Annotated Bibliography--Group F

Set 1 I thought this study was very broad, it involved a lot of individual talk between two memembers od the classroom. Though they choose four students to study they mainly focused on only two. I would prefer if they had used other students who had acquired learning literacy skills, and they could grow and learn. Rather then seeing how two students who had the lack of literacy skills. The study needs to have more concrete examples from all frame works of literacy knowledge, not just low literacy skills.
 * Bomer and Lamon, "Positioning in a Primary Writing Workshop: Joint Action in the Discursive Production of Writing Subjects." ** Dana Fitzgerald
 * Bomer and Lamon research in the teaching of English, Volume 38, number 4, May 4, 2004. Bomer and Lamon observe a classroom of first and second graders combine.  They are trying to understand how complexities of classroom life shape student's literacy activities and learning.  One aspect of observing is how self talk among peers and ones self can help influence literay skills and learning.  Bomer and Lamon choose four girls to observe, but moslty kept their interest in Romy and Jessamyn, because these two girls already have difficulty acquiring literacy.  They observe the girls for a year and mainly focus on how they interelate to one another and their classroom environment.  What they come to discover is that these four students tend to have discourse situations not in the classroonm environment, but from home relations, siblings, friends and the playground.  They also observe at how the two girls Romy and Jessamyn react with one another.  Romy is younger and tends to not understand writtten vocabulary as well and repeatedly asks Jessamyn, "what does that say" in most of her text.  Romy also at one point tries to assigen to Jessamyn that she is the "slower student".  In the observations it is noticed that Jessamyn takes on a dult role with organization of her writing journals and assigments, while Romy annoys Jessamyn through out the year with, "you didn't do that right","you sitll hav eto finsh that".  The observers came to the conculsion that being exposed to soccial aspects of emotions, anxiety and stress relate to everyones, zone of proxoimatal developement.  We as writer depecit of certain emotions, and learn to relate them to certain aspects of writing.

A teacher named Jill changed her view or thinking overtime on how to be an affective teacher when it comes to writing. She has a student struggled with writing and now as a teacher she teaches students who struggle with reading and writing. They perform lower in grade levels than their current standing. Jill was looking for a way to teach effective writing and how to get her students interested in writing. She began to read Donald Graves book and apply his methods to her classroom. Students weren’t getting anything out of it. She tried to brainstorm with the students, come up with vocabulary list and use examples on the board on how to construct sentences. Her students were showing no improvement. It wasn’t until she went to a conference held by Donald Graves that Jill was able to see how to spark the interest of students to write. She saw, by Graves’s demonstration that you have to use prompts related to the student’s interests or personal experiences. Students are able to reflect and connect when they themselves have experiences to draw from. Jill learned that by socializing with her students, talking about personal stories or interests. The students were able to write, it allowed for them to brain storm, apply themselves and most of all draw a connection to the writing itself. Jill learned that for a teacher to be successful in teaching writing, they have to connect with the students interest, not their own personal interest or prompts. Also in order for a student to learn and grow you must show interest in their own ideas to further their knowledge of writing. I liked how this teacher took the time to look over her own teaching methods, to make herself a better teacher. She took the time and research to help struggling students and to find a way to help interest them in art of writing. By drawing on her own experiences and sharing them with her students, Jill was able to create a peer conference group and draw upon related interest. Even new interest that influenced her students to write, based on what they felt was important. Good teachers take the time to assess themselves and their students, both Jill and her students benefitted from this experience.(Dana Fitzgerald)
 * Bintz and Dillard, "Seeing Writing Instruction Differently: Lessons with Lasting Impressions."
 * Blintz and Dillard wrote about seeing reading and writing as a social practice. Language Arts, Vol. 52, NO.2. November of 2004.

Blake: fruit is the devil Language Arts, Vol. 78, No. 5, May 2001 (Dana Fitzgerald) Blake is also talking about how students learn from social practice. Blake worked with immigrant summer school students. He found that since they were english language learners, they really had no formal structure to writing. They weren’t interested, didn’t have common knowledge of structure, pragmatics, etc. He began to use peer groups for conferencing with one another. He also found that by allowing the students to talk about personal experiences that they showed interest in writing. Some young writers were even able to show proper tools of writing, by brainstorming, drafting and drawing on family influences (culture), poverty and even drug use. Migrant students had showed no interest in writing when they had to write about a prompt that the teacher gave them. Again, student interest was a key factor in influencing writing.
 * Blake, "Fruit of the Devil: Writing and English Language Learners."

