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1. “The idea is to carefully examine the things you read, looking at the writerly techniques in the text in order to decide if you might want to adopt similar (or the same) techniques in your writing.” (pg. 3)

2. “When you read like a writer, you are trying to figure out how the text you are reading was constructed so that you learn how to “build” one for yourself.” (pg. 4)

3. “Reading like a writer can help you understand how the process of writing is a series of making choices, and in doing so, can help you recognize important decisions you might face and techniques you might want to use when working on your own writing. Reading this way becomes an opportunity to think and learn about writing.” (pg. 6)

4. “Knowing why the piece was written and who it’s for can help explain why the author might have made certain choices or used particular techniques in the writing, and you can assess those choices and techniques based in part on how effective they are in fulfilling that purpose and/or reaching the intended audience.” (pg. 10)

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1. “Setbacks must be seen as learning tools rather than signs of permanent built-in limitation.” (pg. 3)

2. “In other words, intelligence isn't fixed. Intelligence isn't general. Intelligence is not a thing. Intelligence is a dynamic, diffuse, and ongoing process. This finding fits perfectly with the earlier work of Mihály Csikszentmihályi and colleagues, who concluded that "high academic achievers are not necessarily born 'smarter' than others, but work harder and develop more self-discipline." (pg. 4)

3. “In 2003, a national study reported the positive influence of early parent- to- child reading, regardless of parental education level. In 2006, a similar study again found the same thing about reading, this time ruling out any effects of race, ethnicity, class, gender, birth order, early education, maternal education, maternal verbal ability, and maternal warmth.” (pg. 2)

4. “The differences were astounding. Children in professionals' homes were exposed to an average of more than fifteen hundred more spoken words per hour than children in welfare homes. Over one year, that amounted to a difference of nearly 8 million words, which, by age four, amounted to a total gap of 32 million words. They also found a substantial gap in tone and in the complexity of words being used.” (pg. 1)

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1. “Anecdotal case studies have suggested that undergraduates perceive the assigned reading to be irrelevant, but these studies have not always illuminated why students perceive this to be so (Brost & Bradley, 2006). Surveys of undergraduates have shown that they expect to get Cs or better even if they do not read assignments.” (pg. 2)

2. “Students often stop reading when they think they have read enough to get by or to obtain their desired grade (Del Principe & Ihara, 2016). College students regularly read to obtain information that they believe will be tested, rather than reading to explore and consider concepts (Hermida, 2009).” (pg. 2)

3. “We constructed the themes to allow undergraduate comments to be coded as agree or disagree. Theme and coding construction allowed for mixed findings from the comments, without a priori biasing coders toward the literature or toward student opinions.” (pg. 4)

4. “This article unpacks the academic reading paradox and identifies that undergraduates are credible in their statements, believe in the value of academic reading, and also believe that academic reading for class is inef-fective. From the undergraduate perspective, this paradox is reinforced by pedagogy-their experience of how academic reading is used in the classroom across disciplines and levels.” (pg. 9)

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1. “Writing has never been accorded the cultural respect or the support that reading has enjoyed, in part because through reading, society could control its citizens, whereas through writing, citizens might exercise their own control.” (pg. 2)

2. “Tests of writing, which could be reviewed more consistently, provided a remedy for this problem, but this remedy also helped initiate a narrative about writing-as-testing that continues to haunt us today (Odell 4).” (pg. 2)

3. “Perhaps most important, seen historically this 21st century writing marks the beginning of a new era in literacy, a period we might call the Age of Composition, a period where composers become composers not through direct and formal instruction alone (if at all), but rather through what we might call an extracurricular social co-apprenticeship.” (pg. 5)

4. “In much of this new composing, we are writing to share, yes; to encourage dialogue, perhaps; but mostly, I think, to participate.” (pg. 5)

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1. “When scholars share their ideas with other scholars—whether by writing an essay and submitting it to a journal or by giving a presentation at a professional conference—they are contributing to the scholarship in that discipline. Professors, in fact, are expected to contribute to scholarship in their area of expertise.” (pg. 1)

2. “With the development of the Internet and social media, however, people have numerous outlets for sharing their ideas, which is often referred to as “entering the conversation.” (pg. 1)

3. “However, if you’ve already come to a conclusion, you face a challenge. Scholars in the field of psychology have shown that if your mind is already made up, you are not likely to absorb information that runs counter to what you’ve concluded: This is called confirmation bias, and there’s a huge scholarly conversation around this concept.” (pg. 3)

