To investigate the use of classroom journals to improve teachers' instruction, a study analyzed teachers' dialogue learning logs and collected data on teachers' response patterns. Subjects were teachers of college writing who were participating in a five-week summer seminar for doctoral students in rhetoric. Teachers responded to classroom readings, the class in general, and papers they were writing. Additionally, teachers met outside the class in groups of three for two 1-hour sessions each week, to share their learning logs. Thirteen learning logs were coded for response types and subjects. The study focused on three three-member learning log groups and the nine logs they compiled and shared. Examples of response codes include recording, responding to, or questioning information or events, consolidating systems or concepts, and predicting future interactions of information or events. Examples of subject codes include a focus on readings, class content, instructor, or self-analysis. Analysis revealed that not only did individual teachers have a priority of concerns when entering learning log materials, but also that groups developed particular response focuses and ways of discussing the pedagogy seminar. Overall, log writers spent the majority of their time recording, responding, or questioning material, and subjects focused on class readings, the instructor, or themselves. Group roles were influenced by individual roles, and group patterns were often attributable to a dominant member or members. (Two tables of data and six figures, including sample log entries, are included.) (MM)