Josie Alford Dr.

Suhr-Sytsma Eng 101-000 7 October 2013 Abstract

In this essay, I draw from Williams Heroes, Rebels, and Victims: Student Identities in Literacy Narratives and David Sedaris Me Talk Pretty One Day to argue that the identities of the teachers perceived by the students directly correlates to the positive or negative impact that the teacher has in the learning environment, which is evident through the use of motivation or intimidation in the classroom. In Paris Zhous personal literacy narrative, she recounts the positive learning experience of finally understanding English through conversational encounters with her English teacher, Michael, and how this experience motivates her to conquer the language barrier between her native language and the English language. I use Zhous and Sedaris literacy narratives as examples of Williams use of identities in literacy narratives. I argue that by identifying the identity of both the teacher and student in the classroom, one can determine the how the learning environment affects student in learning a new language. I also argue that Sedaris teacher serves as the villain in his narrative and that Sedaris portrays himself initially as the victim and then as the hero. In Paris narrative, she assumes the identity of a hero, while her teacher, Michael, is constructed the identity of both a nurturer and as a hero. In my essay, I advocate that the villainous identity of the teacher results in negative motivation in the learning environment, resulting in fear from intimidation and discouragement from learning a new language.