This thesis explores the role of journaling in first-year writing classroomsand its impact on the development of voice in student writing. Drawing from personal experience and academic research, this study examines how journaling can serve as a tool for fostering self-discovery, creativity, and a deeper understanding of the writing process. The research highlights perspectives from scholars such as Peter Elbow, Kathleen Blake Yancey, and Jacqueline Jones Royster on voice in writing as well as Toby Fulwiler and Lynda Barry on journaling as a pedagogical tool. The study also employs a qualitative research approach that analyzes student responses collected through surveys conducted before and after a semester-long journaling process in a first-year writing course. The findings suggest that students who engage in consistent journaling develop a strong connection to their writing and gain confidence in their writerly voice. The thesis concludes by discussing the broader implications of integrating journaling into writing pedagogy and offers suggestions for educators to emphasize journaling and student voice in their writing classes.
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