ABSTRACT  
An instrument was developed for use in a Literacy course with two sides: concept search review 
and activity journal. The sections contain teacher formulated questions based on the class text. 
Each group selected a topic and wrote an answer on each side. The activity section was linked to 
theory questions posed on the concept page. All group representatives wrote their responses on 
the board. Presenters explained their written answers and the instructor acted as a facilitator. 
These activities helped established a learning-centered environment.
 
		Academic Exchange Quarterly Spring 2011: Volume 15, Issue 1  
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