First, they send their response to the prompt to their journal group members and to their professor. Second, students are required then to return to their e-mail to write a reaction to what their group members have said. Third, students are required to provide critical feedback on the level of the discussion. The final exam questions, student responses and final grades were also disseminated over email. If one member of a journal group didn't respond the other students still can discuss the prompt, unlike a journal pair.
Students seem to be better prepared for class discussion of the readings.
Through the course, the journal writings tend to become longer, more elaborated, and more frequent. The anonymity of the group allows students to express themselves more freely and to students from varied backgrounds, with whom they might not normally engage in conversation. In most groups a sense of identity develops. Students express support when a member mentions a problem such as becoming ill or being stressed by exams. Students report that they feel more like they belong to the university.