- What are the key traits of the literacy Success story, and why do students tend to tell it more often than other literacy stories? Does your sampling of the Rising Cairn literacy narratives confirm or complicate Alexander’s claim? PRO TIP: Use the data from Alexander’s Table 1 and her description of Jeremy’s and Anna’s literacy narratives to describe the content and stylistic characteristics of the literacy success story. Draw on pp. 623-624 to explain Alexander’s speculations on the reasons students tend to write the “literacy success story” most often, explain which of her theories makes the most sense to you, and offer one of your own on why students tend to tell literacy success story more often than other literacy stories.
When reading a literacy narrative, the key traits that make up a “success” story to me, are; there has to be somewhat of a momentary struggle or backtrack in the authors road to eventual success. Another trait to me is there has to be examples of effort put in, to reach that “goal” that they are seeking. The last key trait i think all “success” stories have, is the tangible success that the author was trying to accomplish this whole time. Without the author letting the reader know what the accomplishment was and what “success” did he/she have is the whole point of the narrative.
In my opinion, i believe that most students end up writing about “success” stories because its easier and it is also a lot more comfortable for people. For me, my narrative as a about success i had in reading/writing. To be honest, i think i picked that because it was the thing that stuck out the most for me. Maybe for other students a victim story may stick out in their mind and that’s why they write about it. But for me (and what i think is most students) like to write about success’s we have had in our academics and not bring up some of the bad times we may have experienced.
2. What are the key traits of Victim literacy narratives, and what kinds of students are most likely to write them? For what reasons, in your view, might students who fit that profile write victim literacy stories. Support your claims with examples drawn from your Rising Cairn sample (“sample” means the set of literacy narratives from Rising Cairn that you have read). PRO TIP: Use the data from Table 1 and Alexander’s discussion of Aaron’s and Kristy’s literacy narratives. Draw on pp. 625-627 as well.
When reading a literacy narrative, the key traits that make up a “victim” story to me, are; there has to be examples of the problem/struggle the author is dealing with or going through. There has to be an EXACT moment where the author felt in a way a “victim” to education. The last key trait i believe makes up a victim story is, the story doesn’t have to end up being good. The whole point of the victim story is to get the story across that you felt like a victim because of something that happened to you in your academic career and that isn’t a good thing but that’s okay for this type of narrative.
3. What are the key traits of Rebel literacy narratives? How often do they appear in Alexander’s data set? What, in your view, might explain why rebel literacy narratives are so rare? Transfer strategies from earlier questions as appropriate.
In Alexander’s data set, “rebel” narratives only appear 5% of the time. This actually makes sense to me, because i don’t think most students want to write about or maybe “flaunt” that they were a rebel in high school or middle school. I feel like the more students grow as people and as educational people, their views change and they mature so if in high school they were a “rebel” and didn’t do homework, or didn’t go to class, or just didn’t care at all i think changes.
Tyler – instead of copying and pasting my questions, write your answers in a way that you incorporate the question in the answer. That will give you practice in generating paragraphs that can be understood without reference to the writing prompts.
Q1. You’re missing some important parts of the literacy success story. Go back to Alexander and review. Connections to Rising Cairn stories should not be to your own, but to the ones you’re reading. Connections to Rising Cairn stories should include an introduction of the story’s author and title, orientation to the narrative, description of key episodes and some direct quotation.
Q2-3. Doesn’t look like you invested 30 minutes of engaged work in on these questions. Connections to RC stories aren’t elaborated enough.
Not yet acceptable.
I looked back after I read your comment and i must be confused about what exactly you want. I know last class you talked about wanting more detail and more thinking about the questions and about to narrative we are reading. I see i am lacking some detail and some thinking, but other than that is there anything else that makes my work “not yet” acceptable?