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Outlines (often referred to as diagrams, concept maps, frames, knowledge maps, diagrams, and graphic organizers) are visual representations of the overall rhetorical structure of a text. Detailed outlines note the ideas contained within a text, and how these ideas relate to each other. Outlining in the RRJ can incorporate the metacognitive strategies of deciding the most important points (strategy 1), filling in points not explicitly made (strategy 4), and making inferences (strategy 5). Outlines can also begin to accommodate a greater range of cognitive learning styles, particularly with regard to students' preferences for visual, as opposed to dolce gabbana jewelry(http://www.dolcegabbana4sale.com ) written, representations of ideas. In addition, a written summary (paraphrase) to accompany an outline should activate strategies i, 3,4, and 5, and can help confirm the source text's main ideas, and may involve further selection and discrimination of relevant information.

To assist deeper cognitive processing of the ideas presented in a text, students need to go beyond outlines and summaries. Slotte and Lonka (1998) distinguish between knowledge telling, where ideas are repeated, and knowledge transforming, where ideas are applied to real world contexts. Thus, students need to note their reactions, and relate ideas to their own experiences, consistent with metacognitive strategy 2.

Allen (op. cit.) notes that student questioning of a text is important (strategy 6). However, she does not discuss the nature of the questions, and the distinction between 'display' and 'referential' questions is important. With display questions, questioner and respondent probably know the answer. Such questions deal with surface issues, requiring only that readers refer back to the text, seldom demanding deeper cognitive processing. Referential questions involve a genuine request where the questioner may not know, or is unsure of, the answer. There may not be an 'answer' as such questions are likely to seek justification and opinion. Referential questions demand greater cognitive involvement with the text and are normally dependent upon the reader finding 'gaps' in the writer's ideas, and/or the reader's understanding of them. Such questions can serve to activate several metacognitive reading strategies and, written in the journal as the text is read, play an important part of in-class peer discussion, and can stimulate ideas when writing about the text. Thus, RRJs allow for the simultaneous activation of metacognitive reading strategies to assist the L2 reader with unfamiliar rhetorical structure, and poorly explained relationships.

The difficulties posed by expository texts are especially significant for students required to write papers based on assigned texts; if the set text has not been properly understood, follow-up writing tasks become that much more difficult. Such 'reading-to-write tasks' are particularly demanding as students are required to summarize, analyse, synthesize, and Cartier jewellery necklaces(http://www.salecartier.com) present opinions on ideas contained in the set text(s) in an academic genre. In other words, students need to critically engage with the set text(s) before formal writing assignments are addressed. The writing process in general has been much discussed and researched, while the reading-to-write process has received little attention (Ruiz-Fines 1999).

RRJs can help students as they engage in the reading-to-write process. As one writer has observed, 'good writers are reader-centred, revise what they write and focus on meaning and on communicating their message to the intended audience' (Ruiz-Fines op. cit.: 47). This interpretation considers; reading-to-write as one of drafting and rewriting as part of a process to a final product. However, reading-to-write also requires students to think critically about the ideas in a text. Students not used to such critical engagement can find this especially challenging. Furthermore, thinking critically should not be seen by students as a 'one-off activity for a writing task, and should be viewed as an ongoing approach in academic discourse. Thus, RRJs can fulfil an important bridging function as students develop a critical response to a text before addressing formal written tasks (such as an essay), and can also help train students to develop a critical thinking habit.

Roxanne ends the analysis of her three personal stories by commenting on her experience of writing them during the course. I have come to leam how to continuously identify problems in my teaching beliefs and practice and... to reflect always on my past learning/ teaching experiences and think of how I can make the needed changes in order to become a better language teacher in the future. Our collaborative narrative inquiry, therefore, was productive for her. She became aware of the importance of critical reflection and meaning making when writing her story; reflection which brought together the three contextual dimensions of place Audemar Piguet Replica(http://www.imitatewatch.com/Good sBrand/Replica-Audemars-Piguet-Watches-6 .html) (her west African country of origin, South Africa, different schools and classrooms), time (past, present, and future) and the many social interactions in which she engaged (with inspectors, colleagues, students), as well as reflection which spanned the three levels of story, Story, and STORY.

Although I have presented only Roxanne's experience of our narrative inquiry in this article, Betty too found the experience useful. In her analysis of her narrative writing she remarks: From doing this narrative exercise I have learnt a lot about what it is that motivates my interest in language teaching? My past plays a huge role in the decisions that I have made and it is amazing to see how teachers from my high school years have had such an influence on my growth and interest in language education.... Another reality thanks to this exercise is that my personal values have surfaced. It is evident that I am in a place of transition in my life where all the puzzle pieces have not been put together. I am in the process of doing that though.

