A study was conducted to explore the effects of structured dialogue journal writing on the study habits and attitudes of underprepared community college students. The journal included weekly sheets on which students noted positive and negative aspects of their academic work during the preceding week, recorded upcoming assignments, and replied to the instructor's comments and feedback on previous sheets. The students and instructor engaged in a weekly dialogue to help students develop more awareness of their academic behavior and its consequences and of alternatives with which they might better achieve their academic goals. The journals of 38 students enrolled in a non-credit study skills/orientation course for students with basic skills deficiencies were analyzed in terms of the total number of words and questions in all teacher and student entries, the number of evaluatives in student entries, the functions for which students and teachers used the journals, and the topics addressed by teachers and students. In addition, a survey of study habits and attitudes was conducted at the beginning and end of the term, and 12 journals were selected at random to describe the nature of the interaction between the student and teacher. Study findings included the following: (1) students generally asked very few questions; (2) without exception, students wrote more than their teachers; and (3) teachers' use of broad and consistent praise, lengthy responses, and teachers' willingness to respond to personal topics seemed to effectively promote productive dialogues. Included are 45 references. (EJV)