Throughout my semester in WRT104-0030: Writing to Inform and Explain, we

subconsciously focused on quite a few learning outcomes which have vastly improved my
writing. I have always enjoyed to write in high school but there was something always missing
in my work. What was missing was structure and focus, however I was able to gain those
abilities and fine tune them into impeccable final drafts. My work through the semester has
varied with many different styles from letters, to narratives, to analytical writing, to immediate
fleeting in-class writes. Accumulated my pieces embody the learning outcomes necessitated for
this course:

Students practice different types of writing appropriate to different situations, including

writing from field-based and/or text-based research.

Students recognize and enact writing as a multi-step process.

Students practice finding research that deepens their understanding of a topic.

Students reflect on themselves and articulate their developing identities as writers.

Students practice a range of styles, registers, and conventions.

The know-how of writing Ive acquired from this class and the practice of different styles of
work have not only furthered my writing expertise for this class but also with impending courses
in my academic into my professional career.

1. Rhetorical Knowledge
b. Students practice different types of writing appropriate to different situations, including
writing from field-based and/or text-based research.
The programme of Writing 104 gave me many motivations to write. Every major project
touched on a new style which would later lead me to our final portfolio. Throughout this
portfolio I will be able to show many instances of field-based and text-based research. However,

in one specific excerpt of project two, I was able to clearly use rhetoric devices to show only the
difference between using the Occupational Outlook Handbook which is statistics and facts and
Ms. Lisa Giudicis experiences as a teacher to further explore the meaning of teaching:
After the seventy-four question Jung Tyology Test my result for my ideal occupation would be
teaching with a focus in natural sciences based on my results of ISTJ. ITSJ stand for Introvert,
Sensors, Thinkers, and Judgers. An ITSJ personality would seem like an ideal for a teacher
however, at first I was skeptical about natural science because in high school I did poorly in my
environmental science and physics classes yet I rocked my biology and chemistry courses. So
what does teaching natural science really mean?
teaching
noun
1. The occupation, profession, or work of a teacher.
2. Ideas or principles taught by an authority.
natual science
noun
1. A branch of science that deals with the physical world, e.g., physics, chemistry, geology, and
biology.
While exploring what teaching natural science really means, I could not agree more with the
profession. Who wouldnt want to be able to help raise our future generation while teaching
them a subject you enjoy? After all the art of teaching is the art of assisting discovery (Mark
Van Doren)
However according to the Bureau of Labor Statistics Occupational Outlook Handbook
secondary teachers do more than the typical lesson plans, grading students work and preparing

their students for standardized testing. They assess students to evaluate abilities, strengths and
weaknesses and communicate with parents about their students progress, as well as supervise
students outside the classroom for example, at lunch or during detention. Lisa Giudici
concurred with the Occupational Outlook Handbook (OOH), Teachers do a lot more than what
the populous thinks, and its not just lectures and assigning homework, you help aid students in
emotional and psychological development whether they realize it or not.
In order for a teacher to fulfill these duties they must first complete a minimum of a bachelors
degree. To become a secondary teacher you must duel major in education and the subject you
wish to teach. In my circumstance, I would major in secondary education as well as in biology
and minor in either psychology or chemistry. When graduating from the University of Rhode
Island I will be awarded a secondary education certification which will allow me to teach
seventh through twelfth grades in over thirty-five states!
Although I would be capable of working in over thirty-five states and the teaching
industry is huge as you narrow down into your field of choice the numbers drop and competition
for jobs become amplified. There are as many as three million six thousand teachers and
professors in the United States alone. The numbers drop to two million for kindergarten through
twelfth grade teachers and drops again to ninety-eight thousand to one hundred and eleven
thousand for high school teachers. In the end you are left sixteen thousand three hundred and
one physics teachers employed according to the OOH. Ms. Giudici stated that being an
elementary education major she did not have to deal with having such a narrow field of choice
because there are over one million six-hundred elementary teaching positions in the
country. However she did mention that S.T.E.M. (Science, Technology, Engineering and
Mathematics) teachers are always in high demand.

