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Introduction As a grouped community, academics are accepting the use of public increasingly, online, journal design writings referred to as weblogs (websites) as a valid pedagogy for the classroom. The appeal of using weblogs within a classroom environment stems generally from the discursive opportunities that the brand new technology offers: specifically, that weblogs enable a discussion of almost any subject in a socially moderated moderate that encourages individuals to compare, increase upon, and modify their knowledge of that topic with regards to the basic tips of their peers. While these discourses may serve any selection of purposes, one growing usage of the medium is really as a format for reading responses-a somewhat traditional pedagogical approach within Composition Studies, however now modified by this new digital medium to permit for a discussion of course readings, instead of an isolated and individual response. Basically, the genre of the reading response weblog allows the discussions of course texts, which traditionally happen in the classroom following the students have written a reply to the text, to be initiated or conducted within a social and public space entirely. In this specific analysis, I will analyze types of this genre from a graduate seminar, where students are responding not merely to the texts but to the ideas and reflections of their peers aswell. These examples are drawn from public weblog postings from an individual week’s readings, early in the semester, to be able to examine the moves created by these college students and how, within the framework of a program assignment, a discourse is shaped by them community. It must be noted, of course, that among the samples is my very own blog, and that I am approaching this genre as both a participant a consequently...