RDG 525

Or, Why I Have to Take this Post, Even Though It Will Make My Education Take Longer

There are very few things that I will shout about from the top of my lungs. Very few things that I allow myself to get excited about. This one, I have to be excited about it.

Today, I have a meeting with the head of the Curriculum & Instruction department at NMSU. We are meeting to talk about teaching RDG 525 next semester: Young Adult Literature and Pedagogy.

Young Adult Literature? One of the things I'll scream about from the top of my lungs. Why? Because I've had the opportunity over the past five years to work with young people and connect with them through literature. Because much of the young adult literature genre is better written than books written for adult audiences. Because if teachers don't know about young adult literature, or how they can use it in their classrooms, there's a whole mess of kids who miss out on the opportunity to find out about themselves through reading. It's important.

The other thing I'll scream about? Content Area Literacy. I'm not screaming as loud about that one right now; I feel like I need to read more by scholars in this area before I tout this one too much farther than my home school. But that time is coming.

And since I'm going to be on campus today, I thought I might pick up a few books by scholars I've decided I really need to read. There's a book by James Gee about video games and education that I want to read, as well as anything by Louise Rosenblatt, which I think will help me in planning this class.

**heaves huge sigh of relief** and I'll write about my meeting later.


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Remember my last

Tomorrow's meeting of RDG 608 marks my last class of the first year of my Ph.D. I think about the things that I have learned in the past school year, and realize that I'm going to be sorting through them for a long time, but also that the information I learned this year is going to inform my practice. I know I have a lot of work ahead of me.

I think one of the most important things I learned this year was about process. And I only learned it here in the last few weeks. I now have a better understanding of myself as a writer and understand how I need to approach writing to be an effective writing. This is a huge realization as now I can own my writing process. What I learned? I don't write from top to bottom. I write from the middle out sideways and sometimes around the back as well. I write from a place when I had to understand that sometimes I have to let the research guide me, even if that's at 7:30 last night when my paper was due at 11:59. This revelation was huge in terms of time management, which is a skill I fully realize I need to hone.

It's been an amazing semester. An amazing year, really, even when I wanted to quit grad school and just teach. That's not me, though. I'm not in a place, yet, where I can be just a teacher. There is so much about the teaching of literacy that I don't know, don't understand, and if I want to teach pre-service educators to do with their students what I do now, I'm going to need to know more.

I'm excited for the reading I have to do this summer. A balance of YA and learning/literacy theorists. Rosenblatt, Gee, I don't know who else yet, but be sure I'll be deconstructing them here. Dr. Chavez says we should be working 40 hours a week on our own research, our own readings this summer. There's no down time in the doctoral program. He says working over the summer is the difference between students who successfully complete the program and those who don't.

Summer reading, here I come.


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Always On by Naomi Baron

Computer-Mediated Communication and Writing on Prezi

Frame 1

The first chapter begins with an anecdote about a boy frightened as a large mechanical object thundered down the road, kicking up dust. The boy dove away from the road and cut himself on the barbed wire that lined either side of the road. The object, an automobile.

The point of the anecdote was to illustrate how technologies become domesticated, a term coined by Roger Silverstone and Leslie Haddon, to mean the process by which a new device becomes a normal part of everyday life. I keep coming back to the idea in M. T. Anderson’s Feed, where the internet and such technologies have become so domesticated that they are implanted in people, who can then access the internet from inside their heads. This significantly changes the way people communicate, interact with other people.

This is one of the guiding questions of Always On—“How language evolves with changes in the way we interact with other people as communication technologies become increasingly domesticated.”

Frame 2

Does the proliferation of the written word as a means of communication lessen the public view of what good writing is? Baron suggests that some of the effects of technology are obvious. It’s easier to talk to people who are farther away – when I was in second grade, my best friend moved away and I never talked to her again. In 7th grade, my best friend moved away and I never talked to her again. The two best friends I made toward the end of my middle school career now live in Indianapolis and Seattle/Texas, and because of technology, I’m able to talk (so to speak) fairly regularly. Baron also talks about how anyone can become an author/publisher, creating blogs, web pages, fanfiction, etc., sharing whatever they write with varying sizes of audiences.

