s stored, accessible to both parties. This could easily be done on a web page, which allows a student or teacher to cut and paste from previous entries when writing. Alternatively, the teacher could print out each entry and place them in a folder. Many teachers choose to use notebooks, which can easily be accessed in class. This helps beginner learners who may need to draw pictures. A notebook can also help students understand the permanence of the journal, and it's special function. Young learners will develop a sense of ownership of the journal by decorating it. A length requirement is a good way to scaffold the beginning of the journal writing process. Many students will be intimidated by an empty page, or may try to write as little as possible. If the journal has a specific purpose (for example, to encourage metacognition) the teacher can provided forms to guide the student's thought. Space should always be provided for free writing. Once the journal-writing routine has been established, feedback is the most important variable in the teacher's control. As a rule, dialogue journals aren't corrected for grammar or spelling. This is because the purpose of the journal is to reduce the student's focus from form to content. Some teachers may provide comments about the form as a whole, particularly if students request this. Even if grammar correction is appropriate, this may take too much of a teacher's time. "The teacher can point out to learners that his or her response to their writing can serve as a model of correct English usage and show them how to compare this model with their own writing" (Peyton, 2000, p. 5). For the journal to truly be a dialogue, the teacher must engage with what the learner is saying. A barrage of questions will make the learner feel that the journal is just another language exercise, however some questions show the student that the teacher is really rea...