Take a look at the intro to The BFG and A Little Me. How does she introduce her literacy? What does she do and not do?
When I was just a little girl, going to school was my absolute favorite thing to do and I took it completely seriously, well as serious as a 5-year-old could. I specifically remember the day that I became hooked on reading. This day embarked my journey into becoming the bookworm I am today. Reading from that point on became part of me, and helped me develop and grow in so many ways and remains extremely important to me. I can sit for hours on end oblivious to what is going on around me so engrossed in the story line that I forget to even eat. Reading becomes my craving for one more word, one more sentence, one more paragraph, and then one more book.
Let’s look at the Goodman Narrative (7).
What do you notice?
Now, let’s look at the Pequeno narrative (21).
How does he get out attention? How can you do something similar?
Show, Don’t Tell
The writing you do at this level should do the work, instead of you having to tell us. No more lines like:
In this essay…
My literacy narrative is …
Graff “Hidden Intellectualism”
In the article “Hidden Intellectualism,” Gerald Graff argues that schools should encourage students to write about subjects that interests them. While passion about a subject does not necessarily mean they will write well about it, they can benefit from reflective and analytical writing about subjects they care about.
Nonacademic subjects can be “more intellectual than school” (267).
What does he mean by intellectual here? Look at paragraph 10.
Real intellectuals turn any subject, however lightweight it may seem, into grist for their mill through thoughtful questions they bring to it, whereas a dullard will find a way to drain the interest out of the richest subject (265).
Do you agree with this statement? Why?
- Who is his audience?
- What is his purpose?
Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a lifeless explication of Hamlet or Socrates’ Apology (270).
The grading rubric for the Narrative will use five criteria for scoring. 0 to 3 scale.
|Use of Literacy|
|Narrative structure/ Organization|
|Use of Dialogue|
|Title and Images|
|Grammar/Spelling/ Word Count|
Focus on events in your story. What events help you to tell your story?
- First Event
- Next Event
- Next Event
- Final Event
Do tell us what you went through. Show us what happened. Place us there with you.
So What? Making the point clear
One important aspect of writing in college, is that your point is clear. Even in these narratives where we are exploring ourselves. You want the reader to know the lesson or point you learned from reflecting and writing.
Here are some questions to consider when concluding your narrative. What did you learn about literacy? How do you learn? How have others helped you? What should the reader take away after reading this? Why does this matter?
The literacy narrative helps us to understand how we learned something. Whether we had a teacher, an instruction video, or from trial and error. Make sure the literacy lesson or point is clear to your reader. We are going to publish this online for the benefit of others. You do not have to post your name. There is a little bit of anonymity online. Think about your audience and how you can help them to learn something from your experience.
What is the point of your narrative?