The double-entry journal requires students to write affective response statements to readings, and to compare such entries with classmates. After discussions with peers and critical analysis of the literature, students write a second journal entry synthesizing insights gained from discussion, analysis, readings, and writings. The journal (1) activates prior knowledge and present feelings, (2) encourages collaborative learning, (3) integrates major language skills, and (4) fosters creativity and discovery. Although several approaches to subjective criticism exist, David Bleich's three-step response is most useful. In the "percept" stage, students select the "percept" or most important word, phrase or sentence in the work, and support it with explanations, while in the "affect" stage, students describe raw emotions related to the perception. In the "association" stage, writers/readers consider times in their lives when they have had similar feelings or experiences. During small group discussion, members engage in synthesizing, looking for commonality in the group's perceptions. The integrating of reading, writing, speaking, and listening--emphasized throughout this approach--generates new ideas, new connections, and new insights. After writing the affective response, sharing this response in the small groups, and discussing the literature in class, the reader/writer returns to the journal and writes a second entry--with new insights, further understanding, and heightened perceptions. Each writer then has an opportunity for clarifying, gaining new information, or reexamining the literature. (HTH)