Betty was a pre-service teacher with no English teaching experience. However, this extract clearly shows that through her narrative reflections she has begun to interpret and understand her current development as a language teacher. She does this particularly by making connections to her past experiences as a language learner in high school. I suggest that contextual explorations through narrative similar to those of Roxanne and Betty would be equally productive for other English teachers working in different contexts. Roxanne and Betty constructed, shared, and analysed their stories as part of a course assignment requirement, but they could just as easily have done so as practising teachers in their own schools away Tag Heuer Grand Carrera Replica(http://www.replica-king.com) from the constraints of any assessment.

The same applies to other English teachers. There are many ways that they could do this: they could write their teaching life histories; they could record in story form significant or problematic teaching and learning events in their classrooms; they could relate to each other in scheduled conversations the desires, fears, expectations and personal meanings they experience in their daily teaching lives. By doing so they would necessarily engage with the context of their teaching, and through the telling, re-telling, and interpretation of their stories they might begin to 'impose order and coherence on the stream of experience and work out the meaning of incidents and events in the real world' (Carter 1993: 7). This 'real world' is the context that so many in the field of language teaching are urging us all to explore.

In this section, I illustrate the three story levels by presenting extracts from Roxanne's story constructed during our narrative inquiry exemplar in South Africa. Roxanne taught English at primary and high schools in a west African country (where she was born) before moving to another country in southern Africa where she taught English at university level. She then moved to South Africa and continued her teacher education by embarking on a further qualification. The following extract from her written narrative clearly suggests context at a personal level; specifically her inner thoughts about her philosophy of teaching and her goals for her students.

I desire to impart knowledge effectively to learners in a manner that they will clearly Patek Philippe Replica(http://www.imitatewatch.com/Good sBrand/Replica-Patek-Philippe-Watches-55 .html) understand each topic of discussion and develop a love for English as a second language. This desire motivates me to prepare very well before going to the classroom to teach. There is also the desire in me for my students to develop proficiency in the language and display this by participating actively in class activities, perform well in tests and exams, but more importantly, for them to acquire lifelong skills in effective communication (both in written and spoken) in English in different settings.

Roxanne remarked in her analysis of her narrative (the second part of the assignment) that writing her story was the first time she had articulated this personal dimension of her teaching life: 'it has given me the opportunity to reflect critically on some important aspects of my life that I have not given serious consideration to previously, especially my learning/teaching experiences in the [west African] E S L context'.

At this level, Roxanne's story connects with Stories going on at a level outside her immediate domain; that is, the context is such that her control of her practice within it is not as intimate and secure as at the level of story (with a small s). The following extract illustrates this contextual level:

School inspectors (experienced teachers) from the Department of Education also come regularly to inspect the teaching/learning activities going on in the schools. All of these are done to ensure that the required standard is maintained. I learnt a lot from all these experienced teachers. Here, Roxanne reports on an external monitoring process, and her comment suggesting that she learnt much from such surveillance is evidence of the story-Story connection. The next extract is part of a longer story which relates her experiences of teaching a literature-based English course for the first time, in an unfamiliar cultural context. In the final sentence she once again connects this wider context to her own personal practice.

I had a more mature group of students from an entirely different cultural background, more numerous in number than each of the classes I had taught previously and a new course, Literature and Society, which I had to relate to their society and culture. It was quite challenging at first. Throughout Roxanne's narrative she makes connections to STORIES which relate closely to her own. For example, the bad economic situation in her country meant that she had to put off her teacher education for a few years.

I had to work after high school in order to save some money for my university education Tag Heuer Replica(http://www.luv-replica.com/Goods Brand/tag_heuer_replica_watches-20.html) because of the economic situation of my family and most families in [the country] under military dictatorship. During this period, the economy of [the country] was in a very bad shape and many workers were retrenched from work without any benefits. Once she qualified as an English teacher the government Education Department deployed her (as it did all graduates) to teach in a location different from where she lived:

A program was designed to promote unity to some extent. Graduates who qualify ... are sent to states different from their states of origin in order for them to be introduced to different cultures and languages in the other part of the country. Since I hail from [name of] state and speak [name of] language, I was posted to [name of] state with a language and culture different from mine.
In order to qualify and work as a teacher in the context of this STORY, Roxanne had to go along with these conditions. She had no power to resist them.

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