Goals for Thursday, June 5: 

Spend the first two hours fact checking my review of the lit with the readings and citing more properly. Then I will edit my 4000 words and send them to my collaborators.

Assessment of today's goals:

 Goals for Wednesday, June 4:

Switch from the intro/statement of the problem/review of the lit, which was bogging me down in checking citations for accuracy. That task will take a lot more time and can be done after camp. Instead, I will continue describing my assigned part of the methodology to get back some of the flow I lost yesterday. 

I am debating when I should send my co-authors a draft of what I've been doing so they can give me feedback and also see how their sections could fit.  I think I will text one of them today and see if she thinks that she and our other author would benefit from seeing it, even though it needs accuracy checks from the readings and probably a reorganization. Also, my points of view on the controversy our research raises do not necessarily coincide with their points of view. 

Assessment of Today's Goal:

I drafted my section ot the Methodology. I knew it would go fast because Methods is the easiest section to write. Now I have almost 4000 words; the journal we are submitting to wants no more than 8000, so we may have to cut when the entire article is put together.  I did text my collaborators and they wanted to see my draft sooner rather than later. 

 Goal for today, June 3:

Continue editing the 1800 words to make it more streamlined and coherent and start reading one of the seminal and recnet articles from Systen, the journal we want to publish in (Xu & Gibbons, 2025). 

Assessment of my goal.

I continued editing and now have 2300 + words, which could be getting long for a the first sections of the article. I got through only 6 pages of the Xu & Gibbons and am still reading their review of the literature and checking out their sources. Some of them are set in China though and are not that relevant.   

 Goal for Monday, June 2

Outline the points in my Statement of the Problem with translingual language mixing research in writing and list the studies I will cite for each point or problem/aspect of a problem. I might be able to expand the outline into the actual Introduction: Statement of the Problem and Review of the Literature.  

Assessment of my Goal.

I wrote 1800 words of an Intro/Statement of the Problem/Review of the Literature. It's kind of a mess and all over the place, but it is launched, and I feel like I've broken the ice. Because I wanted flow though I didn't check the readings enough to confirm what they said and I'm missing readings I read a while ago. I citec readings I did recently and the ones in my conference ppts. I need to slow down and search through the readings. 

 Goals for Friday, May 30:

Read the second SHL study, email both my team and the author about both studies. Both emails can serve as a memo about both studies, 

Assessment of Goals:

I read the second SHL study, which was both exciting and relevant, wrote and sent both emails.

Over the weekend I read two more studies: a review of 111 translingual studies of K-12 education, which mapped many of the controversies about bilingualism, which we will do in our study, The second one was a language mixing study in a graduate school context by a very famous and prolific applied linguistics scholar, also relevant, but very jargony, which is not how we will write up our article.

 Goals for today, Thursday, May 29.

Read a couple of articles that the Spanish as a Heritage Language scholar I talked to yesterday recommended and annotate them, so I can reply back to him about them. 

If time, return to the Methodology section I started on Tuesday. 

Assessment of Today's Goals:

I found both articles and did a close reading and annotation of one that was related and relevant to our study and will be useful to us. I started an email to my co-authors about it. Tomorrow I will read the other one and finish and send the email. I'll also be able to email the author back. 

 Goals for Wednesday, May 28:

1)Check out the journal Spanish as a Heritage Language as a possible publication place and also for articles appropriate to a review of the literature.

2)Write to a scholar who has done work in the area of SHL and language mixes in his own academic writing and ask about recent publications in those areas.

3)Continue writing the Methodology section. 

Assessment of Goals:

I accomplished the first two goals, but did not make it to the third. I got involved in responding to email that required attention and also went over the presentation for today. 

 Goals for Tuesday, May 27:

My goal is to prepare for a meeting this afternoon with my co-authors to organize who does what on our article. I will prepare tentative assignments. 

I will be assigning myself part of the review of the literature and most of the methodology, so if there is time, I will work on one of those sections, probably the methodology because it is easier to write, and I haven't finished reading or note-taking for the lit review. 

Assessment of my goals. 

I outlined the structure of our article in a hierarchy with roman numerals, ABC, 1,2,3, etc. with tentative assignments for the 3 of us. I then emailed it to my collaborators to read before the meeting along with the Zoom link.

To prepare to write my methodology sections I located and printed out two ppts we did related to our study and drafted part of a paragraph describing why we used both mixed language music and lit to prepare students for their own mixed language writing. I can continue that tomorrow. 

 Hi--I'm Carol Severino, a Rhetoric prof and Writing Center director. I am in the field of Writing Studies, especially second language writing. I also like to write creative non-fiction. I'm eager to get to know you, what dissertation topics you are working on, and what your other interests are. 

I always look forward to camp because I work well with an imposed structure that others are also following. I plan to work with my two collaborators to write up a study we did of mixed language writing and Spanish heritage learners. There is a large literature both on heritage language learners and on mixed language writing, sometimes called translingual writing or codemeshed writing. Right now I'm trying to read as much of the two bodies of lit as I can and try to map their controversies relevant to our study. 

In my free time, I like to play the drums, learn, speak, and write Italian and Spanish, read fiction and memoir, hang out with my granddaughters and my sons's families and our dogs, cook, eat outdoors, garden, and swim.