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Consider the Literacy Profile and all you learned about your classmate in the process of completing that assignment.  In 100 words or so, connect a minimum of two readings to the literacy background, behavior, or practices of your classmate. Try to be as specific as possible!

Once everyone has posted by Monday night, return to read all of the ideas of your classmates.  They might spark a new idea!

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The literacy practice that my classmate utilized the most was defining words. He tended to put some notes on the side of his annotations in Nancy Sommers’ Revision Strategies Of Student Writers And Experienced Adult Writers and Mike Bunn’s How To Read Like A Writer. He does this in order to remind himself to go back, after finishing the read, and define the unfamiliar words. For example, in Nancy Sommers’ Revision Strategies Of Student Writers And Experienced Adult Writers, my classmate asked on the margin "What is the definition of antiquated?" In Mike Bunn’s How To Read Like A Writer, my classmate highlighted a phrase that was confusing to him and wrote in the margin "What do these words mean?" He does this in order to approach the reading with more confidence in knowing that he can read the sentences more smoothly. When you find words that you don't know, you tend to start getting nervous and negative thoughts are thrown towards the article. That's my my classmate puts a little more effort in trying to engage with the passage with literacy practices like defining unfamiliar words and phrases.

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When I was able to research my classmate, I found that she used many literacy resources during her work. However, one of the most important strategy was annotating key details and using summaries to help understand the reading. From the reading and writing strategy survey, my classmate used most of the strategies that were presented. However, this is because it has always been difficult for my subject to read books in English. She moved here from China in 5th grade, and the strategies she has been taught make it easier for her to understand the deeper meaning behind readings. It was always difficult because educators are stretched thin at public school. It is hard to get the one-on-one help. This is where annotating and summarizing is important. Finally, it is important to connect Alvarez's "Translanguaging Literacies and Community Ethnographies” to my classmate, they both connect to knowing two languages and how important it is for educators to be more attentive to those students.

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I noticed a similar trend throughout my subject’s reading annotations. For instance in, “Revisions strategies of writers and experienced adult writers” by Nancy Sommers my subject likes to circle, highlight, underline but most importantly make a summary of what the text reminds her of or write down any questions that come to mind. She has a habit of dissecting portions of the reading more carefully. It is a great way for her to stay engaged and informed about reading bit by bit. She is essentially retaining more information as opposed to someone tackling a reading assignment as a whole. My subject also likes to “read aloud” always based on her response to “Reading Strategies and Practices Survey”. It is particularly useful as she brings up during the interview that “if it's a boring read then I won’t get distracted and will stay engaged throughout the reading”. However if it's an easier text to read then she will read in her head. I think my subject’’s ability to switch and adjust her reading techniques based on each reading demonstrates how knowledgeable and experienced she is.

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When researching my classmate, Carlos Dominguez, I found that he used various techniques and skills during his work that helped him understand texts. One of the practices that jumped out to me was Carlos’ use of CUB. During our interview, Carlos mentioned to me that he learned the strategy CUB when he was younger and has been using it ever since. As English is not Carlos’ first language, this strategy helped him understand and comprehend texts easier and quicker. CUB stands for circling unknown words, underlining main ideas, and boxing evidence. This strategy can be connected to the article “What Research Tells Us About Writing” because it shows evidence of Carlos circling the word cognitive, underlining main sentence points and ideas, and highlighting (boxing) evidence. This is also seen in Carlos’ annotations for Sommer’s “Revision Strategies for Student Writers and Experienced Adult Writers” when he circles the word “anthologized” and is repeatedly highlighting evidence to support the main point. This strategy helps Carlos stay on track with the purpose of the text and find information quick.

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A literacy practice that my classmate often do is defining unfamiliar words. My classmate tends to highlight the difficult word and will add the definition of that word on the side in the columns. In the article, What Research Tells Us About Reading, Comprehension, and Comprehension Instruction, my classmate highlighted and defined the words “inference” and “metacognition.” My classmate define the words before they continues their reading in order to fully understand what that sentence means and to not get confused. In the article by Mike Bunn’s, How To Read Like A Writer, my classmate highlighted “antiquated” and defined the word in a more simplistic way. My classmate does this in order to have the best understand they could get from the article and get rid of any confusion that may occur. Taking the extra time to define difficult words will allow my classmate to fully understand the article and may also expand on their vocabulary skills.

