Seventeen Hispanic adults developing English literacy keep a dialogue journal with their instructor during a semester. Afraid of writing in English at first, students experiment writing back and forth on self-selected topics. The goal is to develop English fluency. Therefore, the instructor does not point out students' mistakes. Similar to correspondence with a friend, she replies to the message by writing a new one following the conversation. This paper reports on the students' responses using dialogue journals and documents the process of implementing the activity. Actual journal entries and recommendations for adult literacy instructors interested in implementing dialogue journals are provided. (Contains 3 tables.)