And learning every genre would be impossible anyway, as Devitt notes that “no writing class could possibly teach students all the genres they will need to succeed even in school, much less in the workplace or in their civic lives
This shows that it is impossible to learn every type of writing, but instead writers need to learn how to adapt to new writing situations and use their skills.
When people write, they draw on the genres they know, their own context of genres, to help construct their rhetorical action.
This shows that people are going to use their past experiences to organize their writing and the way they structure their music.
Emphasizing the activistpotential of service-learning is not likely to solve all of these problems, but weoffer the following review of the literature to demonstrate how easy it is to fallinto a binary opposition, either “us versus them” or “service versus activism,”
This really shows how service learning can include both helping others and being able to take action to adress problems. It doesn't have to be only one, but instead both.
One of service-learning’s biggest limitations, admittedly, is that it induces students to askonly, “How can we help these people?” instead of the harder question, “Whyare conditions this way?”
This really shows that service learning can sometimes focus too much on helping people, but not solving the root cause. Students should be able to get the help they need and be able to get help with problems solved long term.
In general, we arguethat a more historical and geographic approach to activist learning projectswill give learners a broader understanding of dissent and will encourage themto envision themselves as actors or agents in political arenas.
I wonder how with learning about the history of social movements, can help students better understand how to speak up for change.
However,we do want to reclaim the activist potential of service-learning, which theprocess of institutionalization obscures.
I wonder if service learning has cause a loss of some ability to create social changes since schools have become more focused on meeting requirements.
The students’ fear is not an irrational or private response, as emotions have often been historically understood
This shows that students fear is very reasonable and most likely influenced from their experiences. It is shown that emotions are irrational feelings from previous social circumstances.
The secondary students interviewed in this study worked with college stu-dents through a program called Wildcat Writers, a collaboration between the University of Arizona Writing Program and high schools
This shows who is involved in the study and gives a good background to understand. This helps the reader understand who the subject is within the study.