4. “In fact, this disposition is another part of the Association of College and Research Librarians Information Literacy Frameworks: “Learners who are developing their information literate abilities develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview.” (pg. 3)

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1. “Writers test and evaluate their visual representation of thought on a page or screen as it emerges, discovering new ideas and subsequently revising the text. Writing can change the writer, opening up new perspectives and beliefs or revealing what there still is to learn.” (pg. 1)

2. “It is possible for a writer to auto-generate a text, evaluate whether it reflects the writer’s thoughts or intentions, and then revise the text as needed. But this process doesn’t work for many genres such as explanations of scientific processes or historical accounts because the writer is relying on the machine to provide information they don’t yet know.” (pg. 2)

3. “Because NLP systems increasingly will become part of our daily lives, educators need to find principled ways to integrate them into instruction. For example, I asked ChatGPT to explain the cognitive consequences of machine-generated writing, it gave me an additional idea that I had not considered, but only after I had written my statement. The software’s response? “Machine-generated writing may lead to a homogenization of writing style…” (pg. 2)

4. “Especially in educational settings, the reciprocity of writing and thinking is essential for intellectual development and higher-order reasoning.” (pg. 2)

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1. “Secondary school literacy teachers prepare students with the ‘literacies’ they need to succeed within and beyond the school environment, such as employment, university, and social engagement.” (pg. 1)

2. “Students also need the critical capacities necessary to engage with the university system, course content, and

complex social and cultural practices (Goodfellow, 2011).” (pg. 3)

3. “The next challenge in our design is to implement these ideas in a manner pedagogically consistent with the ideology informing a multiliteracies approach. As suggested, students have a stake in literacy and should have opportunities to engage in meta-level conversations about literacy theory and practice (Gee, as cited in St Clair & Phipps, 2008).” (pg. 5)

4. “A child’s virtual school bag contains all the things s/he has learned from family, friends, media, and the world at large. This means children enter school with different knowledges which inﬂuence how well they do in school.” (pg. 6)

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1. “…focus group understood that students don't arrive on campus as fully competent college writers, nor do they believe students will learn everything they need to know about writing in First-Year Composition.” (pg. 5)

2. “A lot of students say, "Well sure, I know how to research it at the library," but they really don't. For most students, secondary research means that you go collect a bunch of stuff and put it together. Students have little sense of the difference between a magazine and a journal or, now, things that they can find anywhere online, and they have no way of sorting through all that.” (pg. 4)

3. “One of the things that I notice is that students do not have a sense that there are differences, that writing expectations are going to be different for different disciplines. I wouldn't have structured the class quite the way I did if I had realized I was going to have as many students outside of the discipline.” (pg. 3)

4. “To promote such com-plexity, instead of asking students to critique the print and film versions of a literary work by describing three differences between them, EJ readers might prompt students to delve deeper by critiquing a single difference, determining how that difference significantly influences the narrative progression, especially conflict resolution.” (pg. 3)

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1. “I think I understand the motives of these movements. Like any writing instructor, these teachers want students to use language that is vivid and specific. "just-right" in Leilen Shelton's terms.” (The High School/College Writing Classroom Disconnect)

2. “It is critical, they say, to begin conversations with students and colleagues about how to shape and harness these Al tools as an aid, rather than a substitute, for learning.” (AI and the Future of Undergraduate Writing)

3. “Writing is thinking. I suggest that this idea encompasses the differences between high school writing and the writing expected from students on a college level, not because high school teachers don't expect their students to think, but rather that most students themselves do not approach the writing as an opportunity to think.” (The World Is a Text Writing)

4. “To meet the expectations of university writing, you will need to unlearn rules you may have learned in high school. Those rules may have helped you to plan and write your essays by providing a ready-made structure you could fit your ideas into. But continuing to rely on these rules will limit your freedom to develop more sophisticated arguments and a more mature style.” (The Transition From HighSchool to University)

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1. Reading to understand the author’s choices allows the reader to decide whether or not they should incorporate that technique into their writing.

2. The words used in a writing affects the entire tone of the paper, whether it is a specific word, the way a sentence is written, or the format of the pages.