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After researching my subject’s reading practices, the most significant trend I noticed was the idea of talking to the text as she is reading. In Nancy Sommers’ “Revision Strategies Of Student Writers and Experienced Adult Writers”, my subject makes little notes on the margins to keep note of the idea for each paragraph. Her annotations transform into a conversation that she has with the writer. Her comprehension regarding the text, improves compared to if she doesn’t make little notes in the margins. The other habit she tends to demonstrate in her annotations is the use of context clues. During the interview, my subject was always using context clues when tackling unfamiliar words, and this has also helped her expand her vocabulary. Not being able to know what a word means can slowly affect the reader’s flow of comprehension. These two reading habits were the ones that stood out to me as I was researching my subject.

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Through researching my subject, I found that he often ties personal emotions and experiences into his writing experiences. In his writing reflections, he talked about not liking reading at first but wanting to put effort into it to improve. My subject also talked about his experiences with reading and how they related to his experiences in real life by discussing moving here from the Philippines and his parents wanting him to succeed in reading. In The Autobiography of Malcolm X as well as the Reclaiming my Language: The (Mis)education of Wonderful, The authors talk about their life experiences and how they relate to their reading experiences. In both cases, both their life and reading experiences are intertwined and have taught them something, similar to my subject.

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One literacy strategy that my subject uses a lot is annotating the text with personal connections. She's able to understand the idea and relate it to her own life, thoughts, and experiences. In Sommer's Revision research article, I noticed a lot of annotations where she expressed her own thoughts and opinions on the reading as well as self-reflecting about her process of revision. She noted in her annotations what she would need to improve on as a writer after reading the article. By demonstrated self-reflection and personal connections, it shows that she has a strong understanding and translates into her life. My subject's annotations in "What Research Tells Us About Reading, Comprehension, and Comprehension Instruction" is another example where she relates the idea of the text to herself and providing a situation to show the connection.

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My partner would underline important points and would scan the text beforehand. He also had a negative literacy sponsor that affected his reading and writing. Despite this, he still had useful tools to understand important readings like finding the purpose in the author's writing. This relates to Mike Bunn’s, How To Read Like A Writer. This article explains that when you read like a writer you can see the writing in different ways. You gain a new perceptive and can find the purpose in the writing. No writer writes without a purpose and it is an important aspect of what the writer is saying to the reader. That is why it is an important skill to understand the writer's purpose and is a good thing that my partner has developed this skill.

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From completing a literacy profile on my fellow classmate, I’ve learned various things about her like what motivates her and a few literary practices she utilizes. Through our interview and a few of her written works like the EREP and her posts from Padlet,  I learned that she had a solid foundation for her love in reading that continued to grow thanks to her mother. This solid foundation for reading has allowed her to read articles and school reading with a positive mind and attitude. This type of mindset and attitude has allowed her to fully understand what she is reading and annotate the text to her best abilities. I’ve noticed in her annotations for Nancy Sommers’ Revision Strategies Of Student Writers And Experienced Adult Writers and Texas Education Agency’s (TEA) What Research Tells Us About Reading, Comprehension, and Comprehension Instruction, she likes to find the thesis of the article and make comments on the side of the text. In her annotations of TEA’s What Research Tells Us About Reading, Comprehension, and Comprehension Instruction, a detail she noted and can be found on the side of the article was her findings, which was the thesis statement she found. In her comment in her own words says, “Thesis sentence: Showing that this article is going to explain how students must learn how to understand the meaning of text and not just read text.” She has basically summed up the text and given herself a general idea of what to expect when reading. From this action, it has shown me that her comments/notes on the side of the text are usually details she finds important or would like to go back to. Not only that but her strategy of finding the thesis is to gain a general idea of what she is reading.

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After making connections with different reading and writing assignments, I was able to identify the approaches that my partner had. From these artifacts and connections, I learned that she is very concise and strategic when it comes to reading and annotating. This means that she only highlights supporting evidence and main ideas in texts that could overall summarize what the reading is about. I saw this practice throughout all of her reading assignments, but it was most stark in Nancy Sommers’s Revision Strategies of Student Writers and Experienced Adult Writers. Using highlighting and underlining as primary tools for approaching reading shows how well my peer is able to understand texts quickly without much difficulty. Moreover, as mentioned in Miller and Schultz’s University Literacy, my classmate’s reading skills show that she reflects a lot of important tertiary skills. Since she can analyze these university literacies, it shows how previous literacy practices in high school have helped her developed her current practices.

