Significance: 

Practices: “by the time she left college she had come to a greater awareness of the rhetorical, contingent nature of both the activities and discourses she participated in within her chose field, biology”(Haas 46)

Eliza after her four years gained the knowledge necessary to understand text and gained motive throughout college. Eliza was able to practice the information needed to succeed and grow as a student to become better at understanding text and gaining the knowledge.

Identities: 

Relationships: “Authors create texts and readers read texts in a complex of social relationships, motivated by goals sanctioned (or not) by the surrounding culture, to achieve purposes that are always in the broadest sense persuasive” (Haas 44).

Haas helps explains that social relationships are gained through goals along with texts that a reader can understand and demonstrate. The use of being persuasive is gained through motivation of either texts or used through relationships.

Politics: 

Connections: “The educational task of helping students recognize the human nature of scientific activity and rhetorical nature of scientific texts may be part of a larger problem in academic literacy for students: a “myth of autonomous texts that seems to operate in academic setting at entry level’” (Haas 45).

Haas uses texts may be a part of a larger problem, while using a colon to connect “myth of autonomous texts”. She uses this to help the reader understand there is a connection between the two.

Sign System &knowledge: 

ENG110I