3. Reading allows the reader to understand the writing process, something that every writer goes through to make a piece that voices their thoughts/concerns

4. Reading and writing with purpose changes the way the audience sees reading and writing, causing them to develop a new writing technique or read a text in a specific perspective

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1. “In other words, intelligence isn’t fixed. Intelligence isn’t general. Intelligence is not a thing. Intelligence is a dynamic, diffuse, and ongoing process. This finding fits perfectly with the earlier work of Mihály Ssikszentmihályi and colleagues, who concluded that “high academic achievers are not necessarily born ‘smarter’ than others, but work harder and develop more self-discipline.” (4)

2. “Intelligence” is affected by the environment and the exposure time of that environment to the kid

3. People can be street smart and booksmart and those differences don't define each of their intelligence

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1. There is a correlation between IARP score and perception about academic reading

2. Some college students are unable to meet the proficiency that college holds them up to due to past experiences with reading, like not being able to have a good instructor to guide them

3. Reading is a continuous phenomenon, it changes every time we read affecting our reading skills.

4. The paradox of students when it comes to academic reading. “We found that reading is important but that students do not read.”

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1. Develop new curriculums regarding writing to help students develop the needed writing skills to approach the new world

2. Educators should learn to adapt to the changes in literacy to assist students

3. Writers become writers through collaboration and social activities.

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1. Scholarly conversations are endless due to the complex perspectives from each scholar that is participating

2. Through the exposure of information, one will develop information literacy that can help the person to be more experienced when trying to find a credible source

3. We should have an open mind when joining into these conversations because we could come in with confirmation bias where we only listen to information that is aligned with our beliefs.

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1. AI generates texts that are different from the writer’s own writing, if the writer was to incorporate AI generated writing into their own papers.

2. Using Ai to write for a writer causes the writer’s cognitive abilities to not develop since writers are not using their brain to write their thoughts and ideas

3. Ai is not flawless, it has flaws where it spits out false information or information that is not related to what the writer is searching for

4. AI can be taken advantage of which harms the academic integrity and intelligence of students.

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1. Multiliteracies framework should be emphasized more and used to prepare undergraduates for the new and changing world, as well as helping them meet the academic requirements such as being able to write efficiently, reading with a strategy, etc.

2. Literacy is not just reading and writing, it also involves speaking and interacting with peers to build off each other’s perspectives and ideas.

3. Students should learn to denaturalize, where we should unlearn something we learned and relearn it with a new perspective that can help benefit us.

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-It is important to know what the author’s purpose and intended audience is to determine the effectiveness of their writing structure.

-Every word in a sentence matters so it is important to check if there is a better word to possibly substitute.

-It is also noteworthy to write down the positives and negatives of the technique the author is using in regards to one’s own writing.

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-Young welfare children are exposed to 8 million less words a year on average compared to those of high-income families.

-Welfare children are also exposed to 125,000 discouraging statements than encouraging statements.

-Both genetic and environmental factors contribute to both the intelligence level of a person and the disparity between welfare and high-income children.

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-Universities face a huge challenge when it comes to developing students’ literacies to match the social, economic, and cultural contexts of the real world.

-College students need a “meta-level” understanding of college itself to then engage and participate meaningfully in their own experiences.

-In today’s day and age, there are many outlets for texts such as the internet, TV, books, and even music for us as literacy sponsors. It should be very easy nowadays to improve our literacies to line up with the social and economic context of the world.

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-The misuse of artificial intelligence technology can impact one’s cognitive function negatively.

-Due to changing technological times, we will eventually have to depend upon machine-generated writing. It is then important to strike a balance between this technology and the critical thinking from the writing process.

-The overuse of artificial intelligence can lead to an extreme amount of dependency leading to natural writing skills declining over time.

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-Students are aware about how important reading is but still choose not to read.

-Educators need to revamp the reading system to make students more drawn in to read.

-Students were right about the importance of reading as wella s the lack of importance some reading assignments bring.

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-Addressing a counterargument in your writing isn’t sufficient enough to address the little nuances of both arguing sides in an argument.

-Learning how accurate and trustworthy sources are is a skill which can be developed as one writes over time.

-If any points that one has aren’t being included in a discussion, it is noteworthy to bring it up and give your two cents.

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-”Through writing, we are”. This stresses the fact that writing is a staple of society in not just the US, but the entire world.

-There are many literacy sponsors in today’s day and age as we have the internet and other devices such as computers and tablets.

-We should create new models to teach writing as many people view it negatively in the 21st century.

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The internet has grown allowing multiple ideas to be shown. You can see this every day with writer and network installments allowing people to express their thoughts and ideas.

Scholarly conversations are those that have more detail or importance backed up with them, such as writing an essay or email to a colleague.

Without knowing where its best to use scholarly conversations you can't be seen as someone who really needs or wants to take the subject matter seriously.