Baron’s position is that “the sheer amount of text that literate Americans produce is diminishing craftsmanship” (location 240). In conversations I’ve had / witness in my PLN via Twitter about students and writing online, teachers are saying that the texting and online writing that students do in their spare time is helping them guide better writers because the teachers can bridge the gap between the writing they’re doing at home and the writing they’re doing in school.

Frame 3

Controlling the Volume

Most of the time, when my mother calls me, I let it ring. When I get a text message from my brother, who you saw in the first frame, it makes a different noise than all of my other text messages. I can choose whether or not my AIM (which includes not only AOL instant messenger, but also Google Chat and Facebook Chat) buddies see when I’m idle and not at my computer.

Baron calls this controlling the volume of our social interactions. We increase our access to other people by changing ringtones or creating specific alerts to notify us when people are available to talk.

We pretend we’re not at our computers or ignore phone calls in order to avoid talking to people.

The data she gathered on controlling the volume centers around the multi-tasking abilities of undergraduate college students at American University in the fall of 2004 and spring of 2005. It was a pilot study, and the participants were on the buddy lists of Baron's students. In the first study, 98% of the 158 participants engaged in multitasking. Focus groups found that one of the main reasons students multitask is due to time constraints. It allows them have conversations with people while writing papers, playing games, etc. Also that IMing isn't a stand alone activity. Sometimes multitasking is due to boredom-waiting for people to respond.

Are Instant Messages Speech?

In 1997 Baron looked at the literature about email, message boards and computer conferencing and decided that the communications are mixed modal--having aspects of both writing and speech.

David Crystal wrote a book called Language and the Internet, and in his understanding of the literature he found that online interactions is more like written language with spoken tendencies.

Baron did a pilot study with undergrads and recent grads at American University in 2003. Found the same as Crystal did, that while IMing has many elements of speech, it is, in fact, writing. She talks about how the writing is different--because there is no red penned-English teacher looking over their shoulder, and because they are multitasking, the academic typing goes out the window.

Away Messages and Facebook

Blogs, YouTube & Wikipedia

In brief, blogs, Wikipedia and YouTube give something to students that I think many are lacking in the sterile school environment: a sense of audience. When they put their videos or their writings on the internet, even via Facebook and such, they expect people to read it. They often ask me how many views my video blog is getting (even though they’re the first people to see it). This sense of audience builds on historical uses of the first amendment, that is, like the Federalist Papers, letters to the editor, and talk radio shows like Dr. Laura.

What I think they learn, incidentally, is how to establish a purpose and an audience, even if they don’t have a wide readership.

Frame 4

Is the internet destroying language?

Baron looks at offline writing—newspapers, essays and advertisements, whether or not electronic mediated communication follows a specific set of rules that users can violate, and then she suggests ways that the internet may be changing the way we write and speak.

There is a sense of “finished” in the area of writing that is produced. It happens faster than it did before. In the IMing study, the participants suggested that they often multitask when sending IMs because of time constraints. Because there’s something else they need to get done. Thus, the written word is being sent out there faster, and sometimes before people get a chance to decide if what they’re sending is really what they intended to say.

It’s even gotten to the point, and this happened after this book was written, that Google introduced a lab (a feature still in testing) that allows users to “unsend” a message. It’s timed, and really means that there’s a delay before the message is sent, but it exemplifies what Baron is saying here about being finished with our writing so quickly without taking the time to go back and look at it.

Baron also suggests that because of the direction we’re going with the written word everywhere, writing is going to move toward being a tool to record informal speech. We may move toward non-standardized spellings like Middle English. And language will not be held as heavily to identify social status.

As for other effects, Baron suggests that it may push us toward more compounding of words, partially because we take words when we type URLs and smush them all together.

And then, there’s Google auto correct, and spell check.

Because the technologies we’re using are still relatively new, researchers aren’t entirely sure what the long-term effects are going to be. And there still aren’t set conventional rules that can be held to or broken in terms of the internet.

Response to Diane Ravitch

On Tuesday, I added @dianeravitch to my twitter feed, and man does she tweet like crazy.

