A study documenting and describing dialogue journal writing in a group of nine tenth graders in an Australian secondary school English class is reported. The overall purpose was to understand the nature of dialogue journal writing and to assess its value as a suitable mode of encouraging writing among secondary students. Specific aspects of dialogue journal writing assessed include quantity, the nature and number of topics written about, the degree to which students elaborate in the journal writing, the quality and nature of the elaboration, and student attitudes toward writing in general and to dialogue journal writing overall. The study was conducted over a one-month period, with 15 entries for each student as the data base. Attitude surveys were administered at the beginning and end of this period, and a journal self-evaluation form was provided after the month's end. The report reviews the relevant literature, details the study, and discusses the results in each area of inquiry. No significant change was found in the course of the study in any of the areas addressed, despite a slight shift toward discussion of more personal topics. However, a potential supportive and developmental role and a possible bridge between process- and product-oriented writing instruction strategies are suggested. Other classroom implications for both teacher and student are examined. Appended materials include a bibliography, the attitude and evaluation forms used, sample entries, a topic chart, and a coding sheet. (MSE)