Example 2X Journal

Young: Such assigned papers are included on their course syllabus and mentioned on the first day of class...by slowing down the process and occasionally intervening in it, teachers can create an environment with time for learning and improving communication (49-50).

Muhlhauser: Sounds a lot like scaffolding but for writing as a way to get at content and to practice communication. A little later, Young describes the "generic" process of writing. Though this is decidedly not very process like since all processes are individual with regards to writing, I wonder if Young ever considers the classroom as a physical representation of efficiency and how it seems to demand a process like an assembly line.

Young: The goal for WAC teachers is to move from the traditional paradigm of assigning writing and then grading it to one that develops student's thinking and writing abilities (not just evaluates them) and that envisions student's writing as central to the knowledge being generated by the course (61).

Muhlhauser: I like this quote but am still resistant to process as something so recursive. After all, I think there is a tacit knowledge in final edits and publication. And if process is completely emphasized without examination of final product, isn't this a disservice? Final products are important. I haven't seen too many grants turned in as a process.