Traditional Diary Examples

Putting pen to paper

Gannett, C. (1992). Gender and the journal: Diaries and academic discourse. Albany: State University of New York Press.

Taken from SUNY Press

According to Cinthia Gannett in her book Gender and the journal, the term journal has become the preferred and generic name for written personal reflection and expression. The term diary, on the other hand, “has come to be associated with connotations such as overly personal, confessional, [and] trivial…” (21).

While these two physical mediums technically serve the same purpose, the journal’s connotation is one of academia and pedagogy where a diary has a personal, private and uninhibited implication.

Regardless of the connotation, both a journal and a diary are spaces in which adolescents are able to express their innermost thoughts. They are both spaces that withstand constantly progressing time; preserving thought, emotion and self-expression. The content written into diaries and journals are a young person’s truest voice.

The following examples demonstrate how adolescents see the written space for personal expression that can also be overly personal and confessional. This purpose is accepted and acknowledged by youths. In these circumstances, the written space is the only space that is fully accepting of their overly disclosed thoughts.

The Diary of A Young Girl by: Anne Frank

Taken from EBay

This iconic text is solely in diary form and is a true depiction of uninhibited self-expression during a time of turmoil and trauma. This text takes place during the Holocaust when the Frank family and other strangers were kept in hiding while the Nazis rounded up all Jews for slaughter. Through this diary, readers are able to observe Anne Frank’s development and growth as a thinker and writer. Anne does not hold any of her thoughts back-- they are unapologetically raw. Additionally, readers gain an inside look on how Anne uses writing as an outlet of self-expression during a time where her identity is ridiculed, not only by the Nazis in a broader sense, but by those who she is in hiding with (her parents and the van Daan adults).

In the beginning of her diary Anne writes about her verbal self-expressive tendencies, embracing boldly that

“talking is a female trait and that [she] would do [her] best to keep it under control, but that [she] would never be able to break [herself] of the habit, since [her] mother talked as much as [she] did, if not more, and that there’s not much you can do about inherited traits” (11).

During this time in Anne's story, she is not confined in the Annex where freedom is severely limited, so it is clear that the level at which she expresses herself is not refined. She may not even fully understand the value of words until they become limited. However, Anne does not shy away from expressing her opinions verbally, introducing that speaking and using her voice is something that is innate in her and that she will never stop doing so.

When the Frank family runs away to the Annex to hide from the Nazis, Anne writes,

“I was suffocating even before we left the house, but no one bothered to ask me how I felt” (20).

It is clear through this passage that Anne feels alone and overwhelmed, especially because she is experiencing a tremendous life change where her identity is being ridiculed. At a young age, the public is telling her that being Jewish is wrong. Because of who she is, she is forced to go into hiding. With this confusing and severe lifestyle change, it is no wonder that Anne experiences many emotions that she does not know how to cope with. Anne is not able to verbally express herself to her family because she feels as if no one will listen. She feels trapped, alone and suffocated. This further drives her to find an outlet in her diary, Kitty.

After eight months of being in the Annex, Anne writes,

“All day long I hear nothing but what an exasperating child I am, and although I laugh it off and pretend not to mind, I do mind... I wish I could ask God to give me another personality… I’m stuck with the character I was born with, and yet I’m sure I’m not a bad person” (80).

This portion of her entry is intriguing, especially in the context of this project, where self-expression in the digital sphere is being considered. Digitally, writing and content creation is less about intimate and honest self-expression, and more about establishing a socially accepted public identity, knowing that social networks have access to written content. It is in this passage where readers see a consistency in adolescent desires, comparing today’s Millennials and Generation Zs to the adolescents of a non-digital age. There is a consistent thought process amongst adolescents: that it is easier to be publicly accepted instead of authentically stirring the pot. Additionally, we see the struggle that Anne faces as she is in close living quarters with people who are older than her who constantly challenge her character. It is here that adults serve as an obstacle of free self expression. Anne feels as if the adults that surround her are negatively challenging her character by being condescending. Clearly she takes their opinions to heart because although she internally advocates for her personality by saying she knows she is not a bad person, Anne also wishes for a new personality. It makes sense that Anne would turn to her diary to express her sadness, especially because those around her are not welcoming.

Anne finds an outlet in her diary as a means for self-expression because she finds the adults in her life as an obstacle for outward expression.

