English 1303

Fall 2014
Rebecca Hallman
Unit 1: Literacy Narrative-! Week 3
Here is a short video of my course organization. I take you from the Unit link, to the weekly folder, to the daily
items so that you can get a quick sense of what the class looks like inside:
https://www.youtube.com/watch?v=OsdqcDv6GHs&feature=youtu.be
CONTEXT
Before: During the week prior to this one (week 2), students were asked to read a selection online from The
Norton Field Guide for Writing about narrating and describing and to construct a journal entry in which they
describe one person, place, or thing from their literacy history, to watch a video about the idea of a literacy
narrative made by Cindy Selfe, to read the first major project assignment prompt (the Literacy Narrative), to
read about open form/literacy narrative as a genre from parts of the A&B Guide to Writing, and to take a quiz
over that material. They also read an essay by Mortimer Adler called How to Mark a Book.
Week 3 was designed to introduce students to sample literacy narratives written somewhat professionally, to get
them talking about the genre, and to give them their first experience with a class discussion board beyond the
Introductions. Also, the purpose was to get them thinking about images of reading/writing outside of school and
how those may have influenced their attitudes about reading/writing.
After: In the week that follows this unit, students were asked to read sample student literacy narratives, to rank
and score them via discussion board, to read my own scores/ranking of those same essay, and to experiment
with short audio clips/mini-peer responses via the discussion board.
Schedule of Assignments and Tasks for Week 3 (organized in a Unit link!weekly folder!daily item in BB)
Due Tuesday @ 11:59pm
Week 3
(9/9 & 9/12)
Intro to
Literacy
Narratives
(written and
told)

Due Friday @ 11:59pm

WATCH video of my own application of Adler to a

reading of a literacy narrative:
https://www.youtube.com/watch?v=112VGtJzdlM1

READ/WRITE: read the threads under Week 3 and write two

secondary posts for Week 3. One of these must join either the
Tan/Nichols or the DALN archive convo for which you DID NOT
write a primary post.

READ Tan and Nichols Narratives (PDFs).

WATCH/WRITE: watch the short video clips (links below) that

deal with reading/writing in American culture and write a short
response to one of them and about a valuable literacy
object/event in Journal 2.2 (prompt attached). *All files are
embedded in BB. Links here.

LISTEN to at least two narratives from the Digital Literacy

Narrative archive. Here is the
website: http://daln.osu.edu/ . You can either search the
site yourself, of you can start with the "Sample
Narratives" here: http://english.marion.ohiostate.edu/mccorkle/DALN/resources.html#Samples. A
couple of my favorites are "The Lost Art of Note Passing"
by Anonymous and "Dropping out of High School" by
Melanie Yergeau.
WRITE two primary posts for Week 3 Discussion Forum.
Pick one: 3.3: Tan/Nichols or 3.2: Spoken Narratives:
Exploring the DALN archive. Everyone must post in 3.1:
What makes a good literacy narrative? Thinking about

(a) Dead Poet's Society

https://www.youtube.com/watch?v=gQU3EphIpMY
(b) Clip from documentary, To Be Heard
https://www.youtube.com/watch?v=78fOXpOqHGE
(c) I hate writing
https://www.youtube.com/watch?v=NvIYAcUGJDU
(d) TED talk about texting
http://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1!Please view this video posted to youtube, which I made myself using Camtasia to teach students about how to mark a test/critical
reading.!

YOURS

Week 3 Announcement 1 @ the beginning of the week (sent 9/9 @ 7:30am):

The announcement reads:

