Today was the due date for an administrative document I took care of before attending to filling in some gaps (definitions, examples of studies, citation information) in the review of the lit.  I will need another couple of sessions to get it where I want it.  I have not done a good job of arguing the importance of students' own perceptions of their learning and writing development, maybe because I haven't found enough research yet that also argues this. 

Today, I tinkered with my first-grade tutoring story, but my main task was to write a travel essay about my first sola trip--to the Galapagos--and I did.  I'll look at it again tomorrow and then send it to people to read.

I made all of the requested changes and explained why I didn't make a couple of them. I still need to read the article aloud to see if the changes they recommended sound good and make sense, which I will do tomorrow.  Then I can send it back to the editor.


Tomorrow I'd also like to start working on my essay about traveling sola in the Galapagos, based on a travel journal I kept.  That was my third goal for camp.


Today I fulfilled my second goal of the camp--to write a story about tutoring writing in the first grade with some comparisons to tutoring college writing.  I sent it to a couple of friends, who will hopefully send me some feedback. For now I'm planning to send it for the Tutor's Column of Writing Lab Newsletter so I kept it to 1500 words.


The Intro/Review of Lit/Methodology I sent to Deirdre who started adding to the Methodology.

I finished what I could of the Methodology and in the process ran into another L1 article, which I read and incorporated.  I also edited some more and added to the References.  Then I did probably 80% of the copy-edits of my article for fall publication.  Tomorrow I will try to complete the rest.

Today I'll work on the Methodology and if time, switch to copyreading my article for publication in the fall.  I can't write a complete draft of Methodology, especially on subjects, because we are still collecting data,

I revised and edited the Intro (I decided not to include sources on emergent or K-12 writing development) and assembled  1 2/3 pages of references (most info on most of the sources), but tomorrow I'll have to work on the Methodology.  The categories with be: Incorporating Non-Linearity, Subjects, Survey Development, Survey Implementation.

My goals for today are to read over and smooth out, revise, and edit the Intro, try to do as many of the references as I can and start the Methodology.

I worked until 3:30 and actually finished a rough draft of the Intro (1300 words) except for the References, which I can do on Monday, along with writing up the Methods, which should not be that hard.  To reward myself, I will work on the copy edits the editor sent me for my Composition Studies article, which I might be able to start this Sunday (?).

My goal is to finish reading the life span article, look over my notes and maybe write a paragraph of the Intro. 

I could only find part of the text of Applebee's article and only one review of the Chiseri-Strater book, but I found an excellent survey based article on ESL students' perceptions of their writing progress from EAP/ESL courses to their regular university courses.  I started reading the life-span article and can finish it tomorrow and possibly start on the Intro.  I also found many related articles that I perused and can include in the lit review.

Today, I want to peruse more carefully the first language development scholarship--by looking at Applebee's article, the Chiseri-Slater reviews, and by rereading the first language/second language team's writing development across the lifespan article.  If there's time, I will try to find lit that argues for asking students about their writing progress.