I liked how Blake was able to draw the same situation from english language learners, just like Jill did from students who had language learning disabilities. It shows me that no matter what the disability is, students can show interest and improvement when you focus on their own interests. It allows for the students to grow individually and socially, all the teacher has to do is provide peer influence and constructed conversation that is related to the student’s own interest or personal experiences. This allows the student to connect and elaborate with personal connections or feelings. Burns is writing about his observations of a fourth grade classroom and how social interactions help with writing. He observed and taught some short mini lessons that allowed the fourth grades to have four choices when it came to their writing workshop. They could meet with a friend to discuss ideas to write about. They could talk to a classmate to share ideas and get feedback on how to improve their writing. Work on their own with the help of private talk, or work in peer groups when assigned. Many students found that being engaged with peers that it helped them to come up with better story ideas as well as dialogue to add to their stories. One girl even found that by working alone she was able to create her own creative pieces and now one could tell her to change it since it was her own creative story. Burns observations led to an understanding in how peer collaboration allows for teaching new possibilities on how to be a social writer, and these experiences guide children to discover new forms of writing.
 * Burns, "Being "Social": Expanding Our View of Social Interaction in Writing Workshops."
 * Language Arts Vol. 78, no 5, May 2001 ***Dana Fitzgerald

I liked how Burns allowed for children to try different strategies and in all of them, there were effective ways for all the children to learn and grow as social writers. Whether it is was help in dialogue choices, story themes or a way to collaborate about similar experiences and draw on them, these children learned effective ways to apply their writing skills.

Set 2 (Reviewed by Jackie Alvarado) I completely agree with students needing experience to become proficient at any skill, whether it is writing or geometry. Anne makes a great point that, "Children do not only build on what they know; they build with it." All I could think when I read this was, "They know how to do it!" I remember telling my teachers and parents this, because I had some glimpse, if not fully, about what I was doing. Of course at that age I "had all the answers," but it would've been great to feel like what I thought I knew wasn't wrong. That instead of teaching me a completely different way of doing something, build on it, give me some more added skills. Good and compassionate teachers will see this, and not just ignore it.
 * Dyson, "On Reframing Children’s Words: The Perils, Promises, and Pleasures of Writing Children."
 * Anne Haas Dyson reviews and researches the teaching of writing to children. Her article is entitled "On Reframing Childrens Words: The Perils, Promises, and Pleasrues of Writing Chilldren," Volume 34 written in February of 2000, pages 352-367, which includes her bibliographies. Anne focuses primarly in the effects of outside stimuli, such as media like movies, television shows and music on children learning and producing writing. She makes a point to include that due to student's financial situations at home they may be subjected to a little or a lot of different types of media. She makes a point that schools and teachers should be aware of these factors, that it will show in how these children imagine, write and act out towards their fellow peers. Her other large point would have to be that teachers, parents and guardians of students should let their children not only understand material, but to also practice it. "...skills and understandings never esit in insolation; they are embedded in experiences, and they must be re-embedded for growth to occur." Both media and understanding of skills, plus the experience that is needed with these skills makes up each child's ideologies, or the way they forsee their world. Anne also gives a few examples throughout her piece of interactions with writing, singing and dancing from children she has studied. She views their interactions with no interruption from her. She then comments on how these interactions affect her thoughts and ideas on how children learn. She seems to get very close to these children; she speaks of a group constantly, "Coach Bombay's kids." This group is one that she is involved with constantly, but not just in a classroom setting. She also views them in their own environments, playing outside, writing a story together and even getting ready for performances. There are no stimuli being brought on by anything other than what they are choosing to work with.
 * My thoughts are pretty simple when it comes to this research. I agree completely with Anne and I believe she has the research to prove her thoughts and ideas. Most students, and I say most because we all learn differently, learn from their stimuli and outside ideologies. Teachers cannot assumer that these children come in as blank slates, ready to take on whichever attributes their teachers are giving them. Not only do they obtain them from their families, but especially now, media plays a huge role. This completely collaborates with the piece we read by Gee, "Why Are Video Games Good for Learning?" He makes a great point that due to the fact that children learn so much from video games, in this case, why not incorporate them into their everyday schooling? Althought we may not all have the resources for that in our school districts, the actual technology within the classroom, but why do we ignore that this is a form of learning for children? Why do we pretend that these games are just something fun for them, that they don't take information from them? Anne has a great example between two boys, Noah and Ron. Noah is pretending to be Godzilla, but adds his own flare to the scenario. His buddy Ron comes in and basically tells Noah that he is doing it wrong, that Star Wars is the only movie to imitate. We later find out that Ron's financial situation at home only allowed him to be exposed to that one movie, Star Wars, while Noah's family had the finances to expose him to many different movies and types of media. Now even though the money wasn't there, Ron had still received some media learning. It would be wrong of the teacher to not accept this as part of his learning foundation.