Hi Everyone,
Hope you are having a great Week 3! I wanted to touch base with you about a few new resources and to remind you
about this week's work. I'll start with the new stuff (two resources)--(1) In the course syllabus, you should remember that I mentioned we'd have a course-embedded, online tutor in our
course. Now that we're getting closer to the drafting of the first project, we've got Kate to offer writing advice/feedback.
You'll notice that she will be facilitating/responding to one of the Week 3 discussion threads (the one focused on thinking
about your own literacy narrative). She is specifically in the course to work with you on writing--to answer your questions
and/or to set up one-on-one appointments with you via the writing center. Best of all, she has access to all our online
course site-- all the assignments, readings, directions, and materials. I'll be sending along more information about Kate's
role and about her availability for individual appointments (which will happen in real-time online via the writing center).
(2) We've not got a "Writing FAQ" wiki page set up (you'll notice a link in the left hand column). This space will be
managed mostly by Kate and I, but please do feel free to go in and add writing information/helpful tips/links to resources,
etc. as you use and find them yourselves. The cool thing about wikis is that they're anonymous, so I've also created a
space where you can anonymously post writing/course questions when you have them.
In terms of your work this week, you've got the following:
FOR TUESDAY: (1) You should read the two literacy narratives (Malcolm X & Tan), and listen to a few audio
narratives via the DALN, youtube, or some other source on the internet. (2) Then, you need to write two primary posts
under "Week 3" discussion board. You'll notice that I'm not asking you to create your own threads this time, but to reply to
the already created threads. *When you do this, please try to remember to change the subject line to read your name, so
that when your classmates respond to you, they can be clear who they are writing back to. (3) Finally, I've posted a video
for you to watch about Adler and an example of how I mark up texts. Please watch this and let me know if you've got
questions.
FOR FRIDAY: (1) Write two secondary posts. I know the directions here were a little confusing. Here's what I'm asking:
You had three options for discussion boards this week Say you posted primary posts to Tan/Malcolm X and to the one
about writing your own Literacy Narrative. Then, when you write your secondary posts, you have to post to the "Spoken
Narratives" board, and then either Tan/Malcolm X or the one about your own literacy narrative). This way, by the end of
the week, you've participated in all three threads in some way. Make sense?; (2) Watch the clips about literacy in
American culture and write Journal 2.2.
I'll be responding to your Journals from last week and grading your Week 1 discussion board participation this week.
Please remember to follow the guidelines for discussions that you read about during the first week of class. This means
that primary posts should be generally more than one simple paragraph long, remember. I'll attach a link to those
directions below, just to remind you.

Have a great week!

Becky

Discussion Board Overview

Here is a short video that takes you through the discussion board threads for week three. It will give you a good
idea of the amount of writing that took place in our online conversations. Please also look at the Discussion
Guidelines to get a sense of directions that students had to follow.
https://www.youtube.com/watch?v=_e6GpagEi5w&feature=youtu.be
Forum Setup-

I created a Week 3: Intro to Literacy Narratives Discussion Board forum with these directions. Here are the
directions for the forum:
This week, you'll be asked to write two primary posts (one in 3.1 and one in either 3.2 or 3.3), and two secondary
posts (at least one must join the convo in 3.2 or 3.3 that you did not write a primary post for). So, for instance, if you write
one primary post in 3.2, then you have to write a secondary post in 3.3. Your second, secondary post can appear in any of
the threads (3.1, 3.2, or 3.3). Make sense?
Here's what you'll see inside this week's discussion forum:
3.1: What makes a good literacy narrative? Thinking about YOURS...
3.2: Spoken Narratives: Exploring the DALN texts
3.3: Tan/Malcolm X
Since you are being asked to do two sets of primary/secondary posts, you will receive 40 points for your work this week.
For the prompts, please click "Week 3" and then on each discussion thread. Then, hit "reply" and post your response.
*DO NOT create a new thread this time because they have been created for you :)

Thread Setup:

Then, there were three thread/conversations within that forum. I will only mention two here, because the first
thread (What makes a good literacy narrative? Thinking about YOURS was written and facilitated by Kate, a
course-embedded tutor for the course. Below, you will find the prompts that I wrote and facilitated for part of
the Week 3 Discussion Forum.
Thread 3.2: Spoken Narratives: Exploring the DALN PROMPT (image w/ text retyped below):

Check out the DALN website here: http://daln.osu.edu/ . Then, answer one of the following questions:
(1) Find a narrative that you think is effective and interesting and post a link to it below (you can either pick one from the
DALN, or you can look on YouTube and find a video literacy narrative). Then, briefly summarize the narrative and explain
why you think it's well done. You should refer to specific moments in the narrative, and feel free to draw from last week's
readings about what makes a good literacy narrative to support your argument.
(2) After listening to a few digital literacy narratives and after reading the Tan and Malcolm X narratives, what do you
notice about the differences in medium? Do you prefer to read or listen to a literacy narrative? What are the allowances
one form has over the other? Use specific examples from the narratives to support your points.

