This article explores the qualities of class diaries, a type of written text produced by first-year undergraduate students of Pedagogy at the National Autonomous University of Mexico (UNAM). The study is grounded on the concern for the effects of COVID-19 pandemic on school communities. Based on this problem, a content analysis is carried out with the aim of identifying what kind of expressions does the class diary make possible and what is its relevance in the context of emergency remote teaching. Firstly, it presents the theoretical framework of the class diary and the scenario where it is written. Subsequently, four primary categories emerge from the analysis of the texts: 1) the articulation of curriculum contents, 2) the aesthetic experience of their writing process, 3) undergraduate’s critical perspectives of their previous learning experiences, and 4) the scope for emotional eng...