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AnnotatedBibliography

Anzalda,Gloria.HowtoTameaWildTongue.
ReadingsforRevolutionaryWriting.
Boston:Bedford/St.Martins,2013.2232.Print.

HowtoTameAWildTongueisaboutaAnzalduaspeakingaboutherstrugglesfromayoungaabout
beingjudgedaboutherlanguagebeingwrong.Shewastoldthatsheneededtospeakenglishandnot
spanish.Anzalduafeltashamedofherlanguage.Shelaterhadtolearnhowtospeakeachlanguageto
becausewithsomepeopleshewasabletospeakfreelywhilewithotherpeopleshehadtospeaka
certainway.Shelearnedhowtoappreciateherlanguageandthatherlanguageisherauthenticvoice.
Shewrotethisessayintwolanguagesmixedtoprovetopeoplethatitisnotwrongtowriteintwo
differentlanguages.
IusedherworkasanexamplebecausewithoutalltheannotationsIdidIwouldnothavebeenableto
understandthemainpointshewasgettingacross.

Elbow,Peter.Freewriting.
ReadingsforRevolutionaryWriting
.Boston:Bedford/
St.Martin's,2013.134137.Print.

Theauthorexplainstheeffectivenessoffreewriting.Hesaysthatititsimplylikejabbering.Writing
withoutthinkingandlettingallyourideasjustflowoutofyouwithoutafilter.Freewritingwasnotmeant
tobecorrectedorevaluated.Wealwaysfeelobligatedtogobackandcorrectourwork.Whenwego
backwechangewhatwewriteandthatmakesitbecomeunauthentic.
PeterElbowencourageswriterspracticefreewritingbecauseitundoestheingrainedideaofediting
whilewriting.Thistechniquewillenhanceourwritingandsaveitfrombeingdead.Heprovides
examplesoffreewriting
Thissemestertheoverallthemeisauthenticvoice.Bypracticingfreewritingonaregularbasiswelearn
toexpressourideaswithoutbeingcorrectedorcriticized.Wewriteauthentically.

Goldberg,Natalie.WritingasaPractice.
WritingDowntheBones.
Boston:Shambhala
publications,2005.1114.Print.

Similartodesperationwriting,Goldbergexplainsthatbytellingyourselfyouneedtowriteyoumight
immediatelyshutyourselfoutandfindyourselfstrugglingtocomeupwithsomethingtowriteabout.She
promotesthatbyconstantlywritingaspracticeandnotaneedyouareabletoexpressyourselfmore
andwritingwillcomeeasiertoyou.
Goldbergoffersadviceandsharesherowntechniquesthatsheuseswhileshewritesaspractice.She
explainsthesignificanceofwritingforoneselfandthewayitbenefitsyouinthefutureasyoucontinueto
write.Evenasafamouswritershecontinuestoapplythesetechniquesinherdailylife.

TheonlywaytogetbetteratsomethingistopracticeoverandoveragainEvenifwearen'tEnglish
majors/students,practicingourwritingcanhelpusexpressourselvesmoreeasilyandbemorearticulate
inourwriting.

Gruwell,Erin.
TheFreedomWritersDiary
.NewYork:Broadway,1999.Print.

TheFreedomWritersDiaryisacollectionofdiaryextriesbystudentsintheirhighschoolyears.They
highlightheracismandviolenceportrayedintheirneighborhood.ThankfullyErinGruwellfindsawayto
connectwithherstudentsinordertomotivatethemtostickwiththeireducation.
ThestudentswereabigmotivationformebecausetheymademeappreciatetheeducationIwasgetting
andhowsomanypeoplewhodontevenknowmearerootingformysuccess.Ifinditinspiringthat
dispitealltheirobsticalstheystillovercamealltheviolenceanddecidedtolearnsomethingand
contributetotheirclassroom

Hooper,Brad."LouderThanWords:HarnessThePowerOfYourAuthenticVoice."
Booklist
111.21(2015):24.
AcademicSearchPremier
.Web.17Dec.2015.

BradHopperquestionsifyourworkspeaksaboutyou,doesitreallyspeakforyou?Thisquestion
evokesthepremiseofthisengaging,supportiveguidetodevelopingwhattheauthorcallsyour
authenticvoice.Whatyouachieveintheworkplace,accordingtoHenry,ismorethanjusttacklingand
completingthetasksassignedtoyouachievingmeansthatyouhavecreatedworkthatrepresentsyour
trueselfand,asimportant,workthatresonateswithyouraudienceachievementisthemethodwhere
youraccomplishmentslast.
HoppermademethinkaboutalltheassignmentsIhaveturneditthissemesterandhowtheyreflectwho
Iam.