The only comparison I could have would be wanting the same things not only for myself, but probably for my children and grandchildren later in life. The end of the article touched me the most because it wasn't just touching on the factual educational things of writing. It dealt with the feelings of writing and being a writer. "I want someone to ehlp you realize that writing about the things you care about can help you make a difference in the world." Although I want to learn more about writing in an educational sense, I wish I had had more teachers who would've taught me how to feel my writing. I enjoyed this article so much because of the love coming from a grandmother who is also a teacher. It's nice to see all the things that writing should be consisted of, things that I would've never thought of.
 * Dressel, "About Writing: A Letter to Stacie."
 * (Reviewed by Jackie Alvarado)
 * Janice Hartwick Dressel wrote this article, "About Writing: A Letter to Stacie," Volume 82 written in November of 2004 and pages 95-99. Janice is taking the stance as being a grandmother writing to her granddaughter. The letter incorporates all her wishes, as not only a grandmother but as a teacher, for her granddaughter to have in her educational career. It focuses primarly on writing and how the grandmother wishes for her granddaughter to have the best experience learning how to write and to continue in her lifetime. She takes most of her wants, wishes and concerns from being an actual teacher, which you do not find out until the end of the letter. I could tell that most of the wishes came from her heart as a grandmother, but also from the concerns as a teacher. I could sense that she was comparing how she teaches, to what she wants for her own flesh and blood.

Donald Graves wrote the article "What I've Learned from Teachers of Writing," in November 2004, Volume 82 pages 88-93. This article was very different from the first one in that it is not only Donald talking about his own research for his books, but he incorporates other people's points of views from their books as well. He talks about the comparison of reading and writing, and how they are incorporated into each other. But there were many studies before on students where reading wasn't even used in gaging their writing skills. He's very keen on the fact that teachers need to be literate if they are going to teach a skill to someone new at it. They need to enjoy that skill to some extent and not necessarily rely on a curriculum to teach children. "But whenever method supersedes teacher judgement, teachers are relegated to being more mechanics." This is one of my favorite quotes in the whole piece. It completely hit me as a student studying to become a future teacher, I don't ever want to feel like what I'm teaching is so mechanical and robotic. A lot of his research comes from other people and their viewpoints in their books. He does incorporate his own material from his books also which he got from studying children over the course of many years. I did enjoy this article, not as much as the above one, but it was a well worth read. It gives you insight to how other's view what teaching is like, and it's also great because there is more than one person giving their input. I never knew that reading should be directly correlated to a student's learning and writing skills. I liked that the researchers did not know that either from the beginning. These authors are part of researching groups across the United States, which to me sounded like something great to start as a fellow teacher. There are guidelines and suggestions incorporated into this article in case the reader would like to start their own research community.
 * Graves, "What I’ve Learned from Teachers of Writing."
 * (Reviewed by Jackie Alvarado)

