Reflective Journaling

Discuss the impact of the journal entry. Discuss why they might want to journal about an experience rather than use another writing genre. Explain that a journal’s contents are different from a diary, which usually lists facts without reflection or evaluation. A journal usually includes personal observations, reflections, goals, and evaluation.

Tell the learners that good writing shows the reader the experience rather than just telling about the experience. Showing rather than telling might include descriptions of feelings and reactions, as well as colors, shapes, sounds, smells, tactile sensations, and tastes.

Assign a brief journal-writing exercise for sharing. The journal entry should be about a special event, such as a trip, a celebration, a tragedy, a victory, a defeat, or a time they helped in the community. The journal entry should include their (evolving) feelings, emotions, and reactions (fearful, excited, stressed, etc.). Encourage the youth to include actual conversation, using quotation marks, in their journal entries. They should conclude their reflection by summarizing the significance of or meaning this event had for them or others.

Allow 10 or 15 minutes for journal writing. Then pair up the youth and have them read their journals to each other. The peer should not evaluate the writing or thoughts, but they can discuss the process of journaling--how journaling compares to other writing, what they like, how their writing flowed, and for what it would be appropriate, etc.

Tell the learners that they will be using this writing strategy as they document and reflect on their experiences in giving time, talent, and treasure for the common good. Their ongoing entries may serve as a resource in Lesson Four when they write a personal reflection narrative about their service.