I think that these two summaries are great examples of what you wanted throughout the course when

we had to summarize the readings. Cecchini and Perez Summary In their article, "Motivation in Literacy", Tyler Cecchini and Hugo Perez attempt to decipher the methods of motivation to become literate, and to dig down deep, find out just how people view literacy, and what made them become literate today. By interviewing eight first-year honor students at the University of Central Florida, Cecchini and Perez were able to understand more of where all of their academic success in literacy has come from. They were able to find out their motivators, the reasons behind they felt the need to be literate, how technology plays a role, and just the overall feeling of being literate. The authors argue that although literacy can be learned in many different ways, in the end the advantages of being literate are the same and each person can excel in their own way. It doesn't matter how you became literate, but that you accomplished that goal and are prospering in life. Porter Summary In his article "Intertextuality and the Discourse Community", James E. Porter attempts to explain the constraints of intertextuality, and how every discourse is composed of pieces of other writings that help convey it's meaning. He argues that not only do texts refer to other texts, but that they actually contain them. Porter also refers to Thomas Jefferson and his part in writing the Declaration of Independence on pages 89 & 90. Jefferson has been said to have either consciously or unconsciously borrowed writing from his culture. This example ties into Porter's belief that creative writers are creative borrowers. Writers are limited by the discourse community they impose on, they are restricted by the intertextual preferences, but the successful writers work around those restraints in order to effect change.

I thought that I sounded very professional when I wrote this and I was very impressed with myself! Name: Lanie McCune School: Ohio University Email: lm244710@ohio.edu Phone: (419)-357-1931 Dear Dr. Doug Downs, Please consider the attached article for publication in Young Scholars in Writing spotlight on first year writing. I believe that this article will be a great asset to the collection. This article sets up an interesting argument between two valued opinions in the academic world; teachers and standardized test graders. Students learn how to become literate by the guidance of certain literacy sponsors. The way that a literacy sponsor teaches the student, can determine the level of creativity and knowledge used in that student's writing. Students find themselves becoming a part of certain discourse communities based on specific interests and common public goals set by those communities. Every community has their own views and preferences when it comes to writing, but this doesn't mean that one community's view of

writing is better than another. Teachers teach their students to not only pay attention to the facts of different topics, but to also use their knowledge to create new interpretations and ideas off of those facts. There is a depth in writing that standardized tests do not take into consideration. These tests focus on a specific "formulaic style" and if that formula is not followed, then they have no other choice but to mark it incorrect. This article argues that teachers and other literacy sponsors teach students to form their own writing style and to come up with their own interpretations, but standardized testing is going against that concept. Therefore, the individuality of writing has been taken away. Thank you for your consideration. I look forward to hearing from you about your opinion and decision of this article. Feel free to contact me if you have any questions! My email is lm244710@ohio.edu and my phone number is (419)-357-1931. Thanks again! Sincerely, Lanie McCune, freshman at Ohio University

These are the first few sentences of my fourth paper, I believe that it was a great start to my paper and sounds very scholarly.

One of the many goals of students is not only to learn, but to also prepare for their future. They learn the ways of becoming literate, social interaction, every day life skills, preparation mechanisms, and a plethora of other useful tactics. With the help of literacy sponsors and the properties and set goals of a discourse community, a student is able to develop a strong sense of knowledge.