Journal entries for chapter 5

Journal 5.2

The goal that least resonated with me was “write with precision, nuance, and awareness of textual conventions.” The reason why is because my teaching philosophy more so explores the notion of specificity so students aren’t merely focusing on the craft of writing but rather how to specify their thoughts. A student can have solid writing skills. But if their ideas aren’t clear, then it won’t be as effective as it should be. Proofreading and editing are important but if students are only caught up on the mechanics then how would they be able to identify their rhetoric if it’s not clear enough on the page. Teachers and administrators are included in this goal because both parties do want to see students write precisely and to be aware of textual conventions. Plus, both parties want students to produce structured essays. So, I would keep both parties in mind as I articulate my teaching goals. However what should be more important are the ideas and how a student makes an argument. There are ways I can fulfill this goal since I will need to aid them in structuring an essay. Nevertheless, my primary goal will be to teach students how to be specific in their rhetoric. If most of my students struggle in their conventions then I will have to help them to refocus their craft in writing in addition to their argumentative voice.

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Journal 5.6

One of the outcomes that cause tension for my own teaching philosophy is “respond to the needs of different audiences.” The reason why is because it will deter students from really honing their craft in writing because they’re too focused on who their audience is. I want them to think about how they can articulate their argument. They’re already aware that their audience is academic. So they should not have to worry too much on who to respond to but rather how they can argue clearly. Why the writers of the document included this is that it is important to know how to respond to your audience, especially if you need to argue your claims. However, it’s good to specify with your students. Since to them audience is a broad and complex thing. In a sense, it is, but at the same time it’s something that becomes intuitive as we write that we don’t become too focused on it. There are ways I can fulfill this outcome. I can encourage students that during the editing process to think of audience. That way, they can figure out what needs to be added or omitted in terms of responding to their audience. By doing so, they can get an idea of how to specify their argument as they respond to their audience.

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Journal 5.7

The habit of mind that causes tension with my own teaching philosophy is ‘persistence- the ability to sustain interest and attention to short – and long term projects,” The reason why is the fact that it states ‘sustain interest and attention’ to projects. I’m not sure what it means by ‘interest’ and ‘attention.’ In all honesty, it is hard to maintain interest in projects since we have so many things going on in our personal lives. The writers included this habit of mind because to be persistent is a skill that is needed for writing. However it should be made clear for students in that it’s okay to have breaks in-between projects.

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Journal 5.8

Taking risks and enjoy writing  – my potential writing assignment

– students freewrite in class on how they see themselves as writers. They then turn it in and I evaluate their writing with suggestions on how they can improve. This allows them to take risk with language since I want them to write during class in a limited amount of time. And it allows me to evaluate their work fairly since I’ll respond to their writing exercise. The key goals of this assignment is for students to well, write. How I would word this assignment is I’ll tell students to write and not worry about perfection. It won’t seem contradictory since I’ll advise students they won’t be marked down for errors. They will get credit for simply doing the assignment. Plus it’ll be a way for me to see how I can help them as writers.

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Journal 5.12

My key goals are for students to specify their argument and to enhance their critical thinking skills. It is essential for my students to know what they’re arguing about before worrying on how to structure an essay. My rationale for these goals is that good writing is clear and organized. Readers can understand what exactly they’re conversing and why they’ve written argument in such a way. I will try my best in engaging students by providing examples along with video clips that present clear arguments. I’d have students analyze their texts with reading response blogs. And I’d have students immerse in group/class discussions so that they become influenced with each others’ ideas. I’d encourage students to be confident since I feel many students are simply lacking that in terms of how they view themselves as writers. However, the question remains on whether I have what it takes? Yet, I guess I just need to be more confident in myself.

“Schema Theory Revisited”

The article “Schema Theory Revisited” by Mary McVee, Kailonnie Dunsmore, and James R. Gavelek discusses on the notion of revisiting and acknowledging the construct of schema. They state that “We examine schema theory because of its resilience in the field and because of its utility in helping teachers and researchers understand the role of an individual’s prior knowledge in comprehension whereas schema theory foregrounds the role of individual cognitive processes…” (532). Therefore the articke is arguing for the importance in schema and how to adapt it in a multi-cultural setting where language is always changing. Throughout the article, it talks about why we should revisit schema, what is schema and the origins of schema, and how social and individual perspectives must intertwine and see how it can help understand schema. Essentially, the article discusses on the notion of schema and how it can be reiterated based on the individual. The article also acknowledges that traditional schema may not work for everyone, hence why it needs to be revisited.

