Assignment
For our second writing, we’ll compose an original, analytical essay, based on evidence from our autobiographical literacy narratives. After discussing portions of the narratives in class, you will identify a significant pattern in the accounts that says something important about reading, writing, and learning in an ever-changing world. You will use evidence from the accounts (as well as background from our readings whenever relevant) to explain what you see and why it is important.
In some regard, we are still doing “Discourse Analysis,” only we’re focusing on narratives we ourselves have written with an eye toward formulating our own theories of literacy. Consider the advice of literacy researcher, Frank Smith: be aware (beware) of metaphors posing as factual explanations (i.e. literacy skills); create your own metaphors as a way to reorient our conceptions of literacy and learning. A large part of your analysis might be explaining what, exactly, literacy is, perhaps what it is not, perhaps characterizations of literacy learning, education, and sponsorship, and perhaps some attention to the uses to which we put literacy (as they appear in the narratives we read). Look for patterns or themes across the narratives you read that might lead you to some grounded theory.
Method
We will form into smaller groups of five or six. You will be responsible for providing a copy of your literacy narrative for each member of your group. These narratives will be your primary sources. Use the articles from Stuckey, Barton, and Brandt (among others) to help you think about what these narratives say about literacy, literacy development, literacy education, etc. Let’s get started today.
Due Date: Monday, March 22
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My eccentric ideas once again raised their ugly heads when I began teaching a junior high group of resource children. They had to do book reports and write or draw and explain reactions to literature. I had the audacity to read them books their peers were reading at the end of each class period. For the first time ever, resource kids entered the battle of the books alongside regular education students. With help from my aides, portfolio students started telling stories with vivid details we scribed and helped them edit. They had a never before heard voice. They wanted to sit still and listen to Alice in Wonderland or The Girl in The Cage. For once, they could talk about literature alongside their peers in the lunchroom. My family’s library cards became maxed out at the public library. Somehow elementary teachers missed the fact that the students who could not read had never been read to as children. During eighth period those who could not read came to my room and we practiced reading stories so they could fake it when they had their own children. Amazingly, since they were only learning to fake read for later, and not trying to do something hard, they learned to read over the course of the year. They were not reading at grade level, but they were reading. Leaving that group was one of the hardest thinks I ever did.
ReplyDeleteUp to this point, I have only hit one perspective of literacy, the reading aspect. I fully understand that there is so much more that goes into literacy-such as grammar, language, spelling, writing, etc. When it comes to those features of literacy, my outlook does a complete 180. English has always been one of my, if not my, least favorite subjects. I have never been a strong writer or speller, and I blame this fully on the teachers I had growing up. I could do math problems for days or even spit out science facts, but do not ask me how to spell balloon. It all started in my freshman year of high school. I was taking advanced courses in math and science, so to keep my life balanced I opted out of taking honors or advanced honors English. That was my first mistake. I was stuck in a class full of freshmen who cared about English about as much as men care about who wins America’s Next Top Model; therefore, the teacher didn’t care either.
ReplyDeleteAlthough I read comic books I didn't keep on reading a lot except in school and even in school I would say I faked my way through eighty percent of it. I did what I had to do to get by and then I could memorize important facts that the smart girls would tell me before the quizzes or test. This kept up with me through high school, but then I did actually read for school by trying to get the books with the detailed summary of the books that I was already supposed to read. I did not enjoy being forced to read books that I didn't want to read, it was so time consuming. But I had a really good English teacher. Her name was Mrs. Maxwell and she was a saint! She knew I didn't like reading the assigned stories but somehow she convinced me to do it. We had a friendship so it was like I was being held accountable and if I didn't read the stories I would feel bad because I didn't want to lie to her.
ReplyDeleteWebster's defines the term literate as being “educated; cultured; able to read and write; versed in literature or creative writing; having knowledge or competence,” but that doesn't really work for me. It isn't enough to just be able to stare at a page, absorb the words, and regurgitate the information. Merely having the ability to make sense of letters and characters jumbled together and thrown on a page means nothing unless we can give some significance through them in our own lives. It shows no outstanding savvy or deep intellect when we are simply scanning words to turn the page or scribbling fervently to finish a task. Without literature, circumstance has no value. It is only when we can take what we have read and written and apply it to a circumstance, then we are truly literate. These days, my nose is constantly in a book or two, and my interests include writing several novels simultaneously and taking notes on my thesaurus. I frequent libraries and bookstores - even if I have no purpose - even if it's just for the smell. Venturing to McKay's on Charlotte Avenue has become a favorite pastime of mine, digging through the free-book bin and buying classic literature because they are books that I should “just have.” It isn't enough for me to read the words, I want to apply them to my life, to use the empathy I aquire to relate to a bigger meaning, to continually expand my knowledge of other times and places. On occasion it becomes overwhelmingly frustrating for me to verbalize a specific thought, as I am often afflicted with a surge of writer's block, but somehow I always manage to find the right words: something I attribute to the late and great authors of yesteryear. They have inspired me to write with their words screaming at me from the page, seemingly on fire, begging me to follow.
ReplyDeleteI remember in middle school every morning we had to complete grammar drill tests. The teacher would provide students with a small slip of paper with a sentence or sentences that were incorrect in grammar and spelling. Given five minutes to complete I struggled to make the proper corrections. Sometimes I did great and other times I flopped. My teacher never really seemed concerned. It was like they either didn’t notice or didn’t care. I know what you thinking how I could make A’s if I didn’t know proper grammar. Essays, reports, papers—all received A’s. My secret was unfortunately my mother. She was my personal editor and writing consultant. I remember she always used a red pen. That pen became the fear of my life representing my failure to fully achieve grammar and feeling like a failure. I know what you might be thinking. How could I master grammar if I was having it fixed for me? I struggled, everyday learning proper grammar. Studying my English book and doing exercises was like second nature to me. I don’t know if I just choked under pressure or if I really was missing the concept. My teachers however never seemed to notice. Eventually I just came to the realization that I must not be too bad otherwise my teachers would have intervened. That was there job right? Well, for years I continued with my studies and writing always having trouble and fearing the infamous red pen.When I entered college I decided it was time to leave the grammar nest and fly solo. So I trained myself to proof my own papers. I began to realized how much was really missing in my grammar. Literacy has always been present in my life, though I did not always recognize the presence. Literacy will always be in and out of my life interweaving its way through. Literacy has become an important component in my future dreams. Literacy for me has evolved into a personal goal and key to my future achievement. Reflecting back at how things have turned out, I am constantly amazed that I have come this far. Still in the minds of other people I need improvement. The things that come easy are not always the things that make us happy. Literacy does limit me to one discipline; my experiences and educational paths form a literacy that is not defined in a textbook. I learned about myself through my trials with literacy, and I continue to grow and learn as my literacy continues to evolve.
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