In this article, L. Brent Igo researches the differences of both the competence and the beliefs views (two views which constitute self-efficacy) across three educational levels (high school juniors, college freshmen, and college juniors). He explores the idea of motivation for students to adequately learn. "Students who are confident in their ability to be successful on a specific task are likely to be motivated to engage in the task." Students are less likely to be engaged and interested in fulfilling an assignment when they lack confidence in that what they know is actually useful to completing such a given task. The nature of the task as well as an individual's prior experiences can determine one's self-efficacy within the classroom. --- this could be because of past experiences within previous classrooms and/or the lack of proper teaching/feedback from previous teachers. A teachers' feedback could also affect a student's perceived competence - the way in which the feedback is structured or what it focuses on could explain why students don't pick up on certain areas of composition as much as others.

I thought this article was a good fit on the path I, believe, I will be taking for my inquiry project ----- student efficacy within an English workshop. The article, written by James Williams and Seiji Takaku, covers the basis of workshops much like Rodby and Fox did in our packet article; however, the article instead of focusing on the structure of workshops focused on the students' efficacy and the effects it may have in order for a workshop to function as it was intended to - to help students better their composition skills in and outside of the English classroom. The article also mentions research done on students within "remedial" workshops and realized "...students had self-efficacy beliefs that did not match their writing performance .... their overestimated sense of efficacy was related to a lack of appropriate, correctional feedback in high school as well as to the tendency among high school teachers to praise and reward students for merely participating in the writing process rather than for producing good work" (3). I thought this statement was interesting because I find it to be true, especially in my experience with not only my internship at PVHS but also with my experience, this year, in Eng 30 workshops and my tutor sessions with second language learners. Sometimes educators focus on participation and the actual process of completing an assignment rather than making sure the student is adequately learning and putting into practice what is being taught/learned. The article also acknowledges the workshop characteristics that may affect students' self-efficacy in the first place. "In the U.S., the majority of writing centers rely on peer tutors" (4). "Some staff include graduate students, but only 3% of 4-year public universities employ professional tutors, that is, persons with an advanced degree" (4). This was a keynote since it reflects on the Casanave article from our class packet ---- to what degree can a peer be considered an actual peer

I found this guide quite interesting since it broke down several areas of a composition course suggesting what could be down in each instant of the classroom curriculum. > I focused more so on peer groups and peer revision. (starting at pg. 12) The article mentions that students could bring in multiple copies of their paper so the entire class can read it (in groups and/or individually) and further discuss it in its entirety together. > I really enjoyed this idea especially since I've practiced it in some of my classes here at Chico. However, the only drawback would be of course the expenses and extent of resources the student/teacher/school has. However, this practice could help with distinct revision instead of quickly overlooking an assignment (peer revision is sometimes not taken seriously by students for them to care enough) on the projector slide and/or taking home a fellow peer's paper home to "revise." Also in revising as a group rather than pairs helps students actually gain different perspectives and open doors to their own knowledge received and practiced within the exercise. Along with such a revision process... can come about peer discussions. Sometimes, teachers forget to put into practice discussions following peer reviews. This allows students to further understand where the comments are coming from and how they can take away information to their advantage in revising the assignment.

I really liked the points this teacher made - many of the characteristics I've seen practiced within my workshop. Dr. Davis then explains certain aspects of his/her classroom that have helped shape the environment in a very productive way that has proven helpful for students and him/her. Many of the characteristics provided are very basic; however, they are sometimes not put into practice in this way making it difficult for students to be interested and/or continually participating within the group. Steps I found quite interesting: Step #1 (Introducing Writing) Sometimes students have the tendency of assuming the assignments have no further impact on their lives. But of course, that is not the case - writing assignments help students synchronize their thoughts and ideas about certain topics as well as help them communicate them in clear, understandable ways. > I like the idea of professors introducing the assignment in a way that students can quickly relate to their daily lives that way they aren't as hesitant about beginning the assignment. Step #4 (Model Writing) This concept may help students who are more visual than audible learners. Students are able to visually interpret the steps and structure of a good paper and what the professors are looking for in the assignment. I really liked how the professor provided steps and goals he/she has enforced and continually changed based on students' perspectives in order to maintain a level situated learning environment.

I found this video actually looking for an informative video about students liking writing ---- goes to show that most students "hate" writing for multiple reasons. Many of the reasons in the control of educators. Teachers have the power to change the negative connotation students interpret writing to be - just an assignment, no further significance to, no interest to write ---- students should enjoy writing <<< school stems from learning through writing and reading ---- students want to write on things that interest them not pedagogical theories and research assignments. Students like to learn through their own eyes - students enjoy different genres of writing. Teachers have the power to enable their students in finding their interest in the writing realm. However, students should know the general rules and process of writing whether it be a narrative or research assignment, etc. Also, (as a teacher comments within the movie) - students don't always take blogs or social-media oriented writing forums with interest since self-representation is then transmitted into a educational institution. The video also covers the public's views on possible preventing of "writing hatred." This video also reflects the concept in the Casanava article in our class packet - teachers need to work on getting students immersed in writing through allowing their personal knowledge be combined with the values and lessons deemed by the institution they are writing for.