Sample from Conversation from 3.2 (taken from the beginning of the convo):
Below, you will see a selected sample from the conversation thread. Ive highlighted my own participation in
yellow. Please view the video titled Discussions for a clearer idea of how this conversation unfolded.
Post 1: Vanesa
After reading the narratives Mother Tongue and The Autobiography of Malcolm X I listened to the spoken narratives of
The Lost Art of Note Passing and Dropping out of high school. I prefer the way that spoken narratives are arraigned
because I feel as if I better comprehend them. In Mother Tongue Amy writes the speech that her mother gave during her

wedding about the man who had the same last name as her family and while reading it I could only imagine how she
sounded but in the spoken narrative of The Lost Art of Note Passing I was able to actually hear a voice reading the note
that was passed on. Another difference was noticed in the spoken narrative of Dropping out of high school because not
only was I given a voice but I was also given a face to see. In The Autobiography of Malcolm X he described about the
conversations he would have with the debates which were I assume back ad forth discussions with others who were also
interested in the debate. The difference between reading that experience that Malcolm had and actually hearing a
conversation of Melanie being questioned by someone and having a back and forth discussion with them was that I felt
more interested in the conversation of Melanie. A difference from reading a narrative and hearing a narrative is that I feel
more awake and interested in one that is spoke to me than one that I read because like in The Lost Art of Note Passing I
could even hear the background noise of what sounded like a high school classroom. I felt as if by hearing the narrative
my senses were used more I could imagine the story better.
Post 2: Hayden After reading and listening to a few narratives, I felt more interested in listenting to narratives. I liked
listening to the narratives because I could see and hear the meaning of the situation or event that they were talking about.
It really a raw version of a story, I felt like I could relate and understand more of what they were talking about. I also felt
like they were speaking directly to me, which made me want to focus more on them. I personly enjoyed listening to the
narratives rather rather than reading them, it was a new experience for me. It caught my attention and was able to keep
me focused.
Post 3: Vivian
I was thinking the same thing, about how listening to narratives were the raw version of the story. The narrators did not
filter themselves or use elaborate vocabulary. It was such a simple and genuine way to share their experience.
I listened to "Everyone Has A Gift" and "The Greek Story: context, literacy & meaning "
http://daln.osu.edu/handle/2374.DALN/190
http://daln.osu.edu/handle/2374.DALN/539
I found the stories interesting because the narrators' present selves prove to be a contrasting difference to their past self.
Both individuals experience moments of illiteracy and further describe their personal thoughts along the process. This
allowed their audience to relate to them on a personal level, even if they didn't share the same experience.
Yusuf from "Everyone Has A Gift" talks about how he watched American children t.v. shows in order to help him learn the
English language. This caught my attention because I never thought about how something I used for entertainment was a
means of learning for another person.
Post 4: Reza
Hi Hayden,
I completely agree with you because although reading can allow you to go back and physically analyze the material,
sometimes listening to what someone is saying can help you (the audience) connect with the speaker (the writer) on a
more personal level, and it can also keep the audiences attention easier, while getting the message out quicker. Although
this was not a new experience to me, I can understand what you mean by your preference of listening rather than reading.
-Reza
Post 5: Me
Great responses here, everyone! You all are suggesting here that spoken narratives help you feel more connected to the
reader and to the story. Why is this? Do you think the spoken narratives allow for more understanding in terms of tone,
emotion, etc.? This is one thing I notice when I listen rather than read narratives (at least most of the time).
One thing I want to mention though too is in response to Vivian's comment about the spoken narratives seeming more
"raw." I think this is a very interesting idea. Sometimes, this is the case-- people are asked on the fly and they speak
naturally about what comes to mind (this is how the DALN records some of its narratives, and it can be quite amazing to
see what people come up with in the moment). However, do keep in mind that some of the narratives are

