Double Entry Notes A Stranger in Strange Lands” by Lucille McCarthy

DoubleEntry Notes: A Stranger in Strange Lands&quot by Lucille McCarthy

DoubleEntry Notes: A Stranger in Strange Lands&quot by Lucille McCarthy

Works Cited Entry

McCarthy, Lucille Parkinson. “A Stranger in Strange Lands: A College Student Writing across the Curriculum.” Research in the Teaching of English 21.3 (1987): 233-265.


What it says

What I think

Page 233: Last paragraph

“Students who cannot do this (work according to teacher preference), for whatever reason- cultural, intellectual, motivational are those

who fail, deemed incompetent communicators in that particular setting”

This is true since in most cases, assessors have always deviated from the standard assignment rubrics to check if the students adhered to their preferences that at times involve abstract and subjective constructs they introduced in class.

Page 244: Third paragraph

&quotIdeas aren`t going to do people much good if they can`t find the means with which to communicate them”

The essence of ideas is communication/ expression and if they aren’t let off an individual, they remain untapped.

Page 248: Second paragraph

“students who know more about a subject as they begin to write are likely to choose analysis rather than summary”

True. When one gains intensive knowledge about a subject, they begin to exploit the underlying concepts rather than the already learned constructs.

Page 251: Third paragraph

“It is evident that successfully maintaining the

Cooperative Principle was a more complicated business in Poetry than in Freshman Composition or Biology”.

I instead think that it’s much easier in biology since unlike poetry, biology involves dealing with factual information and interpretation of concepts is likely to converge. Always

Page 252: Second paragraph

“Response style may well be discipline-specific as well as teacher-specific, with responses in literary studies generally more discursive than in the


Previous experience and logic dictates that the responses to assignments ought to align to the rubric, which differs according to the discipline, teacher and subject. Some are fixed like in math while some are flexible like in poetry.

Page 254: First paragraph

“Dave contended that any writing task was easy or difficult for him according to his interest in it.”

Interest in a particular task serves as a foundation on which students advance their efforts. Relevance of the task to the students’ goals and objectives influences performance.

Page 257: Second paragraph

“Students` relationships with each other, like those between students and teachers, are created as students interact within the classroom structures the teacher has set up.”

The teacher is an undisputed authority in a learning scenario and they determine what the students do, which influences the class interactions depending on the set “values” often determined by teachers expressly or implicitly.

Page 262: Third paragraph

&quotThe choice is never between objectivity and interpretation, but between an interpretation that is unacknowledged as such and an interpretation that is at least aware of itself &quot

In poetry, there is no “strict” interpretation or objectivity but interpretations are subjected to a certain alignment of thought that cannot be immediately conceived as an interpretation with a defined scope.


McCarthy,L. P., “A Stranger in Strange Lands: A College Student Writingacross the Curriculum.” Research in the Teaching of English 21.3(1987): 233-265.