2. Composing, Revising, and Editing Processes

b. Students recognize and enact writing as a multi-step process.
One of our first assignments was to write a narrative essay on how reading or writing has
affected our lives. More times than not I am unable to write at all without some direction of
what I will be focusing on. With this specific essay I had to jog my memory and put bits and
pieces back together like a jigsaw puzzle. Not only did that play into my writing but once I had
all the memories down on paper I had to organize them into a coherent rough draft for one of my
classmates to peer review which looked like this:
Currently I am sitting in my room watching my clock tick. Every second the tick gets
louder and louder and louder. Its unbearable so that the only conclusion is to put in headphones
to drown out the TIC-TOK-TIC-TOK-TIC-TOK. Well now that there is only music Im starting to
write as if I were to right a letter to my boyfriend. Its just rambling. Writing has always
appealed to me in how to express myself because I have the personality type of an introvert. I
dont mind talking to people but it takes some time to warm up. When writing a journal there is
no pressure to impress anyone as there would be if you were practicing an instrument because
anyone can hear you practice yet while practicing writing its you, a pen, and a piece of
paper. *Talk about family and instruments* my manuscript is ohkay at best when writing for a
class. I get writers block ALL the time. I could sit and stare at a blank page for hours and have
no idea where to start. However, I still love to write on my own.
Ive kept a journal since the fourth grade- it was a Chanukah present from Mimi.
*Talk about writing to Kaeleb*

Once Adrienne had overlooked my rough draft I could then go back and edit. Now three
months later I am furthering editing my essay with Ms. Callahans review and critiques so it can
be polished and perfection for the portfolio:
Currently I am sitting in my room watching my clock tick. Every second the tick gets
louder and louder and louder. Its unbearable so that the only conclusion is to put in headphones
to drown out the TIC-TOK-TIC-TOK-TIC-TOK.
Well now that there is only music Im starting to write as if I were to right a letter to my
boyfriend. Its just rambling.
Writing has always appealed to me in how to express myself because I have the
personality type of an introvert. I dont mind talking to people but it takes quite some time to
warm up unless they have an introvert personality as well. When writing there is no pressure to
impress anyone as there would be if you were practicing an instrument because anyone can hear
you practice yet while practicing writing its you, a pen, and a piece of paper. My manuscript is
sub-par at best when writing for a grade. I get writers block every other word. I could sit and
stare at a blank page for hours and have no idea where to start. However, I still love to write on
my own.
Ive kept a journal since the fourth grade; it was a Chanukah present from my maternal
grandmother, Mimi.
Mimi had my mother as well as my brother and me take piano lessons and play an
instrument in elementary school into middle school. After eighth grade we had the option to
continue (my musical education stopped after sixth grade however). She is the soul for all
artistic creativity in our family. Mimi used to take singing lessons and even went to Oberlin

College and Conservatory for college and she was asked to be in The Sound of Music while
she was studying abroad.
My mother is also very artistic. She can play piccolo and an open-holed flute (which is
considerably more difficult than a regular flute) and she is very into decorating while
baking. Although not biologically related my step-father, Ed, is as equally artistic. He is much
immersed in his abilities to play all different types of saxophones as well as his own
photography. Even my brother has a musical ability. Sebastian plays the trombone, piano,
drums and he wants to learn to play quite a few more and he is only thirteen years old.
Years ago it was accepted by my family and friends that Sabrina does not play an
instrument, she plays sports. Music stopped in sixth grade instead of sticking with it until
eighth grade like my parents had wanted, I traded in the flute for a pair of soccer cleats and
more softball equipment. They also learned I dont write to anyone or have anyone read my
writing.
Since my current boyfriend, Kaeleb and I started seeing each other I have opened up
more than normal, we would write little notes in class to each other say things like I cant wait
to go hiking this weekend with you! or The movie we saw last night was amazing, how about
we go see insert movie title here this weekend? Those little notes turned into letters we would
write each other and exchange during passing period. Kaeleb even had the crazy idea of us
writing each other at least once a week while Im away at college.
In Kaelebs letter from a couple weeks ago he asked me Where did you learn to write so
much Sabrina? I wrote 2 pages front and back and in return you wrote me 5 pages front AND
back!!!! Do you just love to write or is it because youre writing me hun? haha

Although my writing is still very personal and I dont write to anyone but him there is an
enjoyment in having an audience to write to now. It has helped expand my writing more than if
it was just in a journal.

