Jennifer Huerta

Professor Doutherd
English 5M

Research Outline on Reading Response

Through the English 5 Multilingual class, we disclose the understanding and

development multilingual students face in order to shape their knowledge of learning. Typically
multilingual students struggle accommodating to the English language due to lack of exposure
they get in their homes and community. In order to accommodate to new learning settings
students have to go out beyond to find the resources able and disposable when needed. Because
of their limited knowledge and understanding of the english language some ML students may
find the language as an adversity and have to apply resources and further comprehension skills
when learning. The most important idea acquired from this course is the understanding of
multilingual students and how one must accumulate and adapt to new characteristics such as
exigence, context, constraints and audience in order to comply with various different writing
formats.
Corresponding as a multilingual student has different aspects in the way that instructors
have influenced them to follow certain dynamics in writing due to their background. This also
refers to how multilingual students have had to use the resources they have and have had to their
full advantage but could also refer to some disadvantages. Intuitively, sponsors seemed a fitting
term for the figures who turned up most typically in people's memories of literacy learning: older
relatives,teachers, priests, supervisors, military officers, editors, influential author, (Brandt 47)
what the author Brandt is trying to explain is that the peers and mentors in multilingual students
has a grand influence on the way they express themselves as writers. This can affect the way they
learn how to develop papers and use characteristics they have never been exposed to before
because of whom theyve been shadowing and learning from.
The concept of sponsors helps explain the range of human relationships and ideological
pressures multilingual students face. It is important to know in courses that it is not solely one's
fault for not being exposed to different ways of writings and that being introduced to something
for the first time should not be something one should be afraid of or intimidated. Multilingual
students often get mistaken as those who dont know anything related to reading and writing
when in reality they can know more than an english person but because of the adversity amongst
their native language and the english language that's where the barrier is set.
Because of the sponsors in others lives we tend developing sense to the english language
slower than others because of the explosion of the english language in homes and communities
where you only speak your preferred native language. In some cases having parents that
constantly speak in your first language work as prime examples of their sponsorship in
multilingual students and how this setup makes it more challenging for the student to learn and
maintain english skills that are taught. The limited of resources applied in their lives sets back
from learning. Throughout the course of english 5M there must be previous knowledge learned
that could help one create links between what they
know and what they do not know in order to distinguish new writing procedures and formats
while being aware of resources that can be applied to help.
Although ML students may find the english language as a struggle this does not
categorize them as neophytes to writing in general. The student can be highly skilled in writing
and adoption but when converting certain styles of writing that you have learned in your native
language to the American way thats where the distinction of knowing and not knowing comes
hand in. This simply means that the language they were familiar with has ways of organizing and
presenting information in writing that are different from typical American college-level writing
(Ferris) If writing is unclear to the audience, it is considered the writers fault, not the readers,
and the writer will be judged negatively. (Ferris) Ferris also stated They may need extra writing
or grammar classes designed for ML students, extra materials such as grammar/editing books
handbooks or web sites, one-on-one tutoring, or a reliable friend who is a good writer to help
proofread their papers before turning them in (Brandth 25).
Some ML students find that their disadvantages can be the slow process of learning
english but for some students its primarily translating their form of language in the english
context. Author Ferris explains that in some cases there are small differences in the way english
is outlined versus the student's native language. The addressing conflicts and introducing a point
to a reader can be different in other languages that's one of the issues with ML students but this
does not terminate their preexisting knowledge on language and writing. When given an
assignment these ML students must understand and make sure they deliberately understand what
is being explained even if the concept is something theyre known before in their native
language.
We can discuss constraints to finalize this work. In Keith Grant Davie, Rhetorical
Situations and Their Constituents, the author formulates two great ideas and states the first, a
rhetorical situation is a situation where a speaker or writer sees a need to change reality and sees
that the change may be effected through rhetorical discourse, (Grant-Davie 350.)This quote
symbolizes how discourse come into existence as a response to situation in the same way how a
paper or work is brought up. Another quote from the famous author is, with the rhetor and the
audience excluded from the category of constraint it is tempting to exclude the other artistic
proofs to, thereby simplifying the category further by drawing a distinction between the
rhetorical situation and the discourse that arises from it,(Grant-Davie 350.) This quote reflect a
rhetor can continue to define, shape, reconsider,and respond to situations by keeping up with
composition. This signifies that constraints should stop one form writing and learning and
evolving as a writer.
While being a multilingual student may set a student back in learning for a period of time
multilingual students must gravitate their energy in making sure as Wardle states in her article
Identity, Authority, and Learning to Write in New Workplaces, that a beginner is granted
some measure of authority by an institution but does not quickly learn the appropriate speech
conventions of her new community of practice, she may soon lose the authority with which she
began. In order for others to understand the differences amongst languages they must also
remember that ML students have ways and tactics and awareness of what writing means to them
that they have learned in previous years just in a different language. Every language is different
and has different rules and limits but this doesn't stop ML students from excelling and getting
hands on help from many reading and writing resources.

Jennifer Huerta
Professor Doutherd
English 5M
10 December 2017

Cover Letter

In this research paper you will unfold how to implement P. I. E. in research papers like
this one. The cited sources for this whole research is based off almost all of the reading responses
given throughout this course. The readings and responses we submitted benefited us as data to
back up our claim on how reading responses have taught you or what you have learned
throughout this English 5M course.
I begin my paper by introducing my main thesiss and going off of this it helps me
create the arguments I want to make valid. Although my work was semi-rushed I still think that
the connections I made towards my thesis fit well with the data I used from the reading responses
such as Multilingual Students by Dana Ferris, Sponsors of Literacy by Deborah Brandt &
Keith Grant Davie in Rhetorical Situations and Their Constituents.