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The revision of this entry was exhausting, but at the same time interesting. In terms of language, we realised that the use of English was not appropriate enough, and content-wise it was really poor. The first draft of this entry, was just an outline of what we expected to be doing in the next one. Nevertheless, we added the support we needed, and acknowledged new pieces of information we had to define that resulted really useful when it comes to learning about psychology and learning as well. Finally, the link between the entry and something learnt in class was really helpful for understanding the syllabus and the target of it.

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Just as the re-checking process of entry 1, entry 2 happened to be interesting too. In the first draft, we only had a messy outline of what we were expecting to do, basing our work on the way textbooks alter the culture both students and teachers live in. However, while reviewing the images and the use of language in the materials we identified an ideology, that is to say, a set of 'values' (unfortunately) that are not only imposed by society, but also reflected on textbooks. Besides, we realised that a big part of that analysis could have been done easily by using Giaschi (2010) research used in class. Finally, it was very useful to express what we discovered from the books, in a mock formal letter, because the fact that we actually make a request like that to an authority, is just a matter of time.

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As the teacher suggested we added more questions in the video activity for students to discuss and we talk a little more about the types of questions and why woul we choose those types for our class.

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The first entry was finished, as in the first delivery was not complete.