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It is important to have cultural or social capital to improve yourself by increasing your connections and social engagements

We are surrounded by multiple new media outlets databases that allow us to expand our knowledge on the world

There are a lot of traditional and academic literacies, it is important that we expand on them

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Educators must find a way to integrate AI into our education before it overtakes us and becomes a negative thing.

The point of using AI to get the easy answer instead of thinking and using reasoning to type out an answer which in turn reduces our intellectual growth

NLP AI systems are threatening the educational systems, steps indeed to be taken to make this a better transition and prevent the threat of educational reduction

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Allowing us to read like writers helps us analyze text for better knowledge as we see what the writer made his decisions upon

You need to know a piece of text to understand it, where everything is so you can truly analyze the text

It is good to make strategies to read a text but you also need to know the disadvantages of each

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Nurturance and encouragement can help improve a child's learning ability in and out of school allowing them to thrive in any environment.

Setting high expectations allows children to work more to work up to that goal as they only go up to how much they need to do. They don’t instinctually go above and beyond.

A lot of factors, mainly environmental factors, contribute to a child's learning success and can either hinder or improve their chances of learning.

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A lot of students voted that reading is needed for good grades rather than not, this shows that students tend to only read for the grade and not actually to have fun or learn. Consistent across multiple sources

Many undergrads have mixed opinions about whether or not they have adequate reading skills. This shows the constant theme of students not reading for fun or being forced to read therefore not learning anything

Reading is important as stated by both students and the authors as reading can really help a person take the first steps into society. Reading allows for everyone to understand the world around them

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The biggest changes in modern writing is the audience and how the audience is everywhere, especially with the internet, there are writers and there are bigger audiences

With multiple platforms created with the invention of the internet, a lot more writers popped up and began writing on these platforms to express their thoughts and ideas

Alot of teachers encourage students to share and of course allow students express their ideas to the entire class. The think part I feel like is still rare as most subjects and restricted to one branch, a lot of classes don't allow free thinking.

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Everyone's knowledge are at different levels in the beginning of school

School prepares students for the future

Students need more experiences with different types of literacies to prepare them for college

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Looking at how writers write

See what technique you can pick up form them to improve your writing

You can choose different choices which leads to different outcomes/ impact on readers

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Intelligence isn’t a thing

Different backgrounds can impact learning

Different environments influence our intelligence/ development

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students thinking reading isn't really important to get a good grade

Reading assignments are boring and ineffective

Most students think reading is important (in survey)

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technology have improved

writing has improved

Social media leads to different audience

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Open to more perspectives before judging

Don't stick to one opinion before doing more research from different perspectives

Scholar conversations were there before you were there, and go on after you leave

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Through the writing process, the writer is also learning new information

Using Al, you won't have much of a learning process through writing

With AI getting more advanced, more people will learn how to use Al, educators need a way to adapt to AI

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Read with an open mind and with purpose

Analyze the structure of sentences when you read to possibly add to your own writing

Ask questions about why an author wrote the way they did

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There's a direct correlation between how many words are exposed to children at an early age and their later achievement

Environmental factors like speaking and reading to children early, encouraging them, setting high expectations, and embracing failure can positively impact their intelligence development

Intelligence can’t be measured. It is dynamic and ongoing

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Students believe that reading is important, but not essential for passing classes

Motivation is a big factor that affects whether students want to finish academic readings or not

To solve this paradox, faculty should try to understand students’ beliefs and align their teaching style to complement that

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Writing in the 21st century has changed a lot. Many of the traditional forms of writing is now changing into digital

Writing today is no longer restricted for classrooms or testing. Because of better technology, writing is now more public and free

Since technology is advancing, teachers needs to also change their teaching practices to reflect those advancements

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Being a scholar involves ongoing, evolving conversations that contributes to a larger collection of knowledge

Scholarly conversations are more than just binary, it is “interminable”

If you already come to a conclusion in your mind, it’s harder for you to absorb the information that counters your conclusion (confirmation bias)

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One of the main consequences of using AI to write is that it takes away the critical thinking portion of learning

Another consequence is that machine generated writing will lead to homogenization of writing styles

It is important for us to recognize the effects of using AI and only use it to complement our writing rather than substituting it

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College students need access to a wide range of literacies to help adapt to college

Living in the 21st century requires more than just knowing how to read and write to engage with the world

The multiliteracies framework includes important literacies we need like digital, visual, social, and cultural

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1. Bunn focuses on asking the right questions while reading different pieces of writing.

