Dialoguing with and about Texts: Using Dialectical Journals in the English Classroom

Abstract

Dialectical journals offer a structured approach for helping students engage more deeply with texts. Research demonstrates that this practice strengthens critical thinking and reading comprehension (Edwards, 1991), supports the development of analytical and reflective habits (Enabulele, 2011), and encourages students to consider multiple perspectives as they form independent interpretations (Kelly, 2021). This article examines the role of dialectical journals in the secondary English classroom and provides practical guidance for planning, modeling effective responses, and integrating technology to enhance the journaling process.