constructed/written and read out loud. I agree that most oral narratives seem more raw, but sometimes, they are just as
thought out and constructed as written narratives.
Post 6: Mitchell
I actually enjoyed the visuals a lot more. The reason I enjoyed the visuals is because I related the person's appearance to
the story. To me this made the story better and more intriguing. But I enjoyed reading the Malcolm X narrative, and I don't
think I would have enjoyed it as much if I watched it. The reason I believe is because the narrative was about him learning
to write and read better, and the fact that I was reading his writings made the narrative more interesting. I did not like just
listening as much. I did not like the fact I could not picture the person. I wish I could of watched Tan's story. It seemed like
it could of been a great short film. This was one of the best stories of have read in a while. I really like how he touched on
his thoughts and brought them to life in the narrative.
Post 7: Me
You make a great point here, Mitchell. It does kind of make sense to read Malcolm X's narrative, given the focus and
context. I also have a bit more trouble with listening, and I tend to comprehend things better when I read rather than listen.
I also like being able to "see" the words/writing on the page and how they are organized.
Post 8: Camille
The digital literacy narrative I found most interseting was called "Music Narrative" by Glen Armstrong
( http://daln.osu.edu/bitstream/handle/2374.DALN/576/Armstrong%20Literacy%20N.1.mp3?sequence=1 ). Armstrong
talked about how, ever since he was a child, he would go to his grandfather's house and listen to all different types of
music, and learned how to play an instrument. He described that, because he had been around music his whole life, he
felt that music could tell a better story than a words on a page could, because the notes and rhythms draw emotions and
feelings out of you that a novel couldn't. I have been around music my whole life, so I get why he said this statement, and
I agree with it about 60%, because, even though I feel that music can draw so many emotions out of a person and can
impact someone significantly, I think that words on a page can draw emotion out of you, also.
After reading the narratives and listening to digital narratives, I think that I would rather listen to a digital narrative. While
both mediums are in the author's words, I felt that if the author was speaking those words to me, I would be able to grasp
his/her feelings and thoughts better. It felt like Armstrong and I were sitting across from each other and he was telling his
story specifically to me. While I was listening to "Music Narrative," I could hear things in the speaker's voice that I probably
wouldn't be able to feel if I was reading words on a page. I felt that I was there with the speaker, as he laughed while
recalling a funny memory, and as his inflection and tone changed as he talked about different subjects. If I were reading a
narrative, I don't think I would be able to figure those things out, unless the author specifically stated that he laughed or
that his voice changed.
Post 9: Daniel
After reading the narratives and then listening to the digital, they both have advantages and disadvantages. When you are
reading the narratives, it is easy to just go back to the top and read a section that you weren't sure about. But if you are
listening to a narrative and get lost, you have to guess a time that you want to go back and listen to. Amy Tan provided a
text from her book The Joy Lucky Club. Also if you need a reference from a text, you can easily copy it right
there. However, listening to a narrative seems alot easier to stay awake and focused. When you are reading a small text
for a long period of time, it tends to get tiring and boring. I don't have too much of a problem with either forms of narrative
types, but listening might have a slight advantage on comprehension and attention.
Post 10: Kyle
When listening to the literacy "The Lost Art of Note Passing" I was very intrigued with it. This one narrative caught my ear
due to its ability to relate to most people's childhood memories. In this particular narrative the author refers to their
experience and future effects of the art of note passing in junior high and high school. She says that it is a lost art that kids
have now substituted texting and social media in its place. She also refers to the effects of the note passing on her future
and helping her in her pursuit in strategic communication and professional writing in college. I enjoyed this narrative cause
it reminded me of my days of note passing and brought back good memories and just the pleasure of knowing that other
people shared similar, unforgettable experiences as me.