I feel that with this article it brought up interesting points for me to think on in terms of constructing an integration of reading and writing amongst a student body who may or may not be very inclined in pushing themselves academically. It really made me more self-aware on how academic reading is much more complex since some students may need to become more aware of their own schema.

Summary for “Relocating Basic Writing”

The article, “Relocating Basic Writing,” written by Bruce Horner is a call to action in the continuation of basic writing and how it needs to continue playing an important role within academia. Horner argues how it’s unfortunate that basic writing isn’t utilized enough as a tool in recognizing the difficulties in language amongst students but is instead processed as it is and writing becomes something that is only “granted” for the privileged while students who lack literacy skills become left behind. Horner then argues that basic writing needs to become relocated into a more intense, in depth study that allows the interface of intermixing of multilingualism where students can adapt what they already know about language and expand it with forms of basic writing. Language and basic writing needs to become more connected and addressed within academia. So basically, Horner wants basic writing to continue being relocated within the field of Composition.

Journal entries for chapter 4

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Journal 4.1

The side that resonated more with my philosophy is the firm side since while I do want to be open with students, I do feel that I need to put out some ground rules. Especially since I do look young for my age and am short and would need to input a more tough exterior so that students wouldn’t assume I’m that “nice female teacher who is naïve enough to let students get away with everything.” That way students wouldn’t take advantage of me. That being said, depending on the circumstances there would be beneficial times to draw on those less comfortable notions of authority. For instance, if a student was having serious family problems, then I will be willing to accommodate. Such as if they’re unable to attend class for a certain amount of days because of having to attend a funeral or visiting/caring for a sick relative. Of course, if they are just texting during class then that is unacceptable. Nevertheless those accommodating notions would enrich my teaching since students would then feel comfortable in asking me for help if they feel like they’re struggling in class.
How I might discuss this with colleagues is that it’s good to be flexible and to not be too strict or too easy-going. You’d want to establish ground rules while at the same time letting students know that you are on their side.

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Journal 4.4

How I would negotiate my chosen teacher roles and teacher roles that are imposed upon me is that I would try to accommodate based on my students’ needs while also making sure to set some boundaries still. For instance, if my students are always being too vague in their assignments, then I would give them writing exercises that would help them practice specificity. I would also tell them to imagine themselves as doctors and ask “would you be vague with your patients or be straightforward and direct with your patients? Well, of course you’d be direct. And the same applies with writing academic papers. It’s good to be direct.” This connects with my teaching philosophy because I want to be specific in my approaches and with my expectations. That way, I can set an example as to why it’s good to be specific. Accommodating my roles and the roles imposed upon me are an indication as to why you’d have to be flexible with not only the class but with your teaching persona as well. It would be too exhausting to just lean one way or the other.

Journal entries for chapter 3

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Journal 3.1

The honest, blunt feedback may not work for some students who are very sensitive and/or stubborn and would get offended. Or hurt. Students who are more biased with their eloquence may also go against that method. What I might consider employing to reach students is that I think I’d maybe have them talk with me during office hours. I’d assure them that what I have to say isn’t meant to be offensive and to just take into consideration that I’m only trying to help. Also, state that the fact that I’m pushing them means that I care and know how smart they are and would want them to improve.
How I would talk about my own experiences as a student with my colleagues is that I’d state how more honest, intense feedback helped me as a writer and as a teacher. It really showed me what I needed to improve and expand on. But it’s important for me to implement that and incorporate my own method. And that it’s okay to not parrot my favorite professors’ methods but to instead be influenced into my own teaching method.

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Journal 3.2

The role that I feel most uncomfortable with is expert. The reason why is because of my own personal anxiety is that I fear my students will expect me to be an expert. Or will call me out if I try to be an expertise in something when my knowledge is actually so flawed. It’s discomforting because it also unintentionally implies that students have to be an expert in their writing when it’s actually okay to be imperfect. This discomfort is related to my own personality since I’m still insecure of myself. Sometimes I worry if I’m even cut out in being a teacher because I know that I’m awkward and can be soft-spoken, especially when I’m nervous. The discomfort is also related to my philosophy in teaching because I don’t want to create an environment where everyone has to be an expert. I just want them to continue to grow. The more I learn, the more I’ll be comfortable with this role. I can’t escape from the expert mentality since it is an imposed upon role given to teachers. So with my growing knowledge, I’ll eventually became an expert of sorts.
How I would discuss these tensions with my colleagues is that I’ll mention that I shouldn’t get caught up on what role I should or shouldn’t be when all I need to do is simply teach.

