A literature review examined the relationship between journal writing and thinking processes. Little was found in the way of actual research but much was located in the way of authoritative statements from practitioners of journal writing. The literature suggests that journal writing is beneficial in students' personal life, in the educational process as a whole, and, in particular, in the enhancement of thinking processes. There is considerable support for the notion that writing and thinking are interrelated processes. In undertaking journal writing in the classroom, educators suggest that teachers must be prepared to acknowledge and respect the rights of students to express their opinions freely. It appears to be helpful to establish certain guidelines for journal writing in the classroom. To encourage the development of a variety of thinking processes, it appears to be useful to assign specific modes of response such as summarizing, comparing, and interpreting. (Sixty-five references are attached.) (Author/RS)