This study compared dialogue and response journal formats. The participants were members of a graduate class for literacy educators. Completing a journal containing dialogue and response entries was one assignment for this class. Data came from student journals, interviews, and questionnaires. The integration of findings from these sources indicated that students comparably completed each type of entry and believed the two formats served similar functions, e.g. exploring selected topics and/or connecting them with a classroom environment, improving their writing, reading critically, and influencing classroom practice. However, students preferred the dialogue format. They felt the feedback promoted collegial consultation, improved task engagement, and affirmed their feelings and ideas. These possibilities depended upon honest exchanges between a student and the instructor. Consequently, the linkage of the journal activity to the wider classroom culture was underscored. This wider culture can either enhance or undermine the potential of a journal activity. (A table shows paired sample t-tests of questionnaire items.) (Author)