"JimmySantiagoBaca,FromPrisonToPoetry."InterviewbyArunRath.NPR.3Jan.2014.
Radio.Transcript.

SantiagoBacaspeakstoArunRathaboutthetimehespentinprisonandhowheusedthattimetowrite
hispoetry,Theytalkabouthowhewrotemanyletterstoawomancalledmariposawhowasabig
insperationforhiswriting.Hedidntevenknowhowtoreadorwritewhenhefirstwenttoprisonyethe
haspeopleontheoutsideconstantlysendinghimbookssohecouldteachhimself.Heexplainshowhe
wantedtowritethesepoemsinhonorforthepeoplewhowereoppressed.
ThroughtthisinterviewIlearnedhowtomakeanoutlineinordertoanalyzethetextandreally
understandtheinterview

Moore,Lorrie.HowtoBecomeaWriter.
ReadingsforRevolutionaryWriting
.Boston:
Bedford/St.Martin's,2013.229232.Print.


Thewriterwritesabruptlyandbluntlyshedescribesherjourneywhenitcomestowriting.Shewritesin
awaythatsheenjoyseventhougheveryoneelseviewsherascrazyforwritinginwhatisconsideredthe
wrongway.Sheisconstantlycriticisedfornothavingasolidplot.Incollegeshefocusesmoreonher
writinginsteadofhermajorclasses.Peoplekeepsuggestingwhatsheshoulddowithherlife.She
continueswritinginthewayshewantsandpeopleatconventionspityherbecausetheyjustbelieveshe
can'twrite.
AlthoughIdidenjoyreadingthisessayitwasstillhardformetoreallyunderstandwhattheoverallidea
oftheworkis.IdidfinditentertainingbutIamunsureifthatstherealpurpose

Orwell,George.WhyIWrite.
ReadingsforRevolutionaryWriting
.Boston:Bedford/
St.Martin's,2013.287293.Print.

GeorgeOrwellalwaysknewthathewassupposedtobeawriter.Hewasverylonelyasachildsohe
hadtousuallymadestoriesandhadconversationswithimaginarypeopleashisentertainment.Hewas
alwaysgoodatcreatingstories.Whenhewasolderandstartedwritinghewrotepoorly.Hecontinued
towriteconstantlybutdidn'tgetanyenjoymentfromthemheevenfinishedhisworkveryquickly.He
startedtowriteeventsinhislifelikeajournal.Fromthiswritinghediscoveredhisloveforwordsand
sound.Theerahewasin,influencedwhathewroteabout.Hewantedtoputpoliticalwritingintoaform
ofart.Eventhoughitwasdifficultforhimtowriteinthewayhewanted,hewashappywithwhathe
produced.
Orwellsessayimpactedmealotbecausehesaysthatevenasachildheknewhewasgoingtobea
writer.Thismademethinkaboutifapersoncanbebornwithwritingskills.Ialwaysbelievedthatyou
needtolearnproperwritingskillsandifyouenjoyedwritingyouwouldjustcarryonwithit.

Wu,Mengyuan(Millie)."AGrowthMindset."
JournalOfCollegeAdmission
224(2014):5.
AcademicSearchPremier
.Web.17Dec.2015.

AsachildWuwastaughtthatsomepeoplewerejustnaturallygoodatthings.Justputtingineffortwas
thedummywayaccordingtoherculture.Hemotherstrivedtodiscoverhertalentsbutshedidnthave
motivationorinterestintheactivitieshermotherwouldmakeherdo.Hersetgoaltoachievein
academicperformancewhichmadeherfeelconstantlypressured.Whenshewenttostudyabroadshe
wasintroducedtotheideaofagrowthmindset.Whensheworkedwiththisnewmindsetsherealized
thatstudyingwasntadraganymore.Sheenjoyedlearningnewthings.Shestartedtoapplyhergrowth
mindsetoutsideofacademics.Hernewbeliefwasthathereducationwasnottoaffordgreatluxeriesbut
beapositivecontributiontosociety.Inregardstoherdecisionmaking,insteadofapplyingtothetop
rankedschoolsshedecidedtoapplytoschoolsthatfitwithherpersonality.
IchoseherscholarlyjournalbecauseIbelivethatshereallyunderstoodtheimpactofagrowthmindset
andIcouldrelatewithherwhenitcomestomakingherdecisions.