2. He mentions how different elements, such as specific words, phrases, style, and the way you phrase something, really affect how the reader perceives it.

3. Bunn also mentions how learning different techniques of reading, can teach you new ways to write. He mentions how it is important to recognize how your audience is, and kind of shape your writing by targeting your specific audience.

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1. One of the main points is that children before the age of 4 tend to be affected by the class of their family depending on the family’s money status.

2. Poor families talk a lot less with their kids compared to the rich families. The text also brings up a point of how workers from a factory have great mathematical skills, considering they came from less fortunate families (carton calculus).

3. Shnek also wraps up with a very wise thought that I resonate with; intelligence cannot be measured, it is not general, and it is very difficult to measure someone’s intelligence, “like messing a 5- year-olds weight.” It is only applicable on that day.

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Reading skills come with cognitive skills that take time and experience. We never stop learning how to read.

Most undergraduate students agree that reading is important, but they do not believe that reading is essential for success in the classroom.

The reading practices of students is influenced by their reading skills.

Those with good IARP scores think having good reading skills is essential for grades in school, and those with a low score do not believe that reading skills are essential in order to succeed in a classroom.

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It is important to have an open mind while having scholar discussions as a scholar student

There are never only two sides to a topic, there are always more, and it is important to keep that in mind

Confirmation bias creates a challenge for scholars

It is not about “opposing sides” like two political parties, but more of different shades of gray and less like black and white, and all are important.

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It is important to revise and improve how we read and write because society is always evolving.

Through reading, the world is being controlled and propagandized, and through writing, people take back their freedom and control because they choose what to put down on paper and how.

In 1845, teachers started testing students for writing to be more fair and consistent because oral tests were inconsistent and unfair. This is important to recognize because we still have this method to this day, in a form of any writing assignment.

In 1935 NCTE developed a curriculum in the English course for students from elementary classes all the way to college

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1. The evidence of participants wanting complexity in their students' work should be explored more. What is complexity? What is the bare minimum of complexity? Maximum? The right amount of complexity? Everyone has a different definition of complexity.

2. Every person is on their own level of writing "complex" papers. Some people have to work twice as hard to achieve the "right" level of complexity.

3. College is a path to get a good job, but it also helps people become PEOPLE. It helps you grow as an individual.

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AI is good for writing very brief texts for on the surface topics

You have to do your own research first and then tweak the AI writing

AI cannot substitute an actual person writing a paper, because it takes mental formulation and textual output.

AI is not good for complex writings because it simply will give you some gibberish.

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Students need more diversification in order to fully grasp the English courses material. It must be adaptable to everyone.

Universities need multiple literacies to fulfill the engagement of the broader community.

In the 21st century, people need a lot more than reading, writing, and arithmetics to fully engage with the world around them.

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Students recognize reading to be important to gain knowledge and intelligence, but don’t put the effort in to read as their professors expect them to.

Some students face challenges with reading, as some feel that the reading workload they are assigned is too burdensome, and some feel that their reading assignments are uninteresting.

Students stop reading when they think they have read enough for their desired grade instead of when they feel that they’ve actually understood a concept.

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Composing writing has changed with the technologies given in the 21st century, creating more opportunities for people to write and for people to view others’ writing.

We should adapt to and incorporate the benefits of 21st-century writing to create new teaching models and then teach them in schools.

Historically, reading has been seen with a more positive association than writing has, mainly because writing has been associated with test-taking and unpleasant feelings.

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The topic that students will have a scholarly conversation about has been going on for quite a while, so they should listen to past and current ideas from others before joining in.

Scholarly conversations are often seen to have only two sides, for example, if it’s better to take notes on paper or laptops, but most conversations have nuances that make for more than only two sides.

Even if you think your point of view on a conversation is the “right one”, you shouldn’t be ignorant to others’ ideas because even if your argument is irrefutable, you might not have answers to disprove others’ arguments as well.

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Most people read to gain information from a text, but students should learn to read like a writer in order to improve their own writing styles by looking at texts written by others.

Important to think about how the author led you to feel certain emotions with the way they, for example, structure their sentences or use a certain word for a certain purpose.

Learning how authors structure their texts makes it easier for you to build your own, after observing the pros and cons of each technique they choose to utilize.

Reading a text with the elements of the rhetorical situation in mind (audience, purpose, etc.) is helpful in understanding why authors use those techniques when addressing a certain audience.