3. Collaborative Production and Evaluation of Texts

b. Students practice finding research that deepens their understanding of a topic.
Our final major project we had to do for Writing 104 was an argumentative paper of our
choice. We came up with a broad topic with our groups and then we each picked subtopics. Our group chose Family and my sub-topic was Gay Marriage. My research topic then
became Coming Out and The Effects on Cultural Structures. For my paper I needed many
sources to use to corroborate my argument. The papers had to be 10 pages long and my
bibliography surely represented that with 28 sources from journals, to websites, to books, to
textbooks, and everything in between:
BIBLIOGRAPHY

1. Luscombe, Belinda. "I Do, I Do, I Do, I Do." Time 180.6 (2012): 42-47. Academic
Search Complete. Web. 31 Oct. 2013.
2. Dinno, Alexis, and Chelsea Whitney. "Same Sex Marriage And The Perceived Assault On
Opposite Sex Marriage." Plos ONE 8.6 (2013): 1-8. Academic Search Complete. Web. 31
Oct. 2013.
3. Stanley, Tim. "The Changing Face Of The American Family." History Today 62.11
(2012): 10-15. Academic Search Complete. Web. 31 Oct. 2013.

4. Ocobock, Abigail. "The Power And Limits Of Marriage: Married Gay Men's Family
Relationships." Journal Of Marriage & Family 75.1 (2013): 191-205. Academic Search
Complete. Web. 31 Oct. 2013.
5. Donahue, David M. "Learning From Harvey Milk: The Limits And Opportunities Of One
Hero To Teach About LGBTQ People And Issues." Social Studies 105.1 (2014): 36-44.
Academic Search Complete. Web. 21 Nov. 2013.
6. LaSala, Michael. "Out Of The Darkness: Three Waves Of Family Research And The
Emergence Of Family Therapy For Lesbian And Gay People." Clinical Social Work
Journal 41.3 (2013): 267-276. Academic Search Complete. Web. 21 Nov. 2013.
7. Walker, Monique D. "When Clients Want Your Help To Pray Away The Gay:
Implications For Couple And Family Therapists." Journal Of Feminist Family Therapy
25.2 (2013): 112-134. Academic Search Complete. Web. 21 Nov. 2013.
8. Broad, K. L. "Coming Out For Parents, Families And Friends Of Lesbians And Gays:
From Support Group Grieving To Love Advocacy." Sexualities 14.4 (2011): 399-415.
Academic Search Complete. Web. 21 Nov. 2013.
9. Joos, Kristin, and K. Broad. "Coming Out Of The Family Closet: Stories Of Adult
Women With LGBTQ Parent(S)." Qualitative Sociology 30.3 (2007): 275-295. Academic
Search Complete. Web. 21 Nov. 2013.
10. Grierson, Jeffrey, and Anthony M. A. Smith. "In From The Outer: Generational
Differences In Coming Out And Gay Identity Formation." Journal Of Homosexuality 50.1
(2005): 53-70. Academic Search Complete. Web. 21 Nov. 2013.
11. Large, Jason. "Long Journey Ahead." Journal Of Bisexuality 5.2/3 (2005): 119-126.
Academic Search Complete. Web. 21 Nov. 2013.