Post 11: Sharar

Reading the two narratives and listening to a few audios, I noticed a lot of difference in the medium of these two types of
narratives. The written ones used more articulated words whereas the audios were much more easier and basic to
understand. The audios also had a given tone depending on the reader while in the narratives the reader had to interpret
the words of action. I would prefer to read the narratives rather than listen to it because reading gives a easier way to
make notes and go back to read again while audios unless someone has memorised the whole audio is tougher to go
back and find the exact location of the reading. Another advantage I think reading has over the audio is that in reading the
reader has the independence of reading the narrative in his or her own pace while the audio has to be paused and played
and is not in your own pace.
Post 12: Me
Great insights here about the differences between written/spoken narratives, Sharar. Your comments about word choice,
tone, and reader choice/pace make a lot of sense. When might you pick one over the other? Do you think the content of
one's narrative should drive the medium one uses to compose it?
Post 13: Raad
After reading the narratives and listening to the audio I noticed a lot of difference in medium. Both are different as in one is
listened while the other is viewed. In the written narratives, the words are more articulate while a lot more easier words
are used in narratives. I prefer to read a narrative as that way I can make notes and keep on going back to the text while
on audio, one cannot have notes beside the notes. Also in the written narratives, I can interpret the texts in m own way
and break it down. While in audio, there is nothing to break down as it is already in the point of view of the speaker. In the
audios, to follow the notes or write something down, the audio has to be pasued, whie in reading I can stop and start from
anywhere. f
Post 14: Dania
I listened and watched 2 literary narratives, but I prefer to read them.
Reading, watching, and listening to narratives have advantages and disadvantages. When watching narratives you can
see the people's facial expressions and know how they feel about what they are saying. Listening to them is also helpful
because you hear their voice and can infer how they really feel about their story (Watching and listening have similar
advantages). But what if they have different accent and you cannot understand something they said? It is always good to
have a hardcopy of the narrative. When you read the narratives, you can always go back to re-read any part you did not
understand, and take notes to have a better understanding.
Post 15: Carolyn Hey Dania,
I agree with you that both watching and reading narratives have their advantages and disadvantages. It seems to me that
you like to read them more than listen to it, and I agree with you I like to go back and read stuff and be able to mark up the
texts it really helps understand things better. But an advantage of watching a literacy narrative is you can see the
speakers body language you can hear the tone in their voice which I think helps you really feel what the speaker is
feeling. Honestly both are good ways to share your literacy narrative.
- Carolyn Hernandez
Post 16: Jackie
Hello Dania,
Do you think that it would be convinient to listen to a narrative and read it after? If that option is available, of course. Also,
you mentioned that when reading a narrative, you could go back and re read, but you can also go back and listen to parts
of the narrative over again. You can do this as many times as you want. Do you think that there would be a difference in
doing so?
-Jackie
Post 17: Toan

After reading and listening to the many narratives, I can see many advantages and disadvantages to both
mediums. Vivian mentioned that the audio narratives have an unfiltered quality about them that she felt was genuine, and
I would happen to agree with her. When you're in the spotlight, a performer is not given all the time in the world to
process their thoughts; they have to vocalize them on the spot, giving them that sincere nature that is very
freeing. However, this could be a double-edged sword, leading to an unfocused stream of conciousness that may require
some deciphering. I feel that the written medium gives an author the time needed to express their thoughts more
thoroughly, providing a clearer image in the mind of their intent. Of course, having read many a rushed article and
fanfiction, the time-aspect is only if the author/speaker so utilizes said time. Overall, I enjoy the spoken medium for its
brevity and expediency, but if I had the time and inclination, I would much rather spend the time and effort to read a
written piece, in hopes it will provide a fuller image.
Post 18: Hayden
Hi Toan,
I agree with your opinions the advantages and disadvantages of either listening or reading narratives. While listening can
grasp the listeners attention quicker and also get the point across quicker. Ther speaker might not be able to completly
explain on the subject. On ther other hand, a reader can take his or her time to understand and comprehend what they
are reading. But then again, this is only ones choice and opinion.
Hayden
Post 19: Me
Good points here, Toan. Do be sure to look at my response above to Vivian's comment. In it, I suggest that while
sometimes people are speaking on the fly about their literacy experiences, others are reading composed/written
narratives. But, regardless of which kind of approach the teller takes, you are right to suggest that the spoken narrative is
a performance. Do you think written narratives can also be a kind of performance though?
Thread 3.3: Tan/Malcolm X (image w/ text retyped below):

(1) In their narratives, both Tan and Malcolm X explore multiple tensions in their literacy histories. Pick a moment of
tension from either Tan or Malcolm X (either provide a quote or a page & paragraph number--like page 175, paragraph 3)
and respond to it, considering the following: (a) How does the moment of tension fit with the greater narrative?; (b) What
techniques does the writer use to show (rather than just tell) about that moment of tension?; (c) To what degree is the
tension resolved? How does the writer respond to the tension?
(2) Pick either Tan or Malcolm X and identify a passage that stood out to you as one of the best/most important moments
in the narrative. What is it that drew you to this passage? What makes it an effective part of the literacy narrative?