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The Head Start program doesn’t do enough to improve low-income kids academic skills, as it got a hold of them too late and they were already behind their richer peers.

The old belief that smart genes from richer families was the sole reason why richer kids were smarter is wrong, as it is true that genetic differences exist, but the environment a kid grows up in is important as well.

A growth mindset is important to have as a student because studies show that the more a student believes they can improve an area, the greater their success will be when they put in the work.

Intelligence is not a fixed thing that is set by genetics when you are born, it is something that can be built over time and can be classified as a process. However, genetics still play a role and the environmental inputs in a child’s life can greatly affect their intelligence later on.

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University curriculums must have multiliteracy curriculums in order to prepare their students to succeed in and beyond the university setting.

The standard for being “literate” has increased as time has passed, for example, one is expected to learn more in the 21st century compared to the 20st century.

Curriculums must adapt and accommodate many things that can influence a student’s learning, for example, digital literacies and socioeconomic disadvantages, so that the curriculum can be as effective as possible.

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1. One main key point that Shenk makes is that caregivers can make an influence on a children’s language development

2. Another key main point that Shenk makes is that children who experience the age gap are more likely to struggle academically

3. The last main point that Shenk made is that limited exposure to language and vocabulary affects academic skills

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1. One main key point that Mike Bunn makes is that we need to read with purpose because if we don’t than we will not be able to fully understand what the author is saying we can not fully understand the message that the author is conveying

2. The other main point that the author makes is that we need to read with attention to detail because if we don’t we will not fully understand the experience that the author is trying to describe to us

3. The last main point that the author makes is that we need to critique and reflect on our work because it helps us on our critical thinking skills and tells us that the critique that we receive can lead to us figuring out what can and what can not work in our writing

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1. Lack of motivation for students to read because the text isn’t interesting  to them

2. There are barriers of reading which include time constraints had workholds

3. Students need support because if they don’t get it their overall academic performance gets affected

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1. The evolution of writing and how technology has impacted the way that we write

2. The new need for literacies which helps how diverse writing has become and the way we can communicate with other people

3. The last key main point is how collaboration on writing has lead to more and more people writing in new environments

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1. Engagement with sources is crucial in understanding academic conversations

2. Multiple Perspectives Matter because we get to see other perspectives that are not ours

3. The last main claim is that research is an ongoing process and that we need to give it time to develop before we analyze it

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1. The first main claim that they make is that there are multiple forms of genre when it comes to literacy and reading and writing

2. The second main claim that they make is that writing is a collaborative process and that we need to collaborate to make our writing better

3. The last main point that the author made was that with the integration of technology writing has become more advanced

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1. The first main point is the author talking about how AI impacts students cognitive thinking because AI being able to do an assignment in under 30 seconds leads to students not analyzing their work correctly

2. The second main point that the author makes is that with AI being able to do assignments quickly students would rather use AI instead of using and developing their own ideas

3. The last main claim the author makes is that the use of AI may weaken students writing skills because they will rely on AI instead of writing and making their own writing better

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Using AI to handle routine tasks that don’t require much critical thinking doesn’t take away from someone’s learning habits, and it can even save them time that they can use to write more complex things.

When people compose complex texts themselves and revise them, they can formulate new ideas and perspectives they might’ve not had before using their critical thinking to write about the topic.

Using AI to write complex tasks for you takes away from the learning process and its benefits, and there should be regulations in the classroom to make sure that doesn’t happen to students.

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Reading one word at a time is “wrong”. We should be reading strategically with wanting to learn to write as a main thought and the content will be absorbed either way.

We can and should adopt others writing styles and techniques if it is something that makes us respond positively

Reading like a writer means wanting to make choices that help you understand piece by piece how something is structured or constructed in hopes of recreating and understanding the topic.

We need to make conscience choices in our writing to convey our message more effectively.

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Intelligence is nearly impossible to measure

Environmental aspects can express or depress genes

Speaking clear complex words to children can help them be smarter even if they don’t know what you're saying,

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Academic reading is a continuum of skill

Reading practices and attitudes may be influenced by own reading skills

Reading is complex ability acquired overtime and is continually changing.