In class Tuesday night, we watched this speech by Diane Ravitch. One of the thinking I keyed in on was that she suggested that it's not necessarily the testing that is the problem, but how we use the date that is generated from the testing that is the issue. We use test results in a punitive way. The consequences for "failure" (thought the level at which we are supposed to be performing is ridiculously unreasonable) are loss of funding, loss of autonomy, and government management. The measures the government take all seem to assume that all students learn using the exact same methods, turning classrooms into teacher-centered (or perhaps a company-centered) environment.

A colleague of mine had an interesting suggestion about the way the government should handle these failing schools. When students fail our classes we are required to create an AIP (Academic Improvement Plan) that details the areas in which students need help as well as the strategies we are going to use to help them get there (do note that this AIP doesn't include anything about a studnets' lack of motivation). These plans come after months of observation by teachers who are trained to work with students.

If the government requires us to do these improvement plans on a small scale with individual students, why not extend the same idea to "failing" schools? Because that would require more manpower and money than the government is willing to pay on schools.

On a completely different note, Ravitch's speech talked a lot about poverty and what effect that has on students and schools. I want to address that issues, but I plan on reading Ruby Payne's text (the title currently escapes me) first.

Thoughts on FUNDS OF KNOWLEDGE

For the last week, my school has been engaged in state testing. This year, I am testing a group of 7th graders, none of whom I was previously familiar with. On the first day of testing, I noticed one student was having a particularly difficult time with focus. He fidgeted to the point where he became a distraction for the other students. The first thing I did was had him switch seats with another student so he was seated in the back and could stand if he needed to. Following testing, while he was waiting for his peers to finish, I gave him pipe cleaners, which became the hit of the room (clearly, they don't always need electronics to keep their attention). The next day, I taught them how to macramé, bringing in a roll of hemp. I drew on my own need to have something to do with my hands from when I wasn't too much older than they are now. It had an amazing effect on the kids. I wasn't trying to placate or medicate them, instead I was trying to help them channel their nervous energy--that which gets them medicated--into something that would allow everyone in the room the best testing experience they could possibly have.

In Part II of Funds of Knowledge, the individual authors describe how their classrooms and teaching transformed because their ethnography research required them to make home visits. These teacher researchers discovered that their students' learning was more full and well rounded--they were engaged in a way they hadn't been before--because the parents of the students were made to feel that they contributed to the schooling of their child within the institution by bringing their individual expertise into the institutional environment. I have a different thought.

Mind you, the purpose of this is not to bash or undermine what these teachers accomplished in their classrooms by involving parents. In all reality, I celebrate what they accomplished. I, however, would like to extend upon their thinking and ask why teachers don't reflect in such a way that they bring their whole being--those untapped cultural tools that the teacher-researchers found in their students' parents--into their classroom as well?

 

 

Struggles

This is not the paper I wrote. It may have been the paper I intended to write, but I'm not entirely certain. What I know is that what I did write made me ashamed to be called a grad student. A writer.

Right now I feel like Paolo at the knee of Luis, learning how to write. It is with shaky, unsure hands that I attempt to put together my thoughts, my understandings, what I have learned. I am Paolo, writing the five words I know in the mud with a whip, then with a red face, erasing them, embarrassed.

I wonder how much of my struggle with putting the words on the paper has to do with shift in identity. The more I read, the more unsure I become about myself as an educator. I want to say that I agree with the social constructivist approach, that learning can/should be scaffolded, as we build our new knowledge by connecting it to something we already know, but at the same time, I want to step back and allow my students to discover. To take control of their learning and learn not only what is being taught on the surface, but the hidden curriculum (because teachers have it too, though some are more aware than others) as well.

I struggle to find the balance between supporting my students' learning with direct instruction, allowing them to support each other, and requiring independent practice. Te way we read it seems like one theorist says "This is the way is should be," and another says "No, this is the way it should be," and I forget that a balance is necessary and I don't have to agree with all of what a theorist purports.

