedule. Brown and Sorrell 22 assigned students to write in their journals during class about difficult concepts or summarize a discussion or argue for or against a treatment.

Physical therapy students were assigned to write about at least one learning event that occurred in their clinical placement. Pinkstaff 26 asked nursing students enrolled in a public health class to write in their journals on individual topics related to class each week.

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Qualitative analysis revealed that the students not only improved in the creativity of their writing but the quality of their essay writing skills. When completing some journal assignments, students should be allowed to write using a freeform style. If the focus of the journal is to reflect, then the journal should be a forum where students can write and not worry about punctuation, grammar, and spelling.

As stated by Hahnemann, 20 journals are a means by which students should be allowed to experiment and test their wings. Focusing too much attention on grammar and punctuation may lead a student to misinterpret the purpose of the journal writing activity. Instead, the attention should be on the content of what is written and not how it is written.

Additional information on grading and feedback is discussed later. Burnard 30 felt that no guidelines should be given regarding the amount that is written under each heading or journal topic, because it was felt this would be overstructuring; however, students were encouraged to provide regular journal entries for each given topic. Instead of a student's writing about a given topic one time over the course of a week, the student could be encouraged to write after each clinical experience or several times during that week. Brown and Sorrell 22 felt that the maximum length for assignments, such as summaries or critiques, should be 1 to 2 pages.

Each instructor must decide what is appropriate for his or her purpose, and students must realize that content is more important than word count. Instructors should also realize that motivation is a factor in journal writing. Paterson 31 pointed out that students are not always interested in all aspects of their clinical experiences, so instructors should not expect all journals to be of the same quality. Some weeks, the student might only meet the basic requirements, whereas in other weeks, the student may write profusely.

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Different clinical experiences provide more education and invoke more passion than others. The instructor has to decide, based on the goals and objectives of the assignment as well as the clinical experience during a given time frame, the quality and length of journal writing. Students should also be given instructions as to how and when to turn in and pick up their journal entries.

Specific guidelines should be in place that will enable the student to properly submit and collect the journal entries. For example, one guideline may be to have the students collect their journals every Monday by Another would be to have them submitted during one class period and, after grading, handed back to the students during the next class period. Lastly, other questions must be considered, such as where and how to submit the journal entries eg, mail box versus e-mail.

Jackson 32 and Pinkstaff 26 stated that the single most important factor in the successful use of journaling is allowing the journal to be a safe space for free expression. How can a student be graded for writing about feelings and reactions to specific issues and topics? How do we know he or she is really trying to reflect? Although they should be graded for their thoughts and feelings, it is important the students be informed 22 as to how the journals will fit into their grades.

What percentage of their grade will be affected by their journal writing? How will they be graded? Brown and Sorrell 22 suggested a method of grading by which if the student achieves all the goals for the journal, then he or she earns an A or passes that portion of the class the journal fulfills. Hahnemann 20 stated this was done because they felt it would motivate the students to write thoroughly and with meaning. However the instructor chooses to integrate journal writing into a course, unless the journals have an effect on the grades, students will put very little effort into their writing.

These journals can be a commitment for the student as well as the instructor, but they can potentially provide valuable insight and reflection. The strength of journal entries is related to the students' motivation to engage and participate in their own learning processes. Wong et al 11 found that willingness, commitment, and open mindedness were attributes that were conducive to reflective learning. Determining the level of reflectivity is beyond the scope of this manuscript. However, Atkins and Murphy 33 outlined 3 stages of the reflective process that can be used when grading.

Stage 1 is triggered by awareness of uncomfortable feelings. The student realizes that knowledge being applied in this situation is not sufficient in and of itself to explain the situation. For example, a student is using ultrasound treatments for tendinitis, but the treatment is producing no therapeutic effect. The student is unsure as to why this is happening and expresses frustration. The second stage is characterized by a critical analysis of the situation.



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This involves feelings and knowledge, so that new knowledge is applied. Four terms were used to describe this critical thought process: The development of a new perspective on the situation is stage 3. The outcome here through learning is reflection. These 3 stages can be a guide when grading a student's written journal entry to determine the level of reflectivity of the student. Educators interested in researching other tools with which to evaluate or grade journals are encouraged to consult the following papers and other works.