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Journal 3.3

The role that I feel most uncomfortable with is confidant. The reason why is because while I think it’s important to build a good relationship with students I also know it’s dangerous to view your instructor as a problem-solver. For what if they can’t help you or what if they’re actually untrustworthy and would take advantage of their students. How I would deal with this role imposed upon me is that I’d try to be of help as much as I can. If it’s something serious, I’d have to refer to a higher authority, one who would know what to do. It would be true to my teaching philosophy still because I want to be caring and I do want students to communicate with me if they’re concerned about something. The boundaries I’d have to set myself with is I’d have to be careful in revealing glimpses of my personal life. That way my students won’t get the wrong idea about me and would see that I’m a professional still.
How I would discuss this with colleagues is that it’s important to set boundaries by acting professional. However if a student is struggling with something but has no one to turn to but me, then I’d do the best I can to help.

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Journal 3.5

I feel most uncomfortable with “being curious about students” because I feel that it’s crossing boundaries. Caring about students is fine but it shouldn’t go overboard if you’re too curious about students. It clashes with my own philosophy since you’re supposed to help students and not wonder about them. And students may not feel comfortable about it since they’re not sure what you would mean about “curious.” Plus, in my tutoring experiences, I never was curious about my tutees. I just hoped my tutoring was helpful enough for them. I would discuss this with colleagues by saying I would care for my students and hope for the best for them. But rather than worry or be curious, I would focus on my teaching pedagogy.

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Journal 3.7

My developing teaching persona is someone who is a mentor. Someone willing to guide students in becoming stronger writers. I will utilize my growing knowledge while also embracing their developing knowledge. My teaching persona will also observe my students. I will recognize their skills and watch it unfold. What I’ll do is simply have group discussion and observe them. Making sure they get it.
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Journal 3.8

I hope to be at least respected as a teacher. I want to present myself and my teaching persona by conducting classroom discussion and responding positively to my students’ responses. This connects with my teaching philosophy because to be a caring instructor I’d have to care about what my students have to say.

Summary for “Critiquing the Need to Eliminate Remediation: Lessons from San Francisco State”

Sugie Goen-Salter’s article “Critiquing the Need to Eliminate Remediation: Lessons from San Francisco State” discusses the notion of whether remediation should be eliminated. Based on what I’ve read, it appears to be primarily due to the fact that it should be expected for students to already be “at” the required level of college writing. Plus, there was the assumption on whether or not students who take remedial courses end up succeeding as college students. creates Most especially since remedial aren’t counted as actual credit. Goen-Salter then cites how students from IRW courses enter college and begin to improve and still succeed as college students.Yet, the basic writing has been institutionalized which creates a gap in understanding. Also, instructors aren’t getting the enough training to fully equip students with IRW, as it appears.  It all matters on how remedial courses are run and it’s a matter of whether students are getting enough of the needed integration of reading and writing. Goen-Salter also advises that it’s good to take notion of the historical aspect in order to properly critique on how college remediation still has its issues. She suggests they would have to look at the history of English placement tests throughout and to connect with what the institution has done throughout the years. She then cites the hypocrisy of the institution by stating “I saw repeated instances where higher education in California has tried to have it both ways, to authorize remedial programs in the name of equal educational opportunity even as it calls for elimination in order to preserve high standards” (97). By looking into that historical aspect, it’s no wonder college remedial programs are having issues. Since it appears it’s primarily the institution’s fault for truly dissecting the problem and instead they’re just attempting to merely eliminate it. She then proposes that schools should instead argue for more basic writing programs and to provide a setting where teachers can be properly trained and for more graduate programs that would help graduate students to be fully prepared in teaching an integrated remedial course.

