The author of this article uses the critical perspectives of Mikhail Bakhtin's theory of language and Lev Vygotsky's theory of language learning to examine the polyphonic texture of writing workshops, the dialogic classroom, the teacher's role as writer and authority figure, and the student's search for voice and role. So, she decides to participate in and observe (two students in particular) an introductory composition class in order to explain the polyphonic texture of workshops. In the end, she concludes stating that "we must resist reductive descriptions of our students' development as writers. (…) each writing workshop will compose a different "polyphony" of disparate elements which each student will appropriate and reshape in different configurations" (171). Unfortunately, you will have to log in as a member to view this article. It can also be found in Chico State's e-library.

The author of this article explores the writer identity of a college ESL student in order to understand how embedded ideologies and power relations shape understanding of writer identity. The research method is Critical Discourse Analysis (CDA). The author presents the definitions of three important terms before proceeding to the analysis (identity, traditional formal discourse, and expressivism), where they are frequently used, to help the reader to understand them better. In the end, she comes up with concrete and practical implications for teaching. She recommends strategies for working with writers that are designed to encourage rather than silence the multicultural voices in our communities. Also, she suggests varying the types of assignments instructors give, using a process approach and discussing the sociopolitical implications of language use with students in order to overcome language policies that can work against ESL students. Unfortunately, you will have to log in as a member to view this article. It can also be found in Chico State's e-library.

I have found this article in the online library of our university, so you will have to sign in to view it. Generally I am interested in the concept of "identity" in education and the phrase "authorial identity" definitely caught my attention and I wasn't sure what it exactly meant. The authors of the article define it as "the sense a writer has of themselves as an author and the textual identity they construct in their writing". In order to explore psychology students' authorial identity in academic writing they have done two different studies and reached a common conclusion for both of them - "both studies could inform interventions to reduce unintentional plagiarism by improving students' authorial identity". It would be interesting to carry out similar research projects in departments other than psychology, e.g. science or humanities, and compare the results.

In this TED talk video Dave Eggers is talking enthusiastically about free tutoring centers where students receive one-on-one attention from either more experienced peers or teachers who volunteer to go to these centers at least two hours a week. He backs up the need of having individual help by research data (I would be interested to see the primary research) which say that 35-40 hours a year one-on-one attention students can get one grade level higher. The first center was opened to offer help in English and writing. Although there was an issue of trust at first to visit the center, with time and some advertising the center got packed with students. They even published their own writing in a form of a book, which is inspiring as it honors their work, hardship, creativity and thoughts. Now they have 1400 students in the center and they want to grow nationwide. Also, they have a website (http://www.onceuponaschool.org/) where there is somebody to show guidance to those who are interested in starting their own learning center in their town (for their public school students). To me, this is a great idea to inspire students and keep their motivation going in a particular subject. I wonder if they have done research and found out students of what achievement tend to go there, is it possible that those who are already into writing, science, languages, etc, are the ones visiting these centers. I also wonder if the volunteers who are there to help receive any kind training about certain methodology or ground rules.

The amount of different types of social networking existing in today's students' lives is gigantic, also fascinating for me. I find it important and interesting to think about many different aspects of social networking, its effects on our lives. I am also interested in looking at how people's writing can reflect their true identity at that particular point in their lives. So, this article, which is based on a research project, seemed relevant to me. Basically, it examines and discusses 5 things: a) what SL (Second Life) is; b) how SL fits the definition of a Web 2.0 technology; 3) how SL can be beneficial in composition classrooms; 4) brief review of the research methodology; and 5) how identity and otherness can be viewed in a virtual world and the writing that comes from that. The author says: "SL is a medium that challenges students and gives them experiences, and ultimately confidence, helping to make their writing more engaging to read and more enjoyable for them to write". As I was reading this article, it was interesting to look at SL as an example of liminal spaces for those who are newbies and feel as outsiders. Will they always feel and be viewed as "others"? Will this affect the writing they will do? To what degree is composition linked to literacy today? Can we predict its future and take measures accordingly?

What Can a Second Life Teach Me about Me?: Writing Our Identity in Second Life

The amount of different types of social networking existing in today's students' lives is fascinating for me. I find it important and interesting to think about many different aspects of social networking, its effects on our lives. I am also interested in looking at how people's writing can reflect their true identity at that particular point in their lives. So, this article, which is based on a research project, seemed relevant to me. Basically, it examines and discusses 5 things: a) what SL (Second Life) is; b) how SL fits the definition of a Web 2.0 technology; 3) how SL can be beneficial in composition classrooms; 4) brief review of the research methodology; and 5) how identity and otherness can be viewed in a virtual world and the writing that comes from that.

The author says: "SL is a medium that challenges students and gives them experiences, and ultimately confidence, helping to make their writing more engaging to read and more enjoyable for them to write".

As I was reading this article, it was interesting to look at SL as an example of liminal spaces for those who are newbies and feel as outsiders. Will they always feel and be viewed as "others"? Will this affect the writing they will do?

To what degree is composition linked to literacy today? Can we predict its future and take measures accordingly?