Sample from Thread 3.3 (taken from near the end of the convo):

Below, you will see a selected sample from the conversation thread. Ive highlighted my own participation in
yellow. Please view the video titled Discussions for a clearer idea of how this conversation unfolded.
Post 1: DanieI have already read the Autobiography of Malcom X before, but it always is great to read again. The
moment of tension that caught my attention is on page 180-181. Malcom X talks about the injustices of the "white man" to
alot of the other races in the world. I don't mean to address this in a hostile manner. I just believe that this is what fueled
Malcom X to only further his pursuit in reading more about world history. Reading and discovering about many important
comflicts in the past helped him get a better understanding on how the world worked today. He uses alot of references of
actual history to support his claims. I'm not exactly sure that the tension is really solved during the passage but I suppose
it did later on in his life.
Daniel,
Post 2: Me
You make several great points here, Daniel. I agree with you that this is a key point in Malcolm X's narrative, and that it is
this frustration with the white man that, as you say, "fuels" his literacy. There is so much that you are closed off from when
you aren't literate, and learning to read/write revealed to Malcolm X the way that history has been written and probably
helped him understand why and how the injustices he experienced were present. You are also right about the way that
Malcolm X uses actual historical references to support his claims. This makes him speak to a kind of hostile issue in a
mature and smart way, don't you think?
Unfortunately, I also agree with your last point---that this tension may not have really ever gotten completely resolved in
Malcolm X's life. However, there is some value/freedom to being able to understand your own position and moment in
history, based on the past, even if you don't reach resolution.
Post 3: Elysia
In the narrative "Mother Tongue" I felt the tension was on beginning of page 78, where she relays her discomfort at
hearing her mother talk and the effect her mother's language had on her. The tension is especially felt as Tan relays her
discomfort at hearing her mother's english and viewing it as a defining factor in her character. This in regard to the
narrative provided a great contrast for her resolution, which was her adapting a new perspective on her mother's language
and eventually writing for people like her mother. She began to view her mother's language not as fragmented but simple
and full.

Post 4: Dania
I came to the United States 4 years ago, and like Malcolm X I had to have a dictionary in my hand every time i was going
to read a book or magazine.
Page 175 from The Autobiography of Malcolm X caught my attention because i see myself doing everything he did to be
better, or to learn English. I know many people that do not not speak/understand fluent English and do not do anything to
change their situation! They rather have themselves distracted with unimportant things than to study to learn the common
language in this country. I feel proud when i see someone consulting a dictionary. Dictionaries are the best tool to find
knowledge and become a more open minded person.
I think this is the most important piece in the passage because dictionaries and his dedication helped him feel free, and
gave him the knowledge he had.
Post 5: Carolyn
"Mother Tongue" by Amy Tan stood out to me the most I could relate to what she was writing. I think everyone has a
different way of talking to their mother than how they talk to anyone else. The best passage was the last one on page 76,
it is where she explains her language towards her mother and how she even talks to her husband in that way. She starts
to notice that she doesn't realize when she switches between her two Englishes. She describes the English in which she
speaks to her mother as the "language of intimacy" I was drawn to this paragraph because she explains this is the
language she grew up with similarly to how I grew up speaking to my parents differently than eveyone else. This made it
an effective part of the literacy narrative because it explains that she has been so accustomed to speaking to her mother
like that and is now self conscious about it.
Post 6: Camille