Glassman (2001) explains that "Dewey places interest at the center of the educational process [because] interest is not something that can be created within the educational context, but must come from the interaction between the person and the situation" (p. 10). From this account, it seems like Dewey is in favor of problem-based learning, combatting issues of student motivation with interest. Additionally, if inquiry is built through the educational system, then the act of stopping at the next problem disappears and humans are no longer comfortable with a simple, pleasant lot.

But interest is another thing I struggle with. Because of phantom policies in place in schools, those policies that determine what students will learn. Why read Romeo & Juliet? Why read The Odyssey? How do we get past that these texts so culturally entrenched in our society that everyone must read them? (Franzak, 2008). Who decides what texts should hold value, what the purpose of reading is, and what we should teach in language arts classes? All of that said, what, even is the purpose of a language arts class? Sumara (2002) suggests that from reading literature and from learning close reading skills he learned how to pay attention to small details outside of the text, too.

We talk a lot about the need for culturally relevant texts--texts that our students can identify with. I can't remember whether I made this point in class or not, but that's easier to do in places like southwestern New Mexico, where the majority of the population is Latino. In bigger cities, in places where it is more culturally diverse, it's difficult to choose texts that cater to the myriad languages and cultures that a school's students represent. Understand, however, that I am not posing an argument for the canon. I do think that the texts we choose shouldn't be bleached, which is my issue with the common core suggested texts for language arts. Many of the texts are in the public domain, and represent a time and place that is not accessible to many students.

National Reading Panel, SSR findings, & more

National Reading Panel, SSR findings, & more: ""

(Via .)

I want to come back to this later. I'm currently looking at The Reading Zone (Atwell, 2007) and Smart Answers to Tough Questions (Garan, 2007). I'm interested to see if any of the findings about silent reading can have implications for the study I might conduct in the fall.

Plus, Stephen Krashen is cited on the website.

New ways of reading

We are having a discussion about how we're having a hard time remembering the copious amount of reading we have to do. What the conversation came to was as doctoral students we have to find a new way to read. One of my colleagues suggested that she has been reading like an English teacher. In reflection I, too, have been reading like an English teacher. So we have to find new ways to read in order to get through the text.

One of the things I've decided is that I need to start printing articles. Having them in Dropbox and iBooks is great for reading on the fly, but I need more engagement in the text than that.


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Changing Educational Paradigms

This is a video on TED that we watched last week in pedagogy class. IT is adapted from Ken Robinson's talk about changing the paradigms in education. Most of the comments I saw on YouTube said that this video made them sad. I think it makes us look at our educational system as it really is and forces us to reflect on our pedagogy and practice. I wish more people would look at it that way.

On the margins in a high-performing high school: Policy and the Struggling Reader

Franzak, J. (May 2008). On the margins in a high-performing high school: Policy and the struggling reader. Research in the Teaching of English, 42(4). pp. 466-505.

In this article, Franzak sets about to answer the following questions: "What constitutes 'policy' in secondary school reading and literature study" and "In the context of how it is constituted, how does reading/literature policy shape the experience of struggling readers in a traditional high school English class?" (Franzak, 2008, p. 467). She finds there is a disconnect between state/district created policy and its implementation in the classroom, describing implied policy and phantom policies that existed within the district. The focus of analysis is the student participants' understanding of why they read specific literature in language arts class--namely Romeo & Juliet and The Odyssey.

In the discussion of the research, Franzak suggests that the integration of teaching literature and teaching reading needs to be added to teacher education programs as well as educational policy.

Beneath and Beyond the Truth: Studying Literary Narratives to Research Human Phenomenon

Otto, S. (April 2007). Beneath and beyond the truth: Studying literary narratives to research human phenomenon. International Journal of Research and Method in Education 30(1), pp. 73-87.

In this article Otto discusses using literature as data in qualitative research involving the human experience. Otto calls her approach "novel inqury".  She argues that novel inquiry is particularly important in educational research because it may show how individuals contextualize their educational experiences.

I find this idea particularly interesting if only because in EDUC 576 last semester, I referenced multiple young adult novels to illustrate points about how teachers, students, and society as a whole, view the concept of bullying.

