Extended Reading Response Research Outline

Intro:
I: Authors Ann Penrose and Cheryl Geiser (1994), present two types of college students there
are within the academic atmosphere.
I: Penrose and Geiser display that one college student could either hold the authority in an
ethical sense where they are then recognized as a reliable source; while the other type 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).
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)
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: Understanding the authors contextual purpose behind their written pieces is a start of
displaying potential qualities 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).
E: Having said that, writers are expected to perform critical interpretations with their reading
responses because it allows them to engage with diverse forms of literacies.

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. As well as for the writers to a have well-
rounded writing knowledge, so that they are able to address to different discourse communities.
I: Corresponding to author Lucille P. McCarthy (1987), professors do not seek for the quantity
of the students work, but instead for the college students to showcase their ability of
implementing, as an outcome of the lecture, their expertise.
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: Adapting to these concepts aid Multilingual writers to have an authoritative competence in
whatever academic environment theyre in. Also, being aware of how to address the particular
setting appropriately.

P: The least important skill, which is best to avoid, is becoming an outsider when it comes to
analyzing texts. 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 non-rewarding writing instructions, or as Mike calls it dysfunctional rules
(540), will definitely not challenge the Multilingual writer to think only about what is on the
surface, but to rather increase their thinking abilities towards the assigned readings.

Conclusion:
Goal: (5-7 sentences)
*Overall, recap of the important skills Outsiders can benefit from taking this course.