This article is written by Lee Heffernan and Mitzi Lewison in July 2003, Volume 80 and pages 435-443. This article was probably the toughest one I had to read, even tougher than the first one. It does start out with a great story, which is the basis of most of their research. It takes place in Lee's class, and then eventually moves onto her Writing Workshop. Most of the concepts and theories she is applying come from other authors, but she is applying them into her group of students, which is a great way to see if they are working. The basis of this article is moving from literacy narratives, like we have done in class, to social narratives. They do sort of reiterate the term literacy narratives, but just so you know, it is telling a story from your own experience but it is primarly based on what the author has learned or is learning. Now a social narrative is also based primarily on the author's own experiences, but it tells a story which is supposed to be used as a "means of action." Lee and Mitzi touch on the steps it takes to change a student's narrative perspective from literacy to social, because as we know most students have the easiest time writing fiction stories that are based on their own experiences. Lee is the primary writer, so a lot of what you read are her experiences within her own classroom. During the process of switching over she goes through about 3 books with her students that all deal with different social issues. This was one of my favorite parts because it is easy to tell someone that they need to write about something going on socially in our world. But, how easy is that? I have the hardest time writing about things that I have never experienced, which I could tell she understood, especially of elementary school students. She aids them by giving them examples of different types of social issues, like for them it is about teasing or bullying. She askes for stories from them, which at some points it doesn't seem like she wants fictional stories, but I could see that being easier for a student to write. There is a lot going on this article because it incorporates so many different author's perspectives from other books. At times I had a hard time following which part was Lee and Mitzi and which part was an excerpt from another author. Their overall goal is awesome though. Set 3
 * Heffernan and Lewison, "Social Narrative Writing: (Re)Constructing Kid Culture in the Writer’s Workshop."
 * (Reviewed by Jackie Alvarado)
 * Kress, "Genre and the Changing Contexts for English Language Arts."
 * Kress researched the topic of Genre and the contniuing changing contexts for English Language Arts. His article is Genre and the Changing Contexts for English Language Arts. from "Language Arts" volume 76, No. 6, In July of 1999 pages 461 - 469.  Kress'es study is done over 4 different countries that include England, Australia, South Africa and the United States.  Kress was interested in the way Genres had such a major affect on the Context of the English Language.  He noted that it was easier to read things or not read things when they were placed into certain Genres.  Genre he refers to is simply a kind of something in reading such as the Genre of Science Fiction or even the Genre of Rules and Regulations in which he notes thre sets of rules.  He posts rules from a swimming club, a Holiday Flat and Toyota Law frm a northern territory of Australia.  He includes this example because it is a certain kind of writing and everyone tends to no what it is when they read it.  People know whne they are reading a set of rules and most times do not care if they are written correctly.  Some rules are easiaer to read though when they are written in a more positive manner.  For example Kress notes in the set of rules for the pool negation is used.  This is the most common form that rules are written in.  For example No smoking or we thank you for not smoking is a form of negation.  The Toyota Laws use direct or indirect negative.  For example it says Health Businesses only instead of Not other businesses.  Only is used instead of no which tends to be less negative.  Kress is really interested in Genre and how it could be translated over or not be translated over.  The English Arts could be or should be more over the next few years as it conitues to grow.  Kress is all about being able to change a genre or being able to translate it over to another one.  by doing so he says that it is an ultimate sign of creativity and an innovative act.


 * I believe that Kress is on the right track. I found him to be a little snobby though.  He only writes of what he knows in England and Australia.  He assumes that it is the same way in the United States.  He puts a lot of empahasis on Genre and the context that it is in.  He fells that Authenticity is one of the most important features of "good writing."  I agree with that most of the time, but if that were the case, does that mean science fiction could not be good writing because it was not authentic.  A couple of months ago Oprah was mad at the writer of one of the authors whom she picked for her book of the month club.  He had written it so well that everyone swallowed his story as true and authentic.  When stories began to leak out that they were untrue everyone, including Oprah were mad at him.  I mean it was unethical if he passed off the story as true, but he wrote it so well that every one believed it as true.  So because that was not authentic, was it not good writing.  It was written well enough that everyone thought it was true.  I thik that Kress is on the right track.  Writing should be written well and it should be able to tranlae into many different forms.


 * Jasinski-Schneider, "No Blood, Guns, or Gays Allowed!: The Silencing of the Elementary Writer."
 * Add your annotation here


 * Jester, "Remaining Seated: Lessons Learned by Writing."
 * Add your annotation here