Summary for Integrating Reading and Writing: A Response to the Basic Writing “Crisis”

The keypoints in Sugie Goen and Helen Gillote-Tropp’s article “Integrating Reading and Writing: A Response to the Basic Writing Crisis” is that it focuses on the flaws of SFSU’s “remedial” English requirement is that it lacked the depth needed in order to help aid students who were lacking the necessary writing skills for the standard-level English course. Plus, since reading isn’t enforced enough past elementary school, it can cause a severe effect towards a student’s growth as a writer. So, the article creates a curriculum which integrates reading and writing since both are essential to each other. Goen and Gillote-Tropp provides a wide variety of objectives, such as creating an understanding where students begin developing their meta cognition in order to fully understand the texts and to be able to write critically. Goen and Gillote-Tropp then provides an assessment where they did a case on students in which they had to take critical thinking tests and to turn in a writing portfolio at the end of the year. The results indicated that students from an integrated reading/writing course had higher marks than students from a more ‘controlled’ environment.

Journal entries for chapter 2

Teaching journal 2.2

The term that clashes with me the most in regards to defining “good teaching” is the notion of ‘professional writers.’ The reason why is because what exactly is a “professional writer.” For I feel that no matter what your level of expertise in writing is, there is still room for improvement. I do feel that throughout the years, I have grown as a writer. However, I’m still not satisfied with my own skills and I feel that I can do better. I don’t think of myself as a professional writer since I still do make “amateur” mistakes especially in regards to grammar. I think enforcing the notion of professional writing would make it harder for students to even attempt in doing well for they may feel insecure since they’re expected to be a professional writer. How I might make space in my classroom for students whose notions about good teaching are different from my own is that I would emphasize on how perfectionism in writing is a myth. And that college is supposed to teach students to become more independent. Which means that, the student will essentially have to learn how to become “good teachers” themselves no matter what they’ll be doing in their life. For life is a learning experience so it’s good to learn how to not rely so much on others, even with teachers. I would discuss this tension with colleagues by mentioning how I want students to view writing as a tool that will push them into becoming critical independent thinkers.
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Journal 2.3

The idea that I feel most uncomfortable with is the more-audience focused teacher. The reason why is personally I feel that good teaching needs to help students to think more independently. While being aware of discourse communities are important, I feel that writing and context are much more essential for students to do. Having the foundations and proper tools in writing critically should be a top priority before instructing students to have their writing be more “audience-focused.” Writing is a set of skills and I think that as educators, it is our job to help them hone their writing skills. How I will make space for students whose expectations exceed my own is that I’d tell them they can have opposing ideas than mine. But that at the end of the day, they’d have to know how they can’t just rely on one set of writing philosophies but with multiple others as well. For writing comes from experimentation and it’s good to discover ourselves as writers through these experiments. What I might say to colleagues whose notions on “good teaching” may clash with my own is that like with writing, there is no real one definition on “good teaching.” The past instructors we’ve had were all so different. And what we may feel is “good teaching” differs from what others may define as such. So it’s actually not fair to be so biased on effective teaching. For if everyone taught the same way, then no one would want to attend school since it would be too boring. Our differences would help cater to students with different ideas and expectations.
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Journal 2.4

The pair that causes the most tension for me is ‘preparing students for the real world writing demands’ versus ‘providing a sheltered environment for students to grow.’ The reason why I feel torn between the two goals is that preparing students to face the real world is what we should be doing. And I can’t understand how ‘sheltering’ students can help them to ‘grow.’ I think other teachers feel the same way since they too would want students to grow by preparing them to face real world writing demands. And how to use critical thinking skills when faced with a serious situation (i.e. researching for lawsuit claims, knowing which sites are trustworthy, dealing with a family emergency). Other students would feel the same way because they’re probably tired of being sheltered through their secondary education and would rather be faced with truths rather than be shoved into an ‘intellectual bubble.’ How I would structure my class to satisfy both goals though is while preparing students for real world writing demands, I would also allow students to have a safe space where they can ask me questions that they may not have a chance to ask once they’re put out into the real world.

