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1      2) While reading Tobin piece on process, I found myself nodding along or pausing when I found something that I did or did not identify as part of my own writing process. I then began to wonder if, as a teacher, having a clearly defined process yourself might be necessary for teaching in a composition classroom. Would it be better to have a more fluid process that is constantly evolving, or is it better to have a stricter idea of your own process so that you can communicate that to your students and model it? Is there an effective way to model your own process for your students within a classroom context?

     2)   Fulkerson discusses writing across curriculum and ensuring that students understand how to write for their own discourse community. What are some of the best ways to ensure that you are setting up students to be equipped and prepared to create a paper within their own discourse community? Would requiring they write a paper within their discipline and setting workshops up based on major be effective? How might we practically attend to this within a classroom?