Academic reading improves grades and understanding

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Open minded

Listening to the whole conversation before jumping in

Brilliance is simple

There are more than two sides to any story

Don’t decide on anything until you have a good understating of “both sides”

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Citizens of the world need to be composers

Everyone needs to have access to the same tools and resources

Advantage of technology

Writing now is sharing, but also participating

Action is important

Kids should write not solely read

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AI is helpful in some genres

Human writing is irreplaceable

AI is good at simple tasks

Humans are better at writing complex unique texts that require complex reasoning

AI can’t create new information

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Students need access to the same resources

Multiple literacies are needed to develop literacy competency

Multiliteracy framework to give students the maximum and most effective amount of writing knowledge

Recognizing that every kid has different backgrounds

A critical eye is important

Traditional literacy techniques

Academic literacy techniques

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1. All writing consists of a series of choices.

2. One of the key points in Bunn's essay on how to Read Like a Writer is that the goal of RLW is to consider the choices an author has made as a reader, then to incorporate them into your own writing as a writer for your own readers.

3. An important factor to consider when reading is the context. The context will inform your reading, and with more background knowledge the stronger your reading will be. Understanding the audience and purpose of the author will better inform you on how to read like a writer and understand the choices the author has made.

4. Prioritizing is crucial while reading like a writer. Although Bunn initially read word for word, you can still set priorities so that reading may not be so time consuming. Reading with a purpose in mind is crucial, and this requires understanding the context of what you will be reading as well as the author's purpose and intended audience. When it comes to writing, it is important to set similar priorities for yourself, such as considering your intended audience, genre, style, and what you would like your readers to gain from your writing if they were to read RLW style. Prioritizing your writing from the perspective of a reader reading in RLW can help both parties

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1. Shenk's mention of genetics makes me think of how the Atlantic describes Shenk as a "writer on genetics, talent and intelligence" and how this may be elaborated on further in the essay. This sentence also introduces one of Shenk's questions on nature vs nurture.

2. Shenk's inclusion of the 1995 American Psychological Association task force's argument is used to illustrate how, in the past, "intellectual differences" were simplified to genetic differences such as inheriting smart genes from smart parents. He counters this argument, though he acknowledges that genetic differences do exist, they are not predetermined limits to our growth and intelligence. They are malleable and shaped by the environment such as the adults, financial status, and attention from a young age which one grows up in. He refers to this as a formula: GxE, the genetics we are born with multiplied by the environment in which we grow.

3. The idea of a growth mindset connects back to the study by Hart and Risley that found that nurturance and encouragement are directly related to a child's growth. Without positive reinforcement children will grow up without a sense of their own growth and achievements. By encouraging your child, you are setting them up to develop a growth mindset which promotes their pursuit of knowledge and future goals, directly combating the idea that genetics is a strict and predetermined factor in one's intellectual growth.

4. Shenk recognizes that "genetic differences do exist" but the most important factor in these genetic differences is the way they are nurtured by the parents. By nurturing a child's reading and speech, parents can help their children express their genes. I am still confused on how genes work and if there are specific reading and speaking genes.

5. I believe this sentence represents the main idea of Shenk's essay. Intelligence is rated differently across the world, based on different values and environments. Intelligence is not predetermined or set in stone and neither are the ways in which we determine the level of our intellect. Street smart and school smart show that intelligence comes in many different forms that are unique to individuals. Our parents' style of parenting, schooling, cultural values, personal values, career, and many other factors play a role in shaping who we are and what we have learned to place importance on. We grow from experience and circumstances and develop skills we need to survive and learn what will help us get by.

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1. The professors' emphasis on the importance of reading, summary, critique, managing sources, and taking intellectual risks as the differences between defining "good writing" raise some concerns regarding the curriculum taught in schools as well as what this implies for students without experience.

2. From personal experience, AI can be a tempting tool to use when faced with a new system that is no longer based on "standards", "strategy", or "stepping stones" but rather specific skills such as citation, summary, critique, and reading which isn't something everybody has access to practicing before college.

3. Providing students with a handbook or sample paper is a helpful resource for all students, especially freshmen. In High school, I never learned Chicago or APA style which is considered the "standard" of these departments. I hope to learn them and I hope that my professors may provide such resources but I fear that they expect us to know.

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Word choice plays a big role in understanding the tone of the text.

Writing is an active process that involves a series of choices to be made which helps add your own touch to the writing and make it unique to you because everyone has their own style of writing.

RLW teaches you to be more intentional about both your reading and writing, making you think critically about the text you are reading.

It is important to understand why the author wrote in the way that they did because it tells us more about them and how their experiences can be reflected in the text.

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1. Many students do not take writing as an opportunity to express themselves as we have only been pressured to use it for academic means.

2. The criteria and rubric laid out to support the "Five Paragraph Essay" structure dictate our grades and limit our ability to explore multiple thesis' and conclusions. In High school, the argumentative and five paragraph essay format imposed by the teachers resulted in my writing being cut short and diluted to fit a certain formula.