Journal 2.5

Classroom #1 was the most I felt uncomfortable with because while structure is important, especially when knowing what your evidence is, I feel that it makes writing become too formulaic. Students would feel uncomfortable about it, since they’d have to underline what exactly is their topic sentence, which would pressure them into writing in that specific structure. While students need to be more organized with their writing, there is more to academic writing than just “arguing.” From my experiences tutoring, I personally didn’t feel comfortable when seeing a tutee had to do similar writing assignments as such. I found it difficult to help them enhance their critical thinking skills because they had to box and narrow their ideas into what their professor would think was a “good paragraph.” How I would bridge my teaching style with the teaching styles that I feel uncomfortable with is, while acknowledging the structure of argumentative papers, I would also stress that what makes a strong paragraph is how the writing flows and whether your ideas are clear. I would advise my students to ask themselves “does this parallel with my main ideas?” How I would discuss these tensions with my colleagues is that I feel that in a classroom setting, we have to teach students to take risks. By doing so, we have to give them multiple strategies that meshes well with their learning styles.
Journal 2.9

My own concept of effective teaching is when there is effective communication and where I give feedback. I hope to teach in a community college setting. So, there will be a diverse range of different students from different backgrounds. And many will have work and/or family commitments they’d have to abide by. Therefore, it would be important for me to have good communication where I make it clear what I am expecting from them. I’d also have to keep an open-mind with students and to be flexible, especially if their work schedule makes it hard for them to truly work to their fullest ability. At the same time, I’d have to be firm and to inform them to try their best in fulfilling deadlines on time. And to contact me if they have any concerns.
Plus, if I am consistent in giving back good feedback to their assignments throughout the semester, it would then set an example that, even though I have a busy daily schedule, the fact that I have taken the time in giving them proper feedback shows that they too can be precise in turning in their work.

The question that I’m still wrestling with though is how can I go by my philosophies. What if I am in a circumstance where I try to be an effective instructor with communication and feedback yet students are still being uncooperative? My biggest fear is if the more “traditional” and formulaic form of instruction would work because it already enforces students to think a certain way which would make it “easier” for them to produce assignments. Yet, I can worry all I want but I won’t truly know whether my teaching would be effective until I actually have that experience in teaching. The best thing I would have to do is still keep abiding by my teaching philosophies and to continue communicate with my students. Perhaps I could even address my concerns and provide mandatory one-on-one meetings so that we can efficiently communicate our concerns.

Also another concern is if I’m in a scenario where no student is producing efficient work. I know that I can’t just suggest a tutoring option since what if I’m in a setting where the institution can’t provide enough funding for a tutoring center. Plus, especially from my experience as a tutor, there is so much a tutor can help with but it’s truly up to the student if they’d be willing to go further with their writing skills and make the commitment to improve. However, perhaps I am underestimating a student’s ability. Since, as long as I provide room for in-class writing classes, group discussions, and reading responses, their skills will become enhanced and should be able to produce efficient work at least by the end of the semester.

I could worry and worry all I want about my tensions. However, I have to keep reminding myself to just have confidence. To just believe in myself as a teacher. If I do, then my students will believe in me as well.

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Journal 2.10

Effective teaching in my classroom will be a collaborative experience. It won’t be just me lecturing but it will primarily consist of group/classroom discussion. That way, we all can learn from each other and become inspired. In my past experiences, I felt more so engaged with classes where we as a class discussed our ideas together and even had our own workshop group. By building relationships with each other, the classroom setting will become a collaborative team. Students can ask each other for help and they can of course ask for my help as well. To me, effective teaching is also where the classroom becomes a safe space as they prepare for real world demands. So, I’d want my students to trust me as their mentor and to know that I am willing to be open-minded and flexible with them.

Journal entries for chapter 1

Tension – “You can sense that a real person is behind the writing.”

1.3

This causes tension because I am rather perplexed by the notion of “real person.” While I do feel that good writing is reflected through a strong voice with something to say, I just can’t get over the labeling of “real person.” For what exactly do they mean by “real?” So, if a student produces
“bad” writing, does that mean that student is not a “real” person? It clashes with my belief that no matter what type of writing the student produces, as long as they believe in it and provide evidence, then they’ve succeeded. I guess a situation where this conception of good writing might feel more “comfortable” for me was if this was discussed within the context of readership. That is, in identifying the fact that a “real person” exists behind all forms of writing. How I would discuss this tension is that I want students to know that all of their writings are real. But, it’s important to enhance their ideas through critical thinking.