 * Wood Ray, "Why Cauley Writes Well: A Close Look at What a Difference Good Teaching Can Make."
 * Katie Wood Ray writes about a student named Cauley and why he writes so well. Katie Wood Ray's article is Why Cauley Writes Well: A Close Look at What Makes a Difference Good Teaching Can Make. from Language Arts Volume 82, No. 2 in November of 2004 pages 100 - 109.  Ray writes of a style of teaching that really struck a chord with me.  I was really interested on how writing was being taught by this teacher Lisa.  Ray got my attention by putting the writing of the boy Cauley in the introduction of the article.  Ray introduces the boy Cauley and his writing style.  She tells how this format came about and how the teacher Lisa taught this style of teaching in her writing workshop.  The workshop went through things such as having them write picture books and other types.  The teacher would introduce examples of writings from professional authors so that the children could get an idea of what the teacher wanted by hearing the writings first.  The children could then write their stories in that style.  By doing this they children could get into their heads how a certain style sounded and they could do the same.  The headings alone made it easier for the children to write.  By letting them write about things that mattered to them, the children could really care about what the wrote.  The workshop also taught them to write over time instead of giving them a time limit.  The children were taught to talk about what they wrote so that they could hear different points of view about their topics.  Lisa also let them write different things at the same time so that they would not be concerned with only one story.  This way they could write a story, leave it alone for a while and then come back to it and have a different point of view about what they were writing.  By doing these things Lisa has allowed for Cauley to do his writings at his pace and his way.  She introduces styles to him that he can emulate and he can go back and reread or hear again to help him write his stories.

Set 4
 * I think that the teacher Lisa and that Ray by introducing this have really affected the way that I would want to teach. I was so impressed and in awe of the way the workshop went.  I would want to use these styles in my class and I hopefully can implement them.  Ray wrote this article well and clearly showed that by presenting examples of Cauley's work.  By showing Cauley's work we see how he did in the workshop.  We see how Lisa taught the children and how she went about doing it.  Ray shows how good teaching really can make a difference in the way a children writes.
 * Larson and Maier, "Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity." (Reviewed by Kerry O'Brien)
 * This article was found in the Research of Teaching English, Volume 34, May 2000, pages 1-31. In the article titled "Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity" by Larson and Maier, it discusses the ressearch that Larson did on Maier's first grade classroom. A few of the key ideas that I found interesting were that it is more important for the teachers to view the children in their class not as simply engaged with the writing, but more so viewing the children as equal valued members of the writing community. Maier talks about a few beliefs that she plays out in the classroom, which are being active and enthusiastic participants, co-participating like coming up with teacher/student texts as a whole class, publication of the student' texts like poems, narratives, etc., sharing the texts across different activities, and lastly, composing decisions together based on the roles of the audience. Maier did not just assist her students as a normal teacher does, but she more so works with them on a level where her and her students are authors together. She never tells the children if they are right or wrong because she has them figure it out and adjust. She always observes the organization of talk and interaction within the classroom. The flexible participation that she provides for the students allows them to take on different roles where they are able to figure out their own goals for writing like what works and doesn't work. There is a tight intimacy level between the students and the teacher. For instance, the children know everything about Maier like family life, likes and dislikes, and Maier knows everything about each of her students. Everyday the whole class, including Maier, eat their lunch together and talk amongst themselves instead of eating in the cafeteria. Maier has a reading program where each of the students take home some books and a parent comment form. Each night the children are to read the books and then bring them back the next day. Each morning she offered the children an integrated curriculum which included math, science, social studies and language arts. She also used a pattern of scaffolding revision with the children, which is to keep bringing up things already discussed to keep reinforcing them into the children's thought process. This was through question-asking and this was consistently modeled across the different activities.


 * Personally, I thought that Larson did a really good job on the article. He gave a lot of good ideas from Maier's classroom that any teacher could use if they wanted. It's a little hard for me to imagine every little thing that Maier does in her classroom because the children are only first graders. I don't really understand in the article where Maier talks about her students being able to write novels and chapter books. To me, I feel like that seems like something totally out of the element for first graders to do, but maybe it really is possible with all the work and preparation we do with them. I've never had a teacher where I have been able to really connect with and felt like they have connected with not only me, but the entire class. Don't get me wrong, I have definately had teachers that I extrememly liked, but I have never known about my teacher's personal life especially in first grade. I can't really agree or disagree if that works because I have never experienced something like that still to this day. I think that one of the main connections I see between this text and another one we've read in this class is the idea of setting up an environment where everyone can work together and help eachother out. Where the teacher doesn't act like a strict teacher but more of a mentor that is there to help when needed.


