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In order to help high school kids transition to college level courses, there is a need for a better method to aid in the variety of writing styles for college writing courses. Throughout the essay, they explore these methods as well as what they bring to the table.

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Main points:
1. Students need a large amount of literacies both broad and field-specific in order to succeed after university and to be involved in a university discourse.
2. The transition can be kinda difficult after secondary school into tertiary.
3. How learning supports arguments in writing.
4. Having certain knowledge can help with many different social engagements. Adding to that knowledge expands students ability to grow.

Mostly talks about undergrads.

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Creating a new curriculum to better prepare students and their literacies, while also trying to give every student an equal chance. They go in depth on the literacies they would cover: institutional, critical, traditional, and academic.

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group 3 (Vivienne Xu, Alexander Arellano, and Haomeng Guo)

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group 3 (Vivienne Xu, Alexander Arellano, and Haomeng Guo)

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- frameworks and strategies that are used in literacy process
- show the diversity of literacy strategies and relate them to the nature of literacy
- students could go beyond the traditional literacy structure by engaging in social networks

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-talking about the social framework.
-advocates equality and ease of access for all groups of students
-modern day reading = reading based on personal experiences

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educators need to think beyond just schooling as a factor in a students ability to read/write, they must factor in attitudes, background and context

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group 4 (Anatae Hana, Ashley, and Fernanda C.)

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group 4 (Anatae Hana, Ashley, and Fernanda C.)

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students's ability to read are affected by social factors such as economic status and segregation.

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Group 3(Haomeng Guo, Vivienne Xu, Alexander A)

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Group 3(Haomeng Guo, Vivienne Xu, Alexander A)

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Reading ability is not entirely decided by a student's ability to understand the words from a piece of writing, but instead is decided from the student's ability to connect it to external sources such as life experience.

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-identify meaning, purpose of literacy
-reading = general or mental ability?
-different languages and cultures emphasize different perspectives and approaches in literacy/communication.

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Both texts are targeted towards educators in order to get the message across that there needs to be reformation in the system. From the Schulz perspective, they must be aware of the different types of literacy in order to teach them effectively. From Gee, educators must understand there are social and cultural differences that vary from student to student, and there must be away to caterto them all.

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With the Literacy profile, in analyzing different students read and writing techniques we can see that similar (and different) skills are a result of very different history and contexts showing that there is a lot more factored into learning to read and write as the two article suggest.

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Main ideas:
1. Learning through experience
2. How to reform schools
3. New ways of learning and development

More general persepctive

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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The idea of literacy has changed over time and continues to change today. It is comprised of much more than just reading and writing. Educators need to recognize this and all the factors that can
contribute to one literacy.

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Group 3(Haomeng Guo, Vivienne Xu, Alexander A)

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Group 3(Haomeng Guo, Vivienne Xu, Alexander A)

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"giftedness"
Both texts address misconceptions of reading in a learning environment. They bring attention to the fact that schooling systems are not built to nurture varying type of readers/students, and instead promotes a single type of learning and rewards students that have access to certain resources that others may not.

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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They both focus on the topic of literacy and how it is influenced by other factors. Literacy affects more than just school. It is also dynamic and fluid, meaning that it is always changing depending on the situation.

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Inside the literacy profile, we can see the literacy history and how it differs between students. You will notice that some things that worked for some students didn't work for others, and although we all ended up in the same place, how we got here differs. Just as in the texts, people still have different ideas surrounding literacy.

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-different students have different needs and goals. people from different social backgrounds may be more on track than others while some need more attention.
-ability is affected by their education system and environment

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Both authors focus on literacy and how different backgrounds affect students performances. Different education systems and cultural backgrounds create problems, requiring new teaching methods to better compensate these differences.

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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Group 1 (Shraesht, Kara, Mason, and Xinxin)

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The intended audiences for two readings are educators and students. Students can gain useful tips form the reading.

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Group 3(Haomeng Guo, Vivienne Xu, Alexander A)

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Group 3(Haomeng Guo, Vivienne Xu, Alexander A)

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We believe that the way that we wrote the assignments and went through multiple revisions stages were similar to themes presented within the reading. Especially in Gee's writing a sense of "not one size fits all" attitude is presented. And through exposure to the ideas and suggestions of others, we can bridge this gap between experiences to grow as writers.

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The intended audience would be students and educators. Some students may have conflicting aspects of literacy practices. Educators are responsible to individually reform the education system so that students meet their needs depending on the path of choice.

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Group 3 (Alexander Steven Arellano, Haomeng Guo, Vivienne Xu)

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Group 3 (Alexander Steven Arellano, Haomeng Guo, Vivienne Xu)

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The audience of this writing are students and teachers. They can adopt new ideas.

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the intended audiences in both articles are educators and students. But the Miller&Schulz are more focuses on the undergraduate students. Those audiences stake of how to better learn or teach the literacy. Thus, articles can help them gain useful knowledge of literacy.

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This class helped us realize each student has their own way of writing. Diverse backgrounds could define the way that we write. Each person's writing style is unique  despite sharing similar goals in writing. Sometimes, we find strategies that are different and individually tailored to fit their goals. These strategies may not work for everyone but it is act of finding what is effective and ideal for you and others to understand.

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Our work so far has been analyzing, learning new techniques, and "expanding our literacies". Our class in UWP 7 is full of people all from different reading backgrounds and with different amount of core literacies, both of the writings talk about students having different amounts of these. Educators have to think about all students have their own complicated "bags" of literacies.