Educators have long recognized the value and import of class journaling. Traditional approaches to journaling, however, only engage students in one mode of communicative expression while allowing them to procrastinate in writing their entries. Typical journals are also read exclusively by the instructor, which overlooks the opportunity for students to learn from one another. In response to each of these limitations, the present paper outlines a semester-long journaling activity we call Engaged Journaling. We begin by situating Engaged Journaling within the theoretical framework of Kolb's (1984, 2015) Experiential Learning Theory (ELT). Next, we offer a step-by-step description of the activity. We then discuss four specific benefits from using such a creative approach to in-class journaling: (1) a more holistic measurement of student comprehension, (2) engagement of potentially disengaged students, (3) enriched class discussion and cross-interaction, and (4) the creation of additional entry points for clarification. We conclude with variations on a theme (i.e., alternative ways in which Engaged Journaling can be used both within and outside of the classroom).