12. Ryan, Paul. "Coming Out, Fitting In: The Personal Narratives Of Some Irish Gay Men."
Irish Journal Of Sociology 12.2 (2003): 68-85. Academic Search Complete. Web. 21 Nov.
2013.
13. Lannutti, Pamela J. "Examining Communication About Marriage Amendments: SameSex Couples And Their Extended Social Networks." Journal Of Social Issues 67.2 (2011):
264-281. Academic Search Complete. Web. 21 Nov. 2013.
14. Kuvalanka, Katherine A., and Abbie E. Goldberg. "Second Generation Voices: Queer
Youth With Lesbian/Bisexual Mothers." Journal Of Youth & Adolescence 38.7 (2009):
904-919. Academic Search Complete. Web. 21 Nov. 2013.
15. D'Augelli, Anthony R., Arnold H. Grossman, and Michael T. Starks. "Families Of Gay,
Lesbian, And Bisexual Youth: What Do Parents And Siblings Know And How Do They
React?." Journal Of GLBT Family Studies 4.1 (2008): 95-115. Academic Search
Complete. Web. 21 Nov. 2013.
16. Mena, Jasmine A., and Annemarie Vaccaro. "Tell Me You Love Me No Matter What:
Relationships And Self-Esteem Among GLBQ Young Adults." Journal Of GLBT Family
Studies 9.1 (2013): 3-23. Academic Search Complete. Web. 21 Nov. 2013.
17. Mereish, Ethan H., Conall OCleirigh, and Judith B. Bradford. "Interrelationships
Between LGBT-Based Victimization, Suicide, And Substance Use Problems In A Diverse
Sample Of Sexual And Gender Minorities." Psychology, Health & Medicine 19.1 (2014):
1-13. Academic Search Complete. Web. 21 Nov. 2013.
18. Hilton, Angela, and Dawn Szymanski. "Family Dynamics And Changes In Sibling Of
Origin Relationship After Lesbian And Gay Sexual Orientation Disclosure."

Contemporary Family Therapy: An International Journal 33.3 (2011): 291-309.

Academic Search Complete. Web. 21 Nov. 2013.
19. Padilla, Yolanda C., Catherine Crisp, and Donna Lynn Rew. "Parental Acceptance And
Illegal Drug Use Among Gay, Lesbian, And Bisexual Adolescents: Results From A
National Survey." Social Work 55.3 (2010): 265-275. Academic Search Complete. Web.
21 Nov. 2013.
20. Baptist, Joyce, and Katherine Allen. "A FamilyS Coming Out Process: Systemic Change
And Multiple Realities." Contemporary Family Therapy: An International Journal 30.2
(2008): 92-110. Academic Search Complete. Web. 21 Nov. 2013.
21. Heatherington, Laurie, and Justin A. Lavner. "Coming To Terms With Coming Out:
Review And Recommendations For Family Systems-Focused Research." Journal Of
Family Psychology 22.3 (2008): 329-343. Academic Search Complete. Web. 21 Nov.
2013.
22. Jenkins, David A. "Changing Family Dynamics: A Sibling Comes Out." Journal Of GLBT
Family Studies 4.1 (2008): 1-16. Academic Search Complete. Web. 21 Nov. 2013.
23. Burr, Kenneth. Coming Out, Coming Home: Making Room for Gay Spirituality in
Therapy. New York, London: Taylor & Francis Group, 2009. Print.
24. Koschoreck, James W. and Autumn K. Tooms. Sexuality Matters: Paradigms and Policies
for Educational Leaders. United Kingdom: The Rowman & Littlefield Publishing Group,
2009. Print.
25. Ciccarelli, Saundra K. and J. Noland White. Psychology: An Exploration. 2 ed. Upper
nd

Saddle River: Pearson, 2010. Print.

26. Johnson, James A., et al. Foundations of American Education: Becoming Effective
Teachers in Challenging Times. 16 ed. Upper Saddle River: Pearson, 2013. Print.
th

27. Insel, Paul M. and Walton T. Roth. Core Concepts in Health. 13 ed. New York: McGraw
th

Hill, 2013. Print.

