I haven’t had many sessions with students yet, so I’ll try to discuss some things I’ve noticed during classes. While I’m in class, students discuss the readings/journals they’ve done for homework. During this time, the professor asks many questions about the reading, along with some questions that were posed by the students themselves. It seems like one of their biggest reading strategies focuses on group discussions and questions. They’re still quiet in large-scale discussions, but I’ve noticed that when the students are broken into small groups, they do discuss the readings with great detail and add on to each others’ thoughts. I’m not quite sure about their individual strategies, but it seems like most of the students understand the readings. Personally, I tend to do what I call a “cold read” of a text first, and then, after a few hours (or maybe a day), I read the text over again. The second time I read a text, I annotate parts that, at a second glance, seem important or fundamental for the rest of the text. When it comes to reading and drafting, I don’t really have an answer for them. The only student I had that spoke to me in depth about their draft simply said that they had it in their head before they put it on paper. Most of the other students said that they were confident in their drafts, or hadn’t started them yet, so I haven’t had a student bring me any drafts. Reading and drafting, for me, really depends on the assignment. Typically, I go through the text I’d be writing about and annotate it, highlighting important things, making notes about whether I agree or disagree, and writing down questions I might have about the text. When I draft, I take the notes/annotations and put them into a bulleted list based on a paragraph structure. This is pretty much how I’ve always drafted my essays, and it really works for me. I’m interested in the summary strategy, so I might try that out if I ever get a chance to work on a longer essay with a student, especially if it’s an assignment based on a reading. I think summaries help a lot of students, myself included, especially if it’s a scientific essay or a really in-depth academic essay. I think the Behrens and Rosen break summary on page 108 would be a good place to start experimenting. I also would like to try the SQ3R method, though I feel like this method might take a little longer to put into practice and to get used to. I haven’t really experienced any of the examples on page 109, but I probably have acted in those manners in the past. I remember helping a friend with an essay and she was getting so frustrated with understanding the meaning of what she was supposed to write about that I just ended up telling her what to keep and what to take out. It’s definitely hard to avoid that sometimes, but I hope that some of the strategies I’ve learned helps me avoid those situations. This isn’t to say that I haven’t been able to help someone create their own meanings from texts or that I’ve tried a little too hard to push my interpretation on someone, but in my experience as a writing fellow so far, I haven’t had any moments like that.