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.

Andrea R. Olinger from the Department of Applied Linguistics at University of California, Los Angeles demonstrates "how interaction constructs discoursal identities" (273) in her article, "Constructing identities through: 'discourse': Stance and interaction in collaborative college writing." Olinger brings up an important point in this article, "that students often feel a mixture of desire for an resistance to the identities they must take on" (274). The examination of college students' writing demonstrated how these identities are "contested, desired, and resisted" (274). By now English 431 students should have seen some form of writing from their English 30 students. Thus, now we can ask ourselves as well as the English 30 students in what ways do the writer's discoursal identity resist or conform to the expectations of a college writing course? 

This article by Claire Charles of Monash University suggest that boys are not up to speed in regards to "school based literacy competencies," but females appear to be thriving (72). The author focuses on women attending "elite" schools to explore the reasoning behind their success and how their "practices construct femininities" (72). Charles unveils the transformation women go through to find empowerment and translating that into their "reading and writing practices" (72). English 431 would benefit from this article because many of the students in English 30 are going through stages of self-discovery and by comparing genders this would allow us to sees the differences in this journey as well as the differences in their discourses. I'm interested to see how men and women incorporate gender into their writing. Some questions I had about this article were why/how are girls outperforming boys and what does gender have to do with mastering literacy? I hope English 431 students can learn how to bring feelings of empowerment to both genders in English 30 in order to help the students find their own voice and identity in their writing.

"This interdisciplinary approach to rites of passage comprises 31 essays by outstanding contributors, including Marie-Louise yon Franz, Robert Bly, James Hall, Helen Luke, Victor Turner, and Marion Woodman."A watershed book ... an interdisciplinary array of essays highlights both the need for, and importance of, rights of passage to mark important transitions in our lives". Victor Turner's essay, "Betwixt and Between: The Liminal Period in Rites of Passage" gives readers a better understanding of human's inner growth during the various stages of life. As an English 431 student studying English 30 students I notice this group demonstrating feelings of anxiety as if something was lost in translation or transition from high school to college. The transition from high school senior to college freshman appears to be difficult for the students in my internship. I want to know more about their "rites of passage" and why these students are struggling their first year. How does understanding this transition help us better prepare them for success in academic writing?

This article discusses "how emotions affect the composing process" in academic writing. The author argues that writing assignments that demand "critical thinking and identity shifts" cause anxiety for students, hence why they cannot fully engage in "critical analytic writing" under these conditions. The author suggests instructors need to better understand these conditions in order to help students succeed in academic writing. ENGL 431 would find this article useful because the students we are observing are at stage in life in which identity and self-discovery is central. Therefore, tutors, mentors, and instructors may be able to use these factors to draw connections between "discourse and emotion." Also, if tutors, mentors, and instructors found a way to make themselves more relate-able the students would feel more comfortable in the classroom setting. In turn, by making academic writing, in some way about the students they would feel more comfortable about academic writing assignments.