28. Killerman, Sam. A Social Justice Advocates Handbook: A GUIDE TO GENDER. Austin:
Impetus Books, 2013. Print.

4. Reflective Learning
c. Students reflect on themselves and articulate their developing identities as writers.
For this in class assignment we were to read an article on Anne Lamotts advice on Shitty
First Drafts. As we read we were to annotate the article then write a response on the
article. For my response I ended up writing a Shitty First Draft and stapling underneath my
final draft to hand in. I would go into detail on how I still am trying to find my identity as a
writer and how I need to work on my structure however with my response from half-way through
semester not even knowing about this portfolio I was able to catch the essence of how I am as a
writer:
Bird by Bird

Throughout this article, Anne Lamott, shares with us her experiences as a writer and how
difficult it is for her to start writing as it is for the average person, such as myself. People tend
to look at successful writers [Who are] typing fully formed passaged as a first court
reporter. But this is just the fantasy Ms. Lamott explains. Before her article I never even
thought of writers in that way, I always pictured writers typing furiously at a typewriter and then

reading their work and throwing it out. It was refreshing to see that professional do in fact go
through as much as the average person and its not as much of a breeze.
There are quite a few similarities to Anne Lamott and me, with how we write. I have not
written for a magazine or for book companies but I have had to write a shitty first
draft. Whenever writing not a time goes by that that I dont word-vomit on the page which is
my definition for Lamotts child draft, which she explains is a first draft- she just wants to get
everything on paper and explains that There may be something lost in the very last line of the
very last paragraph on page six that you just love but there was no way to get to this without
first getting through the first five and a half pages. and after all that she would sit down, go
through it all with color pen go over it one more time and mail it in. Which is how I do my
papers- well not the mailing in but I do submit them to teachers. Even with this I paper I
managed to write an incoherent shitty first draft

5. Conventions and Craft

b. Students practice a range of styles, registers, and conventions.
Throughout my time in Writing 104 I was able to write in quite a few select styles of
writing. Our very first assignment on the first day of class was to go home and write a letter
defining plagiarism in your own words and then how you will not plagiarize in this class:

Sabrina Giedekier
University of Rhode Island
Union Express
50 Lower College Road
Unit UE Box 5487

Kingston, Rhode Island

02881
September 5 , 2013
th

Ms. Callahan,
I am writing to you on behalf of plagiarism- when you use another persons thoughts, ideas,
writing or anything of theirs without permission of the proper citations.
Plagiarism can be used when you dont use, proper, citations in a paper or article or any other
form of writing. Plagiarism can not only be found in writing/papers but can be verbal such as
when giving a speech or presentation and do not accredit your sources at the end of the
presentation either verbally or in writing.
I assure that I will at no such time plagiarize in this, WRT 104-0030, class or any other classes
while enrolled at the University of Rhode Island.

Thank you for your time,

Sabrina Giedekier
Another style we were to write in was a more lackadaisical kind of writing. We would spend
the first ten minutes of class writing about a specific topic from an old memory, to where will
you be in twenty years, to how was lunch today:
During my childhood soccer was a huge part of my life. My mom signed me up for the
recreational (lets all have fun) soccer team in kindergarten. After a few years my skills
improved. My friend Katya told me about the select team that she had tried out for the year
before and begged me to join her and try out with her. That evening at dinner my mother asked

the usual questions. Then the last one caught me by surprise, she asked, So how about trying
for the Select team this year Sabrina? Susan (Katyas mother) said Katya hasnt stopped asking
her to call me so you both can tryout this year. Without hesitation my response was, Yes, itd
be amazing to tryout! Please, please, please mom?!
Well after dinner we met up with Susan and Katya at the Memorial Middle School to sign up for
tryouts and to meet the coach, Jos, and the assistant coach, Rich. Katya and I both made the
team that year. And the year after that. Jos was a great coach and mentor, he took our team to
tournaments and college showcases. He even helped me and a few girls to get referee jobs with a
local league once we were old enough to take the FIFA tests.