Brenner, R. (1996). Writing Herself against History: Anne Frank's Self-Portrait as a Young Artist. Modern Judaism, 16(2), 105-134. Retrieved from http://www.jstor.org/stable/1396450

Rachel Feldhay Brenner analyzes the Diary in her article “Writing Herself Against History.” It is in the article that Brenner acknowledges how crucial diary writing is for the adolescent individual to build an understanding of both the world around them and their inner emotiveness. Brenner notes,

“In a way, Frank’s description of an ordinary day seems to reveal nothing out of the ordinary. If anything, it demonstrates the remarkable determination of the individuals in hiding to lead normal lives” (112).

Brenner attests autobiographical recording of feelings to a purpose of

“understand[ing] their motivations and attain[ing] an extent of self-understanding” (116).

This is applied to Anne specifically because of the turmoil that she undergoes in times that make immense impacts on growth and development. Anne uses the diary as a means to combat fear and trauma. However, this statement made by Brenner can be applied to any adolescent expressing themselves through writing in a diary, both physical and digital.

Lastly, it is important to note Brenner’s point that

“Beside the factual observations and reports, Frank expresses her expectations, thoughts, and desires. As she sets her goals, she deplores her weaknesses and laments over her disappointments” (123-124).

This is seen in previous quotations pulled from the text itself above. Anne is an observational young girl who is unable to verbally express herself out of fear of being judged by those around her, specifically adults. While the physical diary encourages writers to be as ruthless as they would like in their entries, modern day society’s social media is our diary form, where people are very conscious, meticulous and strategic about what they post and write. Teens have a tendency to care about how others view them. As a result, they are either vaguely honest within their written entries or they just depict the perfect versions of themselves when inevitably, their post is publicly seen.

Diaries written by adolescents, including but extending beyond Anne Frank's diary, is a space where youths can convey their weaknesses and their triumphs. It is their ownership. This continues to be the case in the modern digital age, however, the unapologetic written words have added implications that do not apply in traditional contexts.

LaGravenese, R. (Director). (2007). Freedom Writers [Motion picture]. Roma: Paramount home entertainment.

Taken from Amazon

The film, Freedom Writers takes place at a high school in California, where the polarization of adolescent groups due to racial based gangs are immediately identified. The hate and war driven by gang loyalty and violence deters the involved high school students in this film from actually learning and excelling in school. Up until this point in the students' lives, the head of the English department sees no potential in the "at-risk" students, so she does not provide them with resources needed to effectively learn. Because of who these students appear to be, they are labeled as unfit for success. This obstacle is placed on them by certain teachers in their own school. However, Ms. Gruwell comes along, and demonstrates her devotion to her students by providing each of them with an outlet: a journal. Ms. Gruwell acknowledges that she could never understand the turmoil that her students undergo in their daily lives, but instead provides them with a space to honestly and openly express themselves. This demonstrates how adults can relate to their students as long as they do not act as if they are omniscient compared to their students.

Conveying traumatic and “indescribable” life experiences in a diary makes self-expressed feelings timeless. Because adolescence is a period where a person undergoes growth and change, trauma is even more impactful. However, once each student is gifted with a journal, they start to find internal peace so they can finish high school and push against the forces that are trying to prevent them from reaching their full potential.

1:12:03 -- a female student said,

“Nobody ever listens to a teenager. Everybody thinks you should be happy just because you’re young. They don’t see the wars that we fight every single day. And one day, my war will end, and I will not die. And I will not tolerate abuse from anyone. I am strong.”

This monologue further relates to the theme of adults versus adolescents. Adults expect youths to be unconditionally happy, as if they do not experience hardships or trauma. The students in the film are involved in gangs and have experienced violence and death in their lifetimes; these students are about 15 years old. This incremental violence is an extreme example of what internal struggle looks like within the life of an adolescent. While this may not be relatable for all adolescents, the idea that youth do not have real problems in the eyes of adults, holds true. When adults doubt the legitimacy of the adolescent self, the diary is the unquestionably supportive space.

1:52:35 -- Protagonist Eva, a student and female gang member, witnessed many traumas such as her father being arrested when she was young and a classmate being shot and killed right in front of her as a result of gang violence. With this trauma surrounding her, she was positively impacted by her diary writing, as it gave her an outlet for safe self-expression. Eva said,

“[Ms. G] told us, we have something to say to people. We weren’t just kids in a class anymore. We were writers with our own voices, our own stories and even if nobody else read it, the book would be something to leave behind that said ‘We were here. This is what happened. We matter.’ Even if it was just to each other.”

This monologue explains accurately how journals and diaries give adolescents purpose to use their voices and express themselves, even if they are undermined by the “superiors” in society like adults and teachers who doubt them. For the students to know that their age does not prevent them from effectively telling their stories, eliminates lingering self-doubt. Self-expression surpasses age, giving youth a purpose to use their power through writing.