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Young's writing about poetry was interesting to me. Honestly, I would never have thought of using poetry across the curriculum. Poetry has never been something I was drawn to, or interested in writing. I think I was not taught much about poetry and therefore had not thought of how it could be used. With more reflection after reading Young, I see how for someone who expresses themselves with poetry could use it as a way to better understand concepts. Poetry also can turn into music, and I have seen how using music in multiple disciplines can be helpful. In child care centers all over the world, children are taught so much through songs. When I was a center director, I had a teacher who taught the two year old all the states with capitols, how to spell color words, and the names of the contents through song. If I relate that to how adults can learn, and how music and poetry are related then it makes perfect sense. I do think though that we would need to teach students more about poetry to empower them to try to use it.

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Seeing Thaiss open with the negative things people say about students' writing made me want to be sure I am more careful with my words when it comes to students' work. This reiterates many of the readings we have already done this semester and serves as a reminder that we are not in a place to judge what is "good" writing. The whole concept of conformity versus originality is something I take to heart. In my work with teachers of young children, I am ALWAYS pushing them to let the students be individuals, to keep their creativity alive, and to help them stand out on their own. Currently our education system starts trying to beat round pegs into square boxes as soon as children begin any formal schooling including their first trip to daycare in some cases. Sadly by the time children reach middle school (maybe earlier) they no longer try to be individuals. We have to find a way to re-instill that originality into our students. This semester I gave my BW students a prompt for their paper to write about a challenge they have faced and how they over came it. I had them working in class and one student asked if he could write about the struggle he was having coming up with something to write about. I told him as long as he met the requirements of the paper he could write about any challenge. He turned in a decent paper. Although it was not what I ideally would have wanted, he did write, and did a pretty good job overall. I could have easily said no and made him struggle even more, but why did it matter what he wrote about exactly? I liked that Thaiss references Emig as well. Seeing the readings tie into one another really helps paint the picture for me. His discussion about multimedia reminded me of all the readings from ENG 655 this summer.

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While reading Emig, I was excited to see Vgotsky's name come up. I learned so much about his theories in undergraduate, and teach them to my child development students. To see how it relates to writing was fun for me. She also wrote about several other theorists I teach about such as Piaget and Dewey. I also liked the way she made distinctions between writing and verbal language, other composition, and even math. I wonder what her take on multi-modal composition would be. The section titled "What are these differences?" drew me in. I think looking at these is helpful when I think about my students. I had not thought much about how speaking is natural where writing has to be taught. She also writes that writing is a "committed act" (93). I have personally been in situations where I need to have a conversation with someone because sending and email about the topic is too permanent.

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As always, the FYC article was a great read. I was drawn to Tinbergs grading policy. HE writes that students will not be given a letter grade for drafts and will simply earn points for having turned in the draft.  I do this with my ENRD students. I have them bring in drafts for us to workshop and peer review. The final papers are graded, but the drafts are not. I also like the idea of a "Talk Back." I often leave questions on the students' papers that could be answered in a talk back. The prompts he provides also requires the students to think critically about their writing and the feedback given by the instructor.

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The way that Julier et al. broke down exactly what community-based writing is was helpful. Being able to see a clear, relate-able definition put the idea into perspective. I also enjoyed the ideas shared to help find community partners to work with for our students. Using personal connections, or the students personal connections sound like a great way to find partners. In child development and teacher education, we partner with local child care centers and the school district all the time to allow students to do observations on teachers in the community. This could be a good partnership for our composition students as well.

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The article by Grobman was very interesting to me. I think the idea of getting students to research and write two books about the history of Reading is amazing. The project sounds like a wonderful learning experience for the students. The skills they would normally need for the classroom such as research, writing to a specified audience, and editing were able to be used in a much more productive way than just papers for their instructor to read. The story, and the way the Grobman was able to use teachable moments her students encountered during the process makes the experience even more valuable for the students.

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The Flower and Heath article helped to break down the concerns and various points of view that are present in Community-based writing. I found the different interviews with various individuals involved in the process. I think that giving students opportunities to get real life information is a valuable teaching tool. I am currently taking CMST 604 and we have to create a training plan. One of the parts to this assignment requires that we interview and get feedback from real people in the field in which we are creating the training plan. I have been collecting data for about a week now, and the real life data has really given me a different insight into the training needs of the group. I think this extra step of getting real life feedback make the experience more valuable.

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Davis writes about critical pedagogy which we read about last week in ENG 656. I am enjoying seeing how the readings are aligning and seeing references of writers we have read such as Elbow. Davis shared about three theorists: Rhoads, Herzberg, and Flower. Based on her interpretation of the others theorists, I agree that I prefer Flower's point of view on the concept of community based writing.  The concept of combining personal writing with academic and community writing seems like a logical approach.  I also agree that removing personal writing from student's work leaves gaps they maybe able to fill with their own experiences or opinions.  Davis also shares a quote from Boyd that aligns with much of what we read in the section about BW that expresses that students are better able to write about other topics after first writing about their own experiences. The study Davis did with college students and middle school students was impressive. I especially enjoyed the section she shared about Eva and her concerns about what to write for her final product. Over the summer in both courses I took at MSU and training I attended for work, I found out so much about allowing students (especially minority) to see themselves in their classroom.

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I found each of these articles to be interesting. This idea of service learning and writing for the community is something I had not thought about before, but after these articles I can absolutely see the value in creating projects like this for students.

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The concept of WAC is something I find interesting. I think if more colleges or schools used the model of WAC, students would be more confident writers, and see the benefit of writing in the classroom for how they will write outside of the classroom.