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While learning about my classmate, I found that she uses a variety of literacy resources on her writing. One of the most important ones I found was that she writes down notes when she annotates an article. She adds notes to help her understand what the true purpose of the article is and to just write down her thoughts bout the article. She used this strategy in the reading ''What Research tells us About Reading, Comprehension, and Comprehension Instructions'' by Texas Education Agency. In this article you can see that she writes separate notes about what she thinks about the article. This is important because this will help you find the purpose of the writing. You can look at what you were thinking before and that can bring in new ideas. Another literacy resource she uses is circling words she doesn't know and color codes the text. You can see this in the article ''Revision Strategies of Student Writers and Experienced Adult Writers'' by Nancy Sommers. You can see at the beginning that she color codes her text. She has what each color means for what she highlights. Also all the words that she circled which means she didn't know them. She would search the words up to see what they mean so the reading can go smoother. this is important because to makes understanding the article better as well.

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After interviewing my classmate, I learned that she uses literacy resources to help her understand a text. One strategy that I noticed my partner Kayla uses are highlighting the words she is not familiar with. She does this because seeing difficult words can intimidate her. She uses this method in " What Research Tells Us About Reading, Comprehension and Comprehension Instruction". She highlighted a part of the text that says "that they may look up difficult words they don't know". Kayla commented saying it is ok to look up words you don't know. She is agreeing with this statement because she does the same when she doesn't know a word. Another strategy Kayla uses is that every paragraph she takes note on the side so she knows what she has been reading. Kayla does this because it helps her remember what the text is about and keep her mind working. "How To Read Like A Writer" she took notes on the side of a paragraph and stated a brief explanation of the main points of that paragraph. These two strategies

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As I researched my classmate, I noticed a trend within her annotations. When they annotate, they often like to highlight a passage and either write questions or quickly summarize that highlighted text. For instance, In Bunn’s “How to Read Like a Writer,” I noticed many highlighted texts of theirs where off to the side, I see a quick summary of what Bunn had stated in an easier to understand format. In their annotations for Sommer’s paper, you can see within the margins written questions they had about the paper and a paraphrases of paragraphs in a sentence or two. They do this to better understand what is going on in the text and it also helps with the connection of ideas for them. Also considering their struggle with reading in their earlier years, this strategy while reading and annotating helps with their comprehension of text and an easier understanding of future ones.

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One of the most significant things I noticed about my partner during my research was her strategy of annotation. My subject will highlight text, ask questions and write comments in the margin and she will also write notes on the text to help her remember the important aspects of it for later. This strategy is not very unusual but it is very thorough and helps the reader to stay focused on the text. This can be connected to “How to read like a writer” by Mike Bunn’s because in this style of annotation you can highlight the literary techniques the author uses. This can also be connected to “revision strategies of writers and experienced adult writers” because my subject wrote down questions that she had about the text.

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Through working on the literacy profile of my partner, one of the big struggles that she struggled with originally regarding literacy was due to her struggles in reading and writing. She felt like literacy was made up of reading and writing and because of how she found them to be difficult, she ended up avoiding it for a while. However, after learning more, she was able to find more motivation towards improving in reading and writing and she’s been able to enjoy writing especially when she’s able to apply to her design classes. Therefore through reading Gee’s “Literacy”, similar to the article, she’s realized that literacy isn’t just simply reading and writing and rather a concept where you can apply writing into a bigger picture. Also, with her relationship with writing currently, we can see how similarly to the article “First year students’ perceptions of their difficulties”, a large struggle she faced coming into college was due to wanting high expectations with herself in writing. However, through the UWP class, she’s realized that through being with people who faces the same struggles as her, that it’s okay for her to make mistakes and not always be the best in writing.

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When I was doing research on my classmate, I found that he uses many annotating strategies. One of his most valuable reading strategies was the context clues and background knowledge to help him better understand the reading. From the reading and writing strategies survey, I observed that my classmate will highlight important details, paraphrase and summarize for future reference, and study figures and data tables to better understand the article. Similarly, in his written reflections, I learned that when he is reading, he will summarize the article, skim before reading to have a general idea in mind when reading in detail, and re-read for better understanding. One of the reasons my classmate reads carefully is because he wanted to work in the state government and analyze policy. He is used to reading with a purpose in mind and making connections with what he knows or looks up about the background of the reading.