The practice of journal writing among elementary students is a useful technique for developing a host of competencies and skills in beginning writers. While journal writing or keeping a log are common practices found in elementary education in contemporary times, many teachers fail to implement or structure the practice in the classroom due to time constraints. Journal writing is something that can greatly benefit students in terms of building confidence regarding writing, helping with spelling and grammar, and as a means of improving communication skills. However, even teachers need to develop successful skills for implementing journal writing in a productive manner. As Librarian Harriet Zaidman (1995) maintains, ôJournal writing must take place on a daily basisàit takes two to three years for teachers to fully develop their skills in teaching journal writing,ö (2).
Teachers use a variety of lesson plans and approaches to implement journal writing in the classroom. Some teachers use a double-entry journal. In this manner the students write in their journals and at the end of each day the teacher makes notes alongside the writing, correcting any errors. Donna Rahmad (2002) uses this method of journal writing in her ESL classroom and not only enjoys the process as a method of ôcorrespondence: but argues, ôAny way you use a journal is fine, as long as it gets the students writing,ö (1). Many other elementary educators agree with Rahmad, feeling that journal writing is one of the best methods of developing skills in young writers as well as promoting an interest in writing and learning.
Some educators think that a successful journal writing program includes passing out journals and requiring students to write. This is far from the case according to one elementary school teacher who uses journal writing in her classroom, Beth Lewis. Lewis (2003) maintains that ôAn effective journal writing program doesnÆt m
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