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Engaging with tensions 1.4

I do notice tensions in my own writing process in that I don’t relax and rely too much on how I “feel.” There is a big difference from how one should write versus how I write in that I don’t prioritize a real set process since I don’t abide by the structured prewriting/rough draft/proofreading/final draft process I always encourage other writers to do. The surprise in my list is that I’m too hard on myself. So, I need to believe in my own writing in order to enrich my own teaching. How I would talk about the relationship between my own writing process and students’ writing processes with my colleagues is that it’s important to practice “what you preach.” That way, when instructing, you would have an easier time in mentoring students who may struggle in producing good writing.

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1.5

How I would describe good writing in general is that it’s innovative and daring. Good writing generally is organized and presents elements in such a way that would engage their readers. It’s daring because it represents a chance the writer took in collaborating and producing a written work that represents their opinion and research. Therefore, good student writing is where one can gain a sense that they’re heading towards the right path in possibly becoming a scholarly writing. With clear and a cohesive writing style, good student writing can be daring too since the written work is a representation of their ideas.

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Engaging with tensions 1.6

The more text focused teacher causes the most tension for me because, while a method is effective, there is sometimes the need for more guidance on what exactly they need to do while going through their writing process. It clashes with my belief in that experimenting with different writing processes can be effective too. This conception works more so in a grad-level setting since they are more inclined with expanding their ideas with a specific method. I would discuss this tension with my colleagues by stating that methods make me tense. And sometimes that interferes with my own writing because I get caught up on the fact that I’m not producing enough drafts even if my writing is “good” enough.

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Engaging with tensions 1.7

Well-planned is the word I feel most uncomfortable with since sometimes life can create limits, such as a death in the family. It clashes with my experience because sometimes I had to improvise depending on what happened in my personal life. And sometimes, I honestly get distracted. I believe other writers feel the same way since nothing always goes as planned. How I might make space in my classroom for students with different writing process views is that I’d stress that it’s okay to be imperfect and that it’s okay to experiment with different writing processes. I’d discuss this with my colleagues in that we have to be aware that life isn’t always fair and that we’d have to even plan ahead with back-up plans in the event life does interfere with our writing.

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1.8

I feel that supporting students’ writing processes need to be fully addressed. In order to be fully aware, I’d want them to write about their process for every assignment. I’d want each student to engage with each other and to also help each other. My first semester in Composition consisted of lots of group work and we always had to write about our process and what questions/concerns we had. It helped me become more aware of my own writing process and how I can improve on it.

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1.9

I want to create an intimate environment in order for us to learn from each other. I will do lots of group/class discussions. Students will have to respond to each other’s blog entries in order to keep them engaged as critical thinkers. It would also be a way for me to see how much effort they’re putting into improving their writing process. Students must also share their ideas during class so that it would make things easier in creating a collaborative environment since I want them to be influenced by each other. A good classroom environment is where peers think of each other as teammates.

Teaching philosophy

I define good writing as essentially a glimpse into the students’ own intellect. It’s a representation of their writing persona. It shows what their efforts are in what they want to bring into the academic conversation. How I will “know” will be based on how cohesive and organized they are with their ideas. It will primarily rely on their thesis and how they are arguing for their ideas. I will articulate this notion to my students by informing them at the beginning of the semester that I want them to practice good writing by believing in themselves because their voices matter. With the way the world is, we have to keep voicing out from our hearts. And how I will articulate this notion to the hiring committee is by stating that I want to foster upcoming students into becoming activists in their own way through the art of writing. For writing is essentially an outlet into creating awareness.

Writing processes I will foster in my classroom will be a range of various in-class activities, from brainstorming sessions to group work involving students to write out their own writing process and to then share it with each other. I will also encourage students to map out their deadlines and plan (or predict) their writing schedule. Additionally blogging about their reading responses to assign texts and even “leisurely texts” will help students to enhance their writing style. Basically, reflection is the key to having students become more self-aware as writers. I will encourage my students in broadening their repertoire of writing processes by revealing my own experiences in how sometimes I had to improvise whenever “life happened.” I’d let them know that sometimes it’s okay to be imperfect. It’s just the matter of making an effort in producing good writing which is what truly matters. For life is a learning process and we learn through our mistakes and flaws. However, at the same time, it is also efficient to make the best effort in producing good writing. I will encourage students to talk with me if they’re concerned and to also talk with each other. The reason why is because good writing also comes from an environment where we discuss and become inspired by each other’s ideas. And so, I’d want my classroom environment to be a team effort. Since good teaching comes from my students and not from what I know.

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