Extended Reading Response Research Outline

Intro:

I: As a college student who is enrolled into the course of English 5M it is expected that writing
is nothing more than a sequence of self-making decisions. In order to have authority within the
course, the writer has to be well aware of not only the audience, but as well as the application of
their disciplinary knowledge from the different backgrounds of discourse conventions they were
previously exposed to.
I:Authors Ann Penrose and Cheryl Geiser (1994), present two types of college students there are
within the academic atmosphere. Those two types were classified as the insider and
outsiders of writing. The insider college student is recognized as someone who maintains
authority in an ethical sense where they are then recognized as a reliable source; while an
outsider lacks the knowledge of retaining authentic information, therefore as a result the college
student falls into the incapability of showing authoritativeness within the subject of English
(510-511).
Thesis:
Through the course of English 5M, Multilingual students are expected to construct reading
responses by making analytical valid connections with the chosen text. By doing so, students
should recognize the most important skills gained from the course; which is the development of
authority and gaining characteristics of an insider.

P: Students who have a familiarity with two or more languages encounter their weaknesses as a
writer.
I: In the article Multilingual Students and College Writing, by Dana Ferris, Ferris directs her
attention towards the trials Multilingual writers endure while they are involved with education
and how they are the ones who: (1) have insufficient English Language skills as it causes them
to perform grammatical mistakes; and (2) because of their writing weaknesses it prevents them to
write cohesively; (Dana Ferris)
E: Because multilingual students tend to put more than half of their concentration on their
struggle of written language, it unfortunately distracts them from being able to effectively frame
a relationship with the authors message. Which in fact, causes the multilingual student fall
behind since the English 5M course makes it a requirement for neophytes to rather attend and
respond to the prompt.

P: Behind every authors text there is a contextual meaning in which is important for colleagues
to understand what their intended purpose is. In doing so, they are gaining features of an insider.
I: As specified by Stuart Green (2001), author of Argument as Conversation informs his
audience about, your attempt to understand the context is an active process of making
connections among the different and conflicting views present within a conversation (Greene,
37).
I: Another tip to consider derives from the article previously mentioned above by Ann Penrose
and Cheryl Geiser. They made observations upon Rogers way of portraying the authors claim
as a priority in his writing. The authors then had mentioned that , This focus on the authorship
of knowledge claims pervaded Roger's reading, writing and thinking. In his notes, definitional
features are organized by author (509).
E: Having said that, there is a requirement in the English 5M curriculum where students are also
instructed to produce self interpretations, in the same manner as Roger, based off of the assigned
texts they were given throughout the course. Furthermore, the interpretations of new coming
students plan to formulate with the authors purpose is to be transformed into a reading response.
These responses give the students a preparation in achieving the creations of making in depth
connections with different genres of literary works.

P: Another element to possess as a skill in the course of English 5M is being able to concentrate
on the quality and content of the writing process.
I: Corresponding to author Lucille P. McCarthy (1987), professors do not seek for the quantity of
the students work, but are rather concerned about what the college students intend to showcase
as their ability of implementing the expertise from what they assimilated with the outcome of the
lecture.
E: By putting the concepts of critical reading and the establishment of a clear analysis into affect,
benefits Multilingual writers in ways where it allows them to focus on the quality of their
writings. Professors also stress the quality of the paper to be the integral part of the grade in
reason that they are seeking whether or not the student applied their authorial voice.

P: An additional feature an insider sustains is the ability to have well-rounded writing influences;
with that in possession of a quality multilingual students are in an advantageous state where it
enables them to successfully address to a variety of different discourse communities.
I: Based on the article Rhetorical Situations and Their Constituents, by Keith Grant-Davie,
Davie also highlights the importance it is of a rhetor (writer) to consider who they are in a
particular situation and be aware that their identity may very from situation to situation (354).
E: Retaining strategies such as, responding to the particular context with a clear comprehension
and the experiences of having a diverse writing style is a guarantee that the writer will have a
victorious response. So, if the writer is well established with communicating their voice by
following the rules then the audience will have a clear picture of what the portrayal of the writer
is.

P: The downfall of being a multilingual writer is that it is difficult to get them to think beyond
the gist of the academic text; in other words, their authorial voice is inadequately out of context
when responding to the prompt.
I: McCarthy records a professor saying, Students need to get a feeling for the journals, the
questions people are asking, the awareness theyre getting, and the procedures theyre using
(McCarthy, 241).
E: The professor which McCarthy interviewed had made a couple key remarks about students
not building a relationship with the author; let alone their own work did not correlate with the
three points of authority: awareness, procedures, feeling which were previously mentioned by
McCarthys interviewee.

P: Now, the least important skill, which is best to avoid, is becoming an outsider when it comes
to analyzing any college-level literary texts.
I:Many Multilingual writers enter a college-level course where they apply algorithmic writing
techniques which impedes them from fabricating a successful response.
I: Author of Rigid Rules, Inflexible Plans, and the Stifling of Language Mike Rose (1980)
focuses on the topic of why college students encounter writers block and where it derives from.
He states, certain disruptions of that process can be explained with cognitive psychologys
problem-solving framework (Rose, 534).
E: Avoiding these deficient writing habits, or as Mike refers to it as dysfunctional rules (540),
will guide the Multilingual writer to the peak of success. Writing with flexibility will allow the
college student to broaden their thinking abilities rather than just seeing the obvious.

Conclusion:
Needless to say there are still quite a few of more qualities in which an insider and outsider
procure. As for the features outlined above, those were merely the basic concepts in which will
help a newcomer (outsider student) capture an idea of what it is like throughout the course of
English 5M. Though it might be a challenge because of the cognition of two or more languages,
but to put our minds at ease Elizabeth Wardle describes, learning to write in new
communities entails more than learning discrete sets of skills or improving cognitive abilities. It
is a process of identifying with certain groups, and choosing certain practices over others
(297). It is agreed that newcomers are classified as outsiders at the beginning of the semester;
although, as the course moves onward it is expected for students to already demonstrate strong
skills of authority and view the text with an insight point of view.
Certainly, it is up to the incoming student to successfully become an insider. It is the goal of the
course students to not only benefit just in this particular course, but including all the academic
fields they interact with.