In review, I am happy that Writing 104 was able to not only improve my writing but also
how write from a more concrete structure to how I start planning. There has been so much I
have learned over the semester that I was unable to display in this portfolio. Every part of this
class intertwined into helping my writing from the writing prompts, to the major projects, to the
final project. I am self-assured that my writing from this day on will only improve because of
this course.

3,777 words total.

Bibliography
1. Giedekier, Sabrina. Teaching Natural Science. 2013. Print.
2. Giedekier, Sabrina. Narrative Essay. 2013. Print.
3. Giedekier, Sabrina. Coming Out and the Effects on Cultural Structures. 2013. Print.
4. Giedekier, Sabrina. MY Shitty First Draft. 2013. Print.
5. Giedekier, Sabrina. Plagiarism Letter. 2013. Print.

6. Giedekier, Sabrina. My Soccer Experience. 2013. Print.

7. Bullock, Richard and Fancine Weinburg. The Little Seagull Handbook. Loeminster:
W.W. Norton & Company, Inc., 2011. Print
8. Glenn, Cheryl. The Harbrace Guide to Writing. 2 , ed. Manson: Cengage Learning, 2012.
nd

Print
9. Luscombe, Belinda. "I Do, I Do, I Do, I Do." Time 180.6 (2012): 42-47. Academic
Search Complete. Web. 31 Oct. 2013.
10. Dinno, Alexis, and Chelsea Whitney. "Same Sex Marriage And The Perceived Assault
On Opposite Sex Marriage." Plos ONE 8.6 (2013): 1-8. Academic Search Complete.
Web. 31 Oct. 2013.
11. Stanley, Tim. "The Changing Face Of The American Family." History Today 62.11
(2012): 10-15. Academic Search Complete. Web. 31 Oct. 2013.
12. Ocobock, Abigail. "The Power And Limits Of Marriage: Married Gay Men's Family
Relationships." Journal Of Marriage & Family 75.1 (2013): 191-205. Academic Search
Complete. Web. 31 Oct. 2013.
13. Donahue, David M. "Learning From Harvey Milk: The Limits And Opportunities Of One
Hero To Teach About LGBTQ People And Issues." Social Studies 105.1 (2014): 36-44.
Academic Search Complete. Web. 21 Nov. 2013.
14. LaSala, Michael. "Out Of The Darkness: Three Waves Of Family Research And The
Emergence Of Family Therapy For Lesbian And Gay People." Clinical Social Work
Journal 41.3 (2013): 267-276. Academic Search Complete. Web. 21 Nov. 2013.

15. Walker, Monique D. "When Clients Want Your Help To Pray Away The Gay:
Implications For Couple And Family Therapists." Journal Of Feminist Family Therapy
25.2 (2013): 112-134. Academic Search Complete. Web. 21 Nov. 2013.
16. Broad, K. L. "Coming Out For Parents, Families And Friends Of Lesbians And Gays:
From Support Group Grieving To Love Advocacy." Sexualities 14.4 (2011): 399-415.
Academic Search Complete. Web. 21 Nov. 2013.
17. Joos, Kristin, and K. Broad. "Coming Out Of The Family Closet: Stories Of Adult
Women With LGBTQ Parent(S)." Qualitative Sociology 30.3 (2007): 275-295.
Academic Search Complete. Web. 21 Nov. 2013.
18. Grierson, Jeffrey, and Anthony M. A. Smith. "In From The Outer: Generational
Differences In Coming Out And Gay Identity Formation." Journal Of Homosexuality
50.1 (2005): 53-70. Academic Search Complete. Web. 21 Nov. 2013.
19. Large, Jason. "Long Journey Ahead." Journal Of Bisexuality 5.2/3 (2005): 119-126.
Academic Search Complete. Web. 21 Nov. 2013.
20. Ryan, Paul. "Coming Out, Fitting In: The Personal Narratives Of Some Irish Gay Men."
Irish Journal Of Sociology 12.2 (2003): 68-85. Academic Search Complete. Web. 21
Nov. 2013.
21. Lannutti, Pamela J. "Examining Communication About Marriage Amendments: SameSex Couples And Their Extended Social Networks." Journal Of Social Issues 67.2
(2011): 264-281. Academic Search Complete. Web. 21 Nov. 2013.
22. Kuvalanka, Katherine A., and Abbie E. Goldberg. "Second Generation Voices: Queer
Youth With Lesbian/Bisexual Mothers." Journal Of Youth & Adolescence 38.7 (2009):
904-919. Academic Search Complete. Web. 21 Nov. 2013.

