Narratives read

The art crisis
Don’t knock it
Parental Advisory
Makayla Julie & I
From being a mentee to a mentor
Is it an option to drop out of middle school
No one but myself
Success

2- A similar experience that many narratives seem to share are people learning to love writing, or reading. Whether it be an apprenticeship like Mrs. O’Connell the 8th grade teacher or the mother who taught her son to open his mind up to school when his classmates would complain about how much they hate it. Another important theme is freedom to write what you want. Having the option to choose what you can write about makes the literature piece completely original, also more rewarding when it’s finished. A familiar feeling these authors write about is how passionately they are about what they’re reading. When you can find a book your very interested in, it tends to be fun to read that material.

3- A unique experience I read about in “don’t knock it” was the word of advice Mrs. O’Connell told the author “if a book catches your eye, then that is the one for you”. The author then read a book he found, based on that advice and how that piece of literature had related his own life so much. I find this connection the reader had with that book very strong. Another cool example I read about was how the mother in “parental Advisory” opened her kid’s mind up to school when his peers would bash on the education. A interesting experience in the narrative “Makayla Junie & I” was how these girls viewed this character in a book as their role model growing up, that’s how big of an impact this literature had on these people. A narrative that I can personally relate to is in “from being a mentee to being a mentor” the author has to juggle his own life & studies while also teaching his brother how to read. My older brother supported me a lot whenever I needed help with school growing up. I see my brother as the author and myself as Ben.

4-One of the things these literacy narratives are saying to me about writing is how much more creative and Fun writing can be when I can choose what to write about. The papers we write and the assignments we complete, are often “supposed” to be done in a certain way. For example, Specific formats with guidelines we must abide by. Being able to write about things that interest me can be a more enjoyable experience in contrast to being told to write about something I had no control over. Another thing these literacy narratives are saying about me as a reader is that you really have to find something you truly enjoy to get into it. Kids especially dislike having to read books & articles they’re not interested in.

5- how impactful was Makayla on your development as a reader ?
How hard was it to transition to only taking care of yourself to teaching your little brother how to read & committing a lot of time for that.?
Why do you think Lyell gave you so much confidence t do good in school ?
How did that project in Mr. Bruhl class affect your outlook on future projects/presentations?

For next class: Write a follow-up blog post that describes your initial thoughts about revising, reformatting, and re-mediating your literacy narrative for a web audience. Your post should address at least two questions:

1. How does this image connect to myself as a reader/writer?
2. What concepts from Gee do you think are most relevant for analyzing your own narrative? What changes or additions could you make to reflect what you’ve learned about Discourses since completing your last draft?

This image of the “conscious management of ones online life” (HCM)  It connects to me as a reader because if I’m going to be expressing my work online for people to see and judge, I want to make it look good. Writing a piece for an online audience, you never know how many people could potentially see your work and who those people are. If I know my work will be witnessed by many people, then I’am more likely to  critique my draft extensively and attempt to write a solid piece of literature.   This connects to Gee because he talks about how you must engage your discourse in a fully fluent manner.  You need this to consciously “look after and preserve an archive of ones digital existence”HCM in order to be successful as a reader or a writer.  If your showing your work online then thats a way of expressing yourself as a writer, especially to people you’ve most likely never met.  A revision I could make to my Literacy Narrative is to get rid of some irrelevant information, and to improve my detail. I Need to elaborate and explain my experience in a more raw matter. With more addition of of material I will need to restructure my paragraph to make it reasonable.

This is the book I read with my aunt Terrie  from my literacy narrative

This shows solid critique of my peers work. My comments on his draft showcase my ability to offer specific suggestions for change and address the claims and evidence put forth. The comments I published successfully address idea development to better his piece of literature 

First watch clip #1 and, using concepts borrowed from Gee and Cuddy, analyse what you see happening in the film. Consider the following questions, for example:

• What is the “dominant secondary Discourse” at work in the film? What are some its features? Note that there might be more than one at work.
• How can we tell that Rita isn’t fluent in this Discourse? What details (for example, in her “saying-doing”) reflect her difference from Dr. Byrant?
• What might Amy Cuddy observe about each character’s body language? How does their body language compare to what they are saying?
• For Gee, Discourse entails “being-valuing-believing” as well as what we say and do. What values do the characters name or express explicitly? What others values are implied and how can you tell?

Rita talks a lot she says “I don’t get to talk to people like you”     Cowards for wanting to quit smoking

“gotta do it from the inside like i wanna learn” she wants to be confident    ” I dont want another tutor”   “looking like a Jeriatric hippy”-humorous

Dominant secondary discourse is Rita attempting to get the professor to tutor her and to become a student at this university. She wants to enter a apprenticeship.

We can tell Rita isn’t fluent in this discourse is because of the way she opens up about how she hasn’t been to school in years. “I’m slightly out of step” referring to how long it’s probably been since she was in school. Another example she mention is that she’s 26 years old.

Her body language was very confident which is in conflict with how she really feels. She constantly walked around and never stopped talking, her body language suggested that she was very confident, another example is her smoking and drinking

• What  about Rita’s “saying (writing)-doing-being-valuing-believing” has changed?
• How would Gee explain Rita’s comment that she wanted to tell someone “who would understand” about her night at the theater?
• Which other concepts from our readings might the clip illustrate?

Once you’ve discussed the clip as a group, use class time to make your own claim about what you see happening in the scene. Your response should use concepts drawn from Gee and Cuddy, make use of direct quotation from both, and follow Barclay’s formula. Add your response to your ePortfolio reading/writing log.

Rita’s hair has changed from some pink to blonde. She is reading shakespeare. Reading is a bi part of mastering this discourse. She’s putting effort to learn the “doing” part of mastering a discourse. Rita is developing the  “believing” part as well as she gets more comfortable with learning and being around “educated people in a school setting”

She feels comforted by the professor. He has to even push her with his hands to guide her to her seat because of how out of place she acts/feels. Very nervous about entering classroom.

The professor let her be in the classroom which let her have some access to this primary discourse. Her apprenticeship is in full effect.

project 2 final draft