This paper reports on a narrative study which explores how the use of journals in an urban middle school English classroom (121 students) affected students' attitudes towards writing during the 1996-97 school year. Written in journal format, the paper explores the history of writing, teaching writing, and journals, and connects Vygotsky's theory of the social construction of knowledge to writing suggesting that journals provide students with both academic and affective benefits. A review of the literature citing writing experts corroborates the author's research data (student journals, teacher observations, and student survey results) establishing that journals provide students with opportunities to write, allow personal connections with curriculum and teachers, document life experiences, and contribute towards increased fluency and improved attitudes towards writing. (Contains 69 references. Appendixes contain a journal guidelines handout; selected journal books; time line of journal entry dates and topics; an attitudes survey; and a student permission form.) (Author/PA)