Journals have been utilized in classrooms both as a reflective tool for students and as a feedback instrument for teachers. The current study however focused on form by means of analyzing the informal writing styles of students through a physical and topical structure analysis of randomly selected journal paragraphs. Following Lautamatti (1987) and Simpson (2000), two additional topical development schemes have been identified. Results indicate that topic repetition techniques and cohesive devices used adhere to the subjective nature of journal writing. Recommendations and pedagogical implications are also provided.