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For the past few weeks in this class I have generated all of my focus on the identity of the students in Enlish 30 workshops. After reading the article, "Exploring teacher-writer identities in the classroom: Conceptualising the struggle" I a new question has stemmed: how do teacher's identity as writers affect students' progress in academic progress? Authors, Teresa Cremin and Sally Baker from the Department of Education of The Open University suggest "that teachers' development as writers has the potential to enrich writing pedagogy and impact positively on young writers." The idea of teachers writing alongside their students is in my opinion highly valuable because students and teachers have the opportunity to experience the writing process together. In previous articles I have read that relatability between students and instructor are essential to the learning environment. If instructors are constantly writing alongside their students trying to establish/re-establish their identity in academic writing, students can learn easily learn how to do the same through "shared challenges" (9). While English 431 students cannot use this strategy because members of their English 30 workshops come from different sections of English 130 we can attempt to produce similar assignments alongside our students. For example, inquiry assignments are a common goal in most English 130 classes. Similarly, English 431 students must write an inquiry essay. English 431 students could incorporate their progress into the workshop by showing the English 30 students what they have done so far, why they are asking certain questions, how they did something, etc.

This isn't a scholarly source but it is actually kind of interesting. A grad student that will be teaching freshman comp is asking for advice on how to structure and teach the class. A lot of the questions he has are similar to the things that we've been discussing in class, like how to make the work relevant, how to get the students interested. The comments and suggestions people left had a lot to do with the importance of grading rubrics, teachers leaving comments on the students' papers, etc. Also, suggestions highlight being clear to your students with regards to expectations and then explaining reasons for the grades they get. I think this is a good webpage to look at just to see how other people are thinking about freshmen comp and teaching in general. It's interesting to see other people's perspectives.

This source details the author's experience of teaching a course called 'Experimental Writing' to college seniors. Using several chapters from the book Free Play by Steven Nachmanovitch, the instructor introduces the topic of play as an important element of the course. Having read the book myself I think that it is a worthy read, and it has influenced my approach to academic projects by widening my perception of my action as not just reactionary study toward a grade, but play within a field offered by the instructor where success and failure are accepted as process and there is no fixed upper limit to achievement. In other words the writing is can be thought of as a kind of 'funktionslust' a pleasure of doing, not simply an action toward an objective. To create motivation within students requires that they let go of the dire seriousness that school is associated with; school is something to be completed out of necessity not something that can offer individuals new insight to themselves, or the aspects of themselves that have been suppressed by conformity and fear. The author does not entirely endorse the use of Nachmanovitch's text in 'traditional writing classes' because the text discourages many of the elements that are at hand in the traditional approach to teaching (like writing for a letter grade). I chose to be an English major because I felt the most freedom of expression within my English classes; I was offered a choice of what topics to engage with. But increasingly specific expectations from teachers handcuffed my raw creativity. Even so, I think that an increased degree of freedom within writing classes would boost student enthusiasm. The question then is how do we increase the freedom of expression for students of basic writing, where there are necessary modes of measure for the articulation of the chosen subjects (other than simply allowing them to choose their subjects)? To what degree does the rubric shape student identity by for

This is a webpage from UCLA's Office of Instructional Development. It talks about the different things an instructor can do to encourage class discussion and make students feel comfortable enough in their class environment to share their ideas. The webpage mentions tips like really getting to know the students, calling on them by name and having them refer to each other by name, breaking students up into groups of 3-4 people, and how to handle disagreeing with your students when they do share. Other than how to stimulate discussion, the webpage also covers asking effective questions and the cycle of feedback.

This article by Mark Warschauer titled, "Technology and Writing" discusses the effects of various technological integration into writing pedagogy. The article discusses Computer-assisted classroom discussion (CACD), e-mail, web-page authoring, among other aspects of integration. Then Warschauer writes about current debates in the field in regards to online communication, exploring if it changes the realm for better or for worse.

This is an informative YouTube video that looks at the way Dr. Christopher Long uses blogs as writing in his philosophy classes. The video explains how the blog can be used as a way to bring web 2.0 writing into the classroom with a number of benefits. Some of the benefits that Dr. Long discusses refer to "blurring the boundaries between the teacher and the student" and making a "community" within the classroom.