3. John Warner expands on this idea of abstract rules that exist as guidelines to find our limit. I was in Elementary school when the "Said is dead" lesson was drilled into our heads. Though it was frustrating, it also pushed us to be creative and explore synonyms while expanding our vocabulary.

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There is a clear difference in the number of words young children speak in welfare homes compared to professional homes

Language development is vital starting from a young age because it can impact a child’s academic learning ability

Children who has less language development from a early age may also come across challenges when socializing with their peers

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Several students see reading as an irrelevant thing to do in classrooms

Lengthy reading assignments steer students away from completing them

There is a disconnect between what students see fit for their success in the classroom versus educators

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Writing must expand in order to include the new media age

Technologies have changed writing practices such as online tools

It is important to work with others in the writing process

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Scholarships are an ongoing conversation between scholars and educators

Writing should be collaborative in order to gain depth about a subject

Scholarships can influence certain teaching practices

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Literacy goes beyond reading and writing and emphasized critical thinking skills

Students should be able to navigate through multiple forms of literacies such as books and digital media

Literacy is shaped from different background such as culture

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Reliance on AI tools diminishes the cognitive processes in writing including critical thinking and analysis

Students may become more reliant on digital tools for generating writing as opposed to themselves

Reliance on AI tools for writing can hinder learning opportunities and which is not beneficial for the academic success of students

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How writing is all about choices

Always ask questions while reading

Think about what works for you and what doesn’t work for you as a writer while reading

Always think about your audience

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Intelligence is not defined

Genes and environment play a role in the 32-million word gap

To become intelligent is a process within oneself

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It’s all about perspective. And how we view reading is how we apply ourselves when reading

Mixed consensus on a lot of the themes in reading

Professors and students view reading on different levels

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Writing has advanced throughout the years

We are controlled through reading, but free through writing

Our process of writing is still the same concept, but now we add more to engage more with an audience

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Scholarly conversations are not black and white

To have knowledge is power, and a way to seek out conversations

Jumping into a conversation, and picking up what the conversation is about will add to the conversation at hand

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Changing times causes for us to change as well

We must constantly want to grow our virtual backpack

There are more than 3 R’s that we need in order to have an understanding of literature

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AI is not being used in helpful way to students

Students aren’t losing because of AI

Teachers should integrate the use of AI in a helpful way

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Educators need to find out how to integrate AI into their teaching.

Writing is a way for people to see different perspectives and beliefs to show that there is still stuff to learn.

Asking AI to write something for you prevents you from thinking and learning.

Thinking and learning is essential for intellectual development and higher order reasoning.

AI should be used as a tool, not something to do the work for you.

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A multi literacy model is necessary to prepare students for today's complex world.

Literacy in higher education should include skills beyond just traditional reading and writing such as digital literacy, visual literacy, and critical thinking.

To improve literacy education, the authors suggest collaboration across disciplines because it can help share different literacy and communication practices.

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Scholarship should be viewed as an endless conversation among scholars.

It is important to view different perspectives and viewpoints of different topics of conversation.

Students should not be afraid to engage in scholarly conversations because they have critical thinking skills and their own opinions.

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Writing today is very different from how it was in the past

It is important that students learn how to write not only with pen and paper, but also digitally.

Educators need to find new ways to teach writing to include the new technologies.

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Students know reading is important but don’t read the assigned materials, they only do the bare minimum.

Students have so many reasons why they do not like reading, such as not having enough time, or feeling overwhelmed.

Find ways to teach students to enjoy reading and create a better reading environment.

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Children from wealthier families hear more words than children from lower income families.

The amount of words children hear impact their language and learning development.

Parents should be more involved in the early stages of their children’s language development.

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Reading like a writer includes recognizing the techniques and choices an author makes and seeing if incorporating them into your own writing will help you become a better writer.

Reading like a writer means to ask questions about how and why an author wrote something a certain way.

Reading like a writer helps us improve our own writing by analyzing another person's writing.

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Students should have a multi-literacy curriculum to be successful in and out of university

Everyone has a different background in reading

School curriculums should to what students need to succeed

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Using AI in a way that completely does the work for you, won't allow you to learn anything that is meaningful.

If we want to use AI to help us learn, we should do the work first and then ask AI for feedback instead of letting AI do all the work for us.

If students continue to use AI to do all their work its going to affect the way they view writing in the future