 * Linebarger, "Tensing Up: Moving From Fluency to Flair."
 * (Reviewed by Kerry O'Brien) This article called "Tensing Up" comes from Language Arts, Vol. 78, no. 5, May 2001. It deals with a first grade class where the teachers name is Joanne. She organized her classroom so that he children expected extensive amounts of time at the beginning of each day for reading, writing, and sharing their own ideas with eachother. She defined writing as gettng meanings down "the best way you can." Joanne provided the children with both informal and formal opportunities to talk with others about their interests and experiences in and out of school. The informal talks abllowed the children to decide if they wanted to write alone or with others. On the other hand, the formal talks were mainly used in large group "class meetings". Interestingly, children who struggled to record their ideas on paper they occupied during authoring and sharing. She also used something called Individual Reading Inventory, which was a way to indicate what grade level each kid's reading skills were at. As future teachers, we are supposed to invite children from all communities and skill levels into social roles that provide them with positive views of themselves. We also want to challenge them to construct the understandings and strategies they need to participate fully in a literate classroom and literate society. And lastly, we need to find ways to incorproate practices of their non-school communities into the classroom as a way to invite these children into the literacy world.


 * While reading this article I saw a lot good points that were made. I liked how the teacher, Joanne, sets her class up so that the children are communicating with there other peer members in the class so they are able to connect with eachother about their personal thoughts and ideas. I believe that by this way it allows the children to learn from their friends in a positive way. The situation between the three students that had a hard time with writing was interesting to me also because I was able to get a sense of situations that commonly come up in the classroom. Teachers are faced with children that are so comfortable with reading and writing even in the first grade level, but on the other hand, there are many students that get discouraged with this or have a hard time connecting with reading and writing. It takes some children longer periods of time than others to get it down. Overall, I thought Joanne did a great job in getting her kids involved and looking at the importance of reading and writing. It's hard to get every child to be interested but these two subjects are going to be importannt throughout there entire lifetime.


 * Rowe, Fitch, and Bass, "Power, Identity, and Instructional Stance in Writers’ Workshop."
 * (Reviewed by Kerry O'Brien)This article was found in The Quaterly, Summer 2001. The first step that is stated important to developing fluency is to have all the students write daily for a variety of purposes and audiences. Informal writing increases the students ability to write and it also demonstrates multiple uses for writing. Also, the sharing of writing helps to build fluency as well. Our children in the classroom need to develop fluency at all different levels.


 * I really enjoyed reading this article as well. I really enjoyed how the teacher talks about how she doesn't just want the children in her classroom to write because they have to or because the teacher tells them they have to, but to write because they want to and have something important to say. I thought that was kind of neat because personally for me when I was growing up, I remember not really liking to read and write because I always thought that I was just doing it because the teacher told me to. But this teacher talks about how she encourages the students to find something important to say, then to find good ways of writing it down. I liked how in this article she gives you many examples. She gives you one that you read, and then a little later she gives you the same piece of writing but fixed up a bit by the students. This gives you the chance to see the writing first hand and where a lot of children get caught up. My favorite line that she includes in her text is towards the end, and she states, "I don't want my students to merely be able to write. I want them to love to write. I want them to be great writers."


 * Wood Ray, "Exploring Inquiry as a Teaching Stance in the Writing Workshop."
 * (Reviewed by Kerry O'Brien) This article is out of Language Arts, Vol. 83, No. 3, Jan 2006 and it is about teaching an inquiry stance. The teacher that is talked about in this article makes her students re-read their own text to give them a feel for pieces of information that they would need such as adding quotes or statistics. It states that when teachers give their students too much reading and writing to do, they are actually teaching at two different levels. Teaching in an inquiry stance teaches students about the particular genre or writing issue that is the focus study, but they also teach students to use a habit of mind that experienced writers engage in all the time. Over time, they learn to notice things that other people who don't write, don't notice. Also, teaching from an inquiry stance allows students to read and think like actual writers. Specifically, in an inquiry stance, teachers let the writing itsef shape and define what the content will be. Another thing when teaching from an inquiry stance, teachers help children, or their students, to explore different alternatives for how to write something. Then they let them do what writers really have to do, which is make decisions about how their pieces will go.
 * I thought reading this article was very insightful becuase it talks about a different way of teaching writing that I'm sure many people don't practice. I especially liked how it says that when teaching in an inquiry stance, teachers have to allow their students to continuously read over the text that they have written in order to figure out what is missing or needs to be fixed. I know this from experience, but when a student is writing some sort of text whether it be an essay or a paragraph, most of the time they write it out and then either turn it in, or read over it one time. I believe that doing it that way doesn't allow the writer to evaluate the writing and fix things if needed. Overall I thought the style of teaching writing that was expressed in this article was very informative and understandable. I think students would become much better writers if all teachers taught this way.