One of the most popular innovations in learning community programs involves paired or clustered courses. The demonstrated ability of paired courses to enhance student retention and performance levels has contributed to their growth on campuses across the country. However the development of paired courses presents instructors with unique obstacles in organization and presentation. This paper examines issues related to a paired course developed in English composition and general sociology grounded in Erving Goffman's frame analytic approach. The courses consisted of three sections of English composition linked to one general sociology course. Eight instructors were involved in developing the paired courses. The mechanism used to implement this approach was a student journal, which served to establish a mutual focus for students and instructors. The journal format consisted of four entries per week, and students were required to take any concept or idea presented in the sociology course and relate it to an experience outside the classroom. The study found that the journal, used as a framing device, connected aspects of the paired courses into one assignment that was relevant to all participants, and also enhanced student understanding of the material. (JM)