Act 4: Philosophy of Teaching and Learning

There's a lot here that I didn't get in. Here are the citations:

References
Abrams, P. (Producer), & Leder, M. (Director). (2000). Pay it forward [Motion picture]. United States: Warner Bros.

Brandt, D. (2009). Literacy and learning: Reflections on writing, reading and society. San Francisco, CA: Jossey-Bass.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people think: Brain, mind experience and school. Retrieved from http://books.nap.edu/openbook.php?record_id=6160&page=R1

Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview Press.

Green, H. Helen Hunt. This machine pwns n00bs [CD]. Missoula, MT: DFTBA Records.
(Hear the song at http://dft.ba/-helenhunt) (less info)

Rdg 608 board notes

 

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"Five Things I've Gained from Reading Literature"

This was the NCTE Inbox blog post by Traci Gardner that I thought of while I was reading through Sumara's Chapter 2 "Learning how to create insight".

The post was a response to a report written by Carol Jago (who I believe is the current president of NCTE), which I have attached. Instead of being told the reason to read literaature, the idea is that by answering five questions, people can come to see the importance of reading literature on their own. The five questions are as follows:

1. What piece of literature has stayed with you, even though you haven't read it recently?

2. What character or story has influenced something you've done?

3. What character or piece of literature seemed to relate to a recent news story or personal experience?

4. What character has made you wonder why he or she did/said something?

5. Name something from a work of literature (such as a character, setting, or quotation) that you find beautiful or vivid.

At the very least, it's something to think about.

 

The original blog post can be found here: http://dft.ba/-fivethings
Carol Jago's report can be found here [PDF]

Sumara, Dennis. (2002). Why reading literature in school still matters: Imagination, interpretation, insight. Mahwah, NJ: Lawrence Erlbaum Assoicates.

Chapter 1 from How People Learn: Brain, Mind, Experience, and School

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • The scientific achievements include a fuller understanding of: (1) memory and the structure of knowledge; (2) problem solving and reasoning; (3) the early foundations of learning; (4) regulatory processes that govern learning, including metacognition; and (5) how symbolic thinking emerges from the culture and community of the learner.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • The emerging science of learning underscores the importance of rethinking what is taught, how it is taught, and how learning is assessed. These ideas are developed throughout this report.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • Teaching practices congruent with a metacognitive approach to learning include those that focus on sense-making, self-assessment, and reflection on what worked and what needs improving. These practices have been shown to increase the degree to which students transfer their learning to new settings and events (e.g., Palincsar and Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991).

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • Constructivists assume that all knowledge is constructed from previous knowledge, irrespective of how one is taugh
  • there are times, usually after people have first grappled with issues on their own, that "teaching by telling" can work extremely well

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • A logical extension of the view that new knowledge must be constructed from existing knowledge is that teachers need to pay attention to the incomplete understandings, the false beliefs, and the naive renditions of concepts that learners bring with them to a given subject. Teachers then need to build on these ideas in ways that help each student achieve a more mature understanding. If students' initial ideas and beliefs are ignored, the understandings that they develop can be very different from what the teacher intends.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • The new science of learning does not deny that facts are important for thinking and problem solving. Research on expertise in areas such as chess, history, science, and mathematics demonstrate that experts' abilities to think and solve problems depend strongly on a rich body of knowledge about subject matter (e.g., Chase and Simon, 1973; Chi et al., 1981; deGroot, 1965). However, the research also shows clearly that "usable knowledge" is not the same as a mere list of disconnected facts. Experts' knowledge is connected and organized around important concepts (e.g., Newton's second law of motion); it is "conditionalized" to specify the contexts in which it is applicable; it supports understanding and transfer (to other contexts) rather than only the ability to remember.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • limitation of early behaviorism stemmed from its focus on observable stimulus conditions and the behaviors associated with those conditions. This orientation made it difficult to study such phenomena as understanding, reasoning, and thinking—phenomena that are of paramount importance for education.
  • hallmarks of the new science of learning is its emphasis on learning with understanding. Intuitively, understanding is good, but it has been difficult to study from a scientific perspective. At the same time, students often have limited opportunities to understand or make sense of topics because many curricula have emphasized memory rather than understanding.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • behaviorists held that the scientific study of psychology must restrict itself to the study of observable behaviors and the stimulus conditions that control them.
  • Drawing on the empiricist tradition, behaviorists conceptualized learning as a process of forming connections between stimuli and responses. Motivation to learn was assumed to be driven primarily by drives, such as hunger, and the availability of external forces, such as rewards and punishments (e.g., Thorndike, 1913; Skinner, 1950)

