* I was not able to get in to Helping hand out: 3 step Quotation Analysis. It says "You do not have permission to access this workspace."


According to Wes't article "Weblogs and literary response: Socially situated identities and hybrid social languages in English class blogs", the teacher, West, was trying to engage the literature with blogging by making students more interested. She said there no formal way or and rules about writing articles on the blogs. But from my experiences, I can't write informal articles because the thought of the fact that teacher is going to see the article and will give a bad grade on it. 

And as I read though this journal, it was more like teacher was not focusing on the class matter (like the reading journal they have to do about Crucible), but focusing more on the identities of the students. And this whole process may apply on the students who are actually knows and interested on the blog. Because of the literature's tedium(it doesn't mean i'm bored of it !!!), it may leads up to the thought of "Blog is boring" to some other students. 


Still, she says the blog shows people can see the direct identity through the blogs. And West divided the identity of her students to two big chunk, “serious literature students” and “Webliterate communicators". According to West's data, thorough the digital langues on blog, most of students uses the good terms of literary response in these entries. 


I was surprised that teacher actually got the result she expected from the blog entires with digital languages. I wish I am doing right things right now !!