All students have thoughts and ideas to express, but many of them get caught up in writer's block when they sit down to write. Their claims that they have nothing to write about are due to what Natalie Goldberg calls the "internal editor" in "Writing Down the Bones." This internal editor is the voice that judges writing even before it hits the paper. Journal writing creates a judgment-free zone, where students practice shutting off their internal editors and writing fluently. While fluent writing is no guarantee of good writing, it is nearly impossible to teach good writing without fluency.
Current educational research demonstrates that writing encourages deeper thinking. Writing about reading creates a habit of actively thinking about texts, a necessary part of comprehension. Explaining an emotional response to a text in written form requires a deeper understanding than simply stating that response. For example, a student may start a journal entry by stating "I hate this book," but to continue the entry, the student must examine what triggers that dislike: a character's actions, the author's tone, or a plot event. This examination creates a thorough understanding of both the text and of the writer's craft.
Many students are required to write reflections after major projects, describing what they learned in the process. The book "Writers Inc." suggests keeping a learning log style of journal so that connecting to learning on a personal level happens regularly enough to become a habit. Using a journal to record points of interest on a particular topic helps students to personalize new content, which increases retention. The journal also offers students a place to record questions and confusions about the material, providing authentic starting points for future learning.
With heterogeneously grouped classrooms, teachers are constantly challenged to give students the individualized attention and instruction that they need. In her book, "In the Middle," noted educator and researcher Nancie Atwell details the way that she uses dialogue journals to encourage growth in all of her students, quoting from several journal interactions. One student began by summarizing plot developments, but in response to Atwell's questions about authorial intent, made the leap to considering theme. Another student sought advice, in a safe forum, on ways to increase his reading speed. Both students were able to grow as a reader at his or her own pace.