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • • • First, we focus primarily on research on human learning (though the study of animal learning provides important collateral information), including new developments from neuroscience.
      • Second, we focus especially on learning research that has implications for the design of formal instructional environments, primarily preschools, kindergarten through high schools (K-12), and colleges.
      • Third, and related to the second point, we focus on research that helps explore the possibility of helping all individuals achieve their fullest potential.

    The scientific literatures on cognition, learning, development, culture, and brain are voluminous. Three organizing decisions, made fairly early in the work of the committee, provided the framework for our study and are reflected in the contents of this book.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • n the early part of the twentieth century, education focused on the acquisition of literacy skills: simple reading, writing, and calculating. It was not the general rule for educational systems to train people to think and read critically, to express themselves clearly and persuasively, to solve complex problems in science and mathematics. Now, at the end of the century, these aspects of high literacy are required of almost everyone in order to successfully negotiate the complexities of contemporary life.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • Thirty years ago, educators paid little attention to the work of cognitive scientists, and researchers in the nascent field of cognitive science worked far removed from classrooms. Today, cognitive researchers are spending more time working with teachers, testing and refining their theories in real classrooms where they can see how different settings and classroom interactions influence applications of their theories.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • competition among students for teacher attention, approval, and grades is a commonly used motivator in U.S. schools. And in some situations, competition may create situations that impede learning
    • Like how students who participate in AR read for points and rewards, but when they exit the program, stop reading altogether

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • expose students to the major features of a subject domain as they arise naturally in problem situations. Activities can be structured so that students are able to explore, explain, extend, and evaluate their progress
    • Another caveat for Problem-based learning. Students see a need and cultivate a desire for learning through the process of solving a meaningful problem.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • School administrators were eager to make use of the "scientific" organization of factories to structure efficient classrooms.
    • Are we not moving back toward this model? Consider the focus of using "research-based" methods of teaching and the "programs" that assume that each child learns and functions the same.

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • inquiry-based approach, had a better grasp of the fundamental principles of physics
    • Further support for problem based learning rather than that which is teacher centered or rote

• How People Learn: Brain, Mind, Experience, and School

  tags:EDUC 604

  • In reaction to the subjectivity inherent in introspection, behaviorists held that the scientific study of psychology must restrict itself to the study of observable behaviors and the stimulus conditions that control them.
    • Add to developing definition of behaviorism

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Teachers as Cultural Workers, briefly

I think I need to add this book to the ones I read yearly. While Friere tends to write in circles, I keep coming back to a few key ideas that he presents, and discovering more as I learn. My favorite letter, the one that transformed my teaching the first time I read it was the one about moving from talking to learners to talking with them and from listening to them to hearing them. I know it comes from a social justice perspective, and maybe it's also social justice in the context of my classroom, but I've learned that I get so much more out of kids if I take the time to listen to what they have to say, then use that to make my book recommendations. It's harder to listen to some kids than others, since they've been so disillusioned by the system that they lack the trust or respect for educators, but that's a no-longer-blind-spot that I'm going to have to deal with as an educator.

Four "A"s Text Protocol

adapted from Judith Gray, Seattle, WA 2005

One of my professors introduced this method of attacking text a few weeks ago. It has helped me tremendously in terms of how I approach and interact with the selections I'm asked to read. I feel like it also prepares me to better contribute to discussions. That, by itself, is huge because I'm usually one to be timid in class, especially when I'm intimidated by my classmates. In the case of what we were given (the handout says that we can add out own As), we looked at

**Author's assumptions,
**Where I agree with the author,
**What I want to argue with, and
**The parts of the text I aspire to.

My hope is, and my reason for writing this here, that I'll remember this strategy and continue to apply it to my reading.

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