23. D'Augelli, Anthony R., Arnold H. Grossman, and Michael T. Starks. "Families Of Gay,
Lesbian, And Bisexual Youth: What Do Parents And Siblings Know And How Do They
React?." Journal Of GLBT Family Studies 4.1 (2008): 95-115. Academic Search
Complete. Web. 21 Nov. 2013.
24. Mena, Jasmine A., and Annemarie Vaccaro. "Tell Me You Love Me No Matter What:
Relationships And Self-Esteem Among GLBQ Young Adults." Journal Of GLBT Family
Studies 9.1 (2013): 3-23. Academic Search Complete. Web. 21 Nov. 2013.
25. Mereish, Ethan H., Conall OCleirigh, and Judith B. Bradford. "Interrelationships
Between LGBT-Based Victimization, Suicide, And Substance Use Problems In A
Diverse Sample Of Sexual And Gender Minorities." Psychology, Health & Medicine
19.1 (2014): 1-13. Academic Search Complete. Web. 21 Nov. 2013.
26. Hilton, Angela, and Dawn Szymanski. "Family Dynamics And Changes In Sibling Of
Origin Relationship After Lesbian And Gay Sexual Orientation Disclosure."
Contemporary Family Therapy: An International Journal 33.3 (2011): 291-309.
Academic Search Complete. Web. 21 Nov. 2013.
27. Padilla, Yolanda C., Catherine Crisp, and Donna Lynn Rew. "Parental Acceptance And
Illegal Drug Use Among Gay, Lesbian, And Bisexual Adolescents: Results From A
National Survey." Social Work 55.3 (2010): 265-275. Academic Search Complete. Web.
21 Nov. 2013.
28. Baptist, Joyce, and Katherine Allen. "A FamilyS Coming Out Process: Systemic Change
And Multiple Realities." Contemporary Family Therapy: An International Journal 30.2
(2008): 92-110. Academic Search Complete. Web. 21 Nov. 2013.

29. Heatherington, Laurie, and Justin A. Lavner. "Coming To Terms With Coming Out:
Review And Recommendations For Family Systems-Focused Research." Journal Of
Family Psychology 22.3 (2008): 329-343. Academic Search Complete. Web. 21 Nov.
2013.
30. Jenkins, David A. "Changing Family Dynamics: A Sibling Comes Out." Journal Of
GLBT Family Studies 4.1 (2008): 1-16. Academic Search Complete. Web. 21 Nov. 2013.
31. Burr, Kenneth. Coming Out, Coming Home: Making Room for Gay Spirituality in
Therapy. New York, London: Taylor & Francis Group, 2009. Print.
32. Koschoreck, James W. and Autumn K. Tooms. Sexuality Matters: Paradigms and
Policies for Educational Leaders. United Kingdom: The Rowman & Littlefield
Publishing Group, 2009. Print.
33. Ciccarelli, Saundra K. and J. Noland White. Psychology: An Exploration. 2 ed. Upper
nd

Saddle River: Pearson, 2010. Print.

34. Johnson, James A., et al. Foundations of American Education: Becoming Effective
Teachers in Challenging Times. 16 ed. Upper Saddle River: Pearson, 2013. Print.
th

35. Insel, Paul M. and Walton T. Roth. Core Concepts in Health. 13 ed. New York: McGraw
th

Hill, 2013. Print.

36. Killerman, Sam. A Social Justice Advocates Handbook: A GUIDE TO GENDER.
Austin: Impetus Books, 2013. Print.