Students' mathematical problem-solving experiences are fraught with failed attempts, wrong turns, and partial successes that move in fits and jerks, oscillating between periods of inactivity, stalled progress, rapid advancement, and epiphanies. Students' problem-solving journals, however, do not always reflect this rather organic process. Without proper guidance, some students tend to "smooth" out their experiences and produce journal writing that is less reflective of the process and more representative of their product. In this article, I present research on the effectiveness of a persona-based framework for guiding students' journaling to reflect the erratic to-and-fro of the problem-solving process more accurately. This framework incorporates the use of three personas--the narrator, the mathematician, and the participant--in telling the tale of the problem-solving process. Results indicate that this persona-based framework is effective in producing more representative journals.