The author explores using podcast to get students work on research paper. The professor believes that podcast can help students form group study and really engage in preparing and writing the research paper. From the whole article, the podcast can be considered as a long-term project and send students into groups to study. The podcast group creates a community for students to discuss and revise the research topic; in this sense, students in the group study as co-learners and engage in one another's research paper. This article is again about an invention strategy, podcast, in academic settings. Podcast is done in the group working environment, so this strategy requires creating a community of practice to get students engaged in a common topic---research paper. Even though students' topics are different, they still can help each other and engage in others' success because the requirements for the research paper are the same. I believe this would be a good way to scaffold students to deal with research paper; still, this strategy requires careful designs and attention from professor, and professor works as a facilitator to support the students' learning and practicing in the group work.

This article explains one way to help students explore materials when students need to develop an effective thesis for their profile essay. The professor asks students to do general everyday freewriting related to the topic (an unusual place). Although the author doesn't show all students' freewritings, the only example shown in the article shows a developmental track of how a student explores his/her ideas and write the thesis. It is a process that the student finds and writes the thesis, and it takes time to complete the process. The author posts an invention to help students start essay writing in academic environment. There is no formal rigid writing pattern but a way to help students get into the topic and object; students will use writing as a thinking tool to think and critique the object when they get more information about it. My question is that this invention strategy can be considered as a project for a teacher but an activity in writing process for students. It takes time for teachers to think and design and for students to really do it. There should be more unpredictable problems, so teachers should pay more attention on this strategy.

In this article, the author describes how journal writing can help ESL learners improve writing by examples and introduces different types of journals. Journal writing is a popular tool used in writing class to get students practice and provide students the method and space to explore their ideas and reflect on action, questions and experience they have had out of class. I am interested in limited-free writing and journal can be considered a good method of limited-free writing. The general topic will not limit students' thoughts, and journals can build the conversation with teacher outside of class by written language; in this sense, journals can help students develop critical thinking skills and practice English writing. Besides freewriting, there are more writing practices helpful for students.

In this article, the author interviews a several instructors and examines the different types of assessment based on the information from the instructors and students. The general purpose assessment can have many benefits such as improve students' self-confidence and expressive abilities, check the language style and composing process, and so on. The specific purpose assessment limits individual's development and pushes students focusing on the written text rather than exploring ideas from multiple media. Assessment is also very important for students and instructors because it is closely related to the grades students will get. If the assessment is not appropriate, writing practices and activities will not attract students' attention. Also, this article agrees that general purpose assessment can be more helpful for students; my question is that whether general purpose writing is helpful for students to improve writing.

I watched this video in ENGL 030E workshop, and I am very interested in this video and the way the tutor use this video. The tutor show the video twice to students and assign them 8 minute quick write about what they have known from the video; after the quick write, the tutor let them discussion what they have gotten from the video in small group and share in the big group. In the big group discussion, some students mentioned that they "saw" words in the video. After discussion, the tutor show the video third time and asked students to write down all the words they have "seen" in this video. At the third, I figured out that the video shows different definitions of same words, like play, blow, run, etc., and the transitions between the words are done well. Through the process of thinking and discussing, the students noticed the words and the fluent transition. At the end of the discussion, the tutor collected the students' writings. The questions I raise from this video are that: 1. How to guide students to have such thinking rather than limited eyes. There will be more than two viewpoints to the same phenomenon, just like the different but interrelated definitions of the same word. At the beginning of the writing, the thought about the writing should be not limited in a specific topic or certain aspect, and writer can explore more ideas than they can. 2. How to start and use the invention strategies to avoid mechanical writing. Writing can be anything, not only the structure but also the idea. How to organize the essay, the structure, should be considered when the writing is certain; when having no idea of what to write, the free thinking and think deeper would be much more useful. It could be anything to inspire thoughts and ideas, like vocabulary, normal experience and so on. The video, the way the tutor delivers and the reading (Chapter 2 in Clark's book) make me think about how to really use the invention strategies.