Reading Response for Lu and Horner 1. Define the rhetorical situation as Lu and Horner use it (its on page 103).

What was the rhetorical situation in place for your literacy narrative? - The rhetorical situation includes the context, audience and materials available to us. The situation for my literacy narrative was this class that Im writing for, the assignment objectives and the memories and class materials I referenced.

2. Make a list of some of the writing strategies you used in composing your literacy narrative. Use Lu and Horners chapter to think of how to describe what you did in putting together your literacy narrative. - Thought about and listed memories and ideas to write about in a scrap file - Reviewed the reading materials we had covered thus far - Highlighted things from the reading and literacy in general I could relate to my person literacy experiences - I went through the bullet points I had outlined earlier and typed up and explained some of these stories and ideas further - Reevaluated the points I had brainstormed and trimmed them to fit the shape my narrative was taking - Finished writing the text of my first draft - Reviewed it for grammar and flow - Submitted it to the revision process 3. Lu and Horner explore the idea of immediate language contexts and broader language contexts and how they sometimes overlap and conflict with one another (pages 107-109). This may be a tricky question to answer, but weve spent a good bit of time thinking about our language use in different places, so respond to this question the best you can: what was the immediate language context for your literacy narrative and then describe your broader language contexts. What overlaps and conflicts do you see between the composing processes valued in the immediate and broader language contexts of writing your literacy narrative? (this question is pulled from the try out on page 109). - The immediate language context of my narrative was writing to this class as an audience and following the guidelines of this assignment and this course. My writing was mostly first person thoughts and personal anecdotes. I think this contrasts with broader scope of my engineering studies that requires composition characterized by very impersonal, logical, passive voice writing. 4. What were the material resources available to you when writing your literacy narrative? The kind of time, space, energy, and writing tools that you had? - due to some other papers and assignments I was working at the time, I felt like I had limited time and energy to devote to it. I did have plenty of resources about literacy from the moodle page, and it was also fairly easy to find stories from my past to serve as examples of my literacy development. I not sure where a space to write really came into or affected how my narrative turned out since I worked on it in varied environments.

5. Lu and Horner provide a number of composing strategies to help writers think about how to expand their composing toolkit. What did you find helpful here when thinking about how to expand your own strategies to use when composing? - The recursive idea or multiple cycles of revisions or improvements in general, I think I treat writing too linearly and need to work on a recursive writing process - Satisficing the idea of putting down something sufficient knowing you will come back and continuing to write so you dont get stuck on a sentence. I have trouble with trying to edit or revise too much while I write. - Collaborating I dont always appreciate the usefulness of woking with others so this was a good reminder 6. What do you want to talk about in class today with regard to this chapter and in light of Somers essay that we read earlier in the week? - I think it would be interesting to discuss how helpful or useful the peer workshops were for people and how they think they could be improved. - Im also interested in hearing more about other students writing strategies and how they compared with my own in this context.