The double-entry journal requires students to write affective response statements to literature readings and to compare such entries with those of classmates. Use of the double-entry journal is intended to activate students' prior learning and present feelings, foster collaborative learning, integrate major language skills, and encourage the creative and discovery processes. The first journal entry is a three-step response based on David Bleich's "Readings and Feelings." The underpinnings for encouraging affective response are found in a number of theories, including the psycholinguistic model of reading, studies in cognition, and subjective criticism. Students then share their entries in small group discussioins without teacher intervention. Vygotsky and others note that knowledge, thought, and learning are all acquired by sharing and testing ideas with knowledgeable peers. Concerns coming out of small group discussion often become the focus of subsequent class discussions. This integration of reading, writing, speaking, and listening is also based on Vygotsky's theories. After the discussion, the students write a second entry, with new insights, further understanding, and heightened perceptions. (HTH)