Hi Carolyn,
I agree with your observation that everyone has a different way of talking to their mother. I think everyone has a special
way of communicating with their mom, whether they know it or not. Although my different way of speaking to my mom isn't
as obvious at Tan's I can still notice that I speak differently to her. I also think it's cool how Tan doesn't realize that she
switched between her Englishes, and that she's comfortable with her language backgrounds. Are you able to tell a
significant difference between how you talk to your mom/parents and how you talk to others?
Post 7: Me
Carolyn and Camille:
I agree with you both-- that there is often a different language or way of talking that you use to speak to your mother and
to other people in your life, all depending on context. What kind of "language of intimacy" do you use? Many people notice
a difference between how they speak at home vs. how they speak at school, and to some extent, all of us kind of put on a
"school English" way of talking when we're in an academic context, don't you think?
One way to see this too is thinking about how you might write here vs how you might write in a text message to your
friend.
Post 8 Sharar:
The essay "Mother Tongue" by Tan really stood out to me as a whole as it is what my family went through when we
moved to the U.S. However the best/most important moment in the narrative to me would be the passage in page 78
where she talks about translating and speaking as the parent or adult on the phone. The similarities of what me and my
brother did for my parents when we moved here and what Tan did for her mother drew me to the passage as a whole. Me
and my brother still sometimes translate or talk in the phone in regarding to paying phone bills or to argue for an
overcharge even though my father reads daily English newspapers and watches BBC everyday. It makes a very effective
part in the literacy narrative because it talks about not only the experience as in public or phone conversation but also the
pressure and expectation to do something right even though the parent is supposed to be legally speaking. The talking
like an adult and not as a child is a huge difference and it is very important in ones literacy experience.
Post 9: Raad
In the autobiography of Malcolm X, many paragraphs stood out from, but the most fascinating ones for me was in pages
175-177. The first few paragraphs, were he talks about copying dictionary, is really interesting as it is quite hard for an
uneducated person to memorise the dictionary. The important part of this passage that drew me to it was the continuous
copying of the dictionary which led to his improvement of handwriting. I feel connected to this piece as in my childhood,
mm handwriting wasn't good so I also had to continuously copy texts to improve my style and writing. On page 176 para 2
was also very interesting for me to read. The comment about reading a book made him free is very relating to me as I
believe that books can take a person to places without boundaries and give him the same experience as some one
already there. This makes it an effective part of literacy narrative as this tries to connect with the reader and tries to give
the reader a bit of feeling or experience as to how a person can feel free while reading a book.
Post 10: Maggie
I could easily relate to Amy Tans narrative Mother Tongue because my parents were born and raised in India so their
mother tongue is not English, and it also bothers me to say that sometimes I describe their English as broken. I was
drawn to the passages on the last page of the narrative, where Amy explains how Asian American students excel at math
rather than literature, so they go into engineering or are directed away from writing, which is what happened to Amy.
Although because of her rebellious nature, she chose to major in English. I was drawn to this passage mostly because it
reminded me of myself when deciding to major in Education rather than going into engineering, the medical field, or law,
which most typical Indian families want their child to study. Another thing that drew me in was her drive and passion to
become a writer and do extremely well as an English major, even after her former boss told her that writing was her worst
skill, she continued to write. In part I think thats what makes it an effective part of the narrative. It exemplifies Amys
desire to grow as a writer.
Post 11: Me

Maggie,
I like that you bring up Tan's dedication to becoming a better writer here, and the way that she recognizes that she may
be choosing the less traditional and more difficult path for herself in some ways by becoming a writer. Like you, I also hate
the term "broken English." What is it about this term that you don't like?
Becky
Post 12: Maggie
Well "broken English" basically means English that is poorly spoken, or not gramatically correct, but just the word "broken"
sounds very derogatory to me. People like my parents whose English isn't great can still be understood. For foreigners,
English is not their first language, but they learn and so what if they continue to make mistakes, that is bound to happen.
Post 13: Jackie
Hello Maggie,
It seems like you were able to really relate to "Mother Tongue," based on your personal experiences. What is your
strength? Is it English/writing/humanities? Math/science? Either way, I am glad that you were not afraid to choose a major
that was not expected in your culture. Many times, students major in something that they do not have a passion for simply
because of expectations . I dislike how many view students as if they came with a label such as "Engineer," "Doctor,"
"lawyer," etc. People like you will change the future and may even get make stereotypes vanish.
-Jackie
Post 14: Adalina
In the autobiography of Malcolm X, I was intrigued to the part
when he takes advantage of the prison library on page 175. I like how he got
the dictionary and started copying the words which led to him expanding his
vocabulary and eventually reading all night long. Also, with the knowledge that
he gained he was able to make inspirational speeches. He had grown through
reading that he was not himself mentally. He was the person he was supposed to
be. By him picking up the dictionary, writing the words and reading gave me a
sense of determination that he would do anything to expand his knowledge and
better himself. I see myself doing the same thing when I try to learn the
proper version of Spanish whether Im reading from a dictionary or watching soap
operas. I think this is the most important part of the passage because all of
his accomplishments began with him picking up a dictionary and putting it to
good use and he was able to be a better and true person.
Post 15: Toan
As soon as Amy Tan wrote the word, "Englishes," I immediately knew what she meant. That played a large part in my
linguistic development, having to learn multiple different Englishes of my own. My sister seemed very embarrassed, as
high school teenagers were wont to do, of my mother's unique grasp on the English language. I certainly played the role
of translator for my mother, correcting her grammar and word choice often. And so, having a very similar experience, I
was instantly engrossed into her world. It may be a subtle aspect of her article, but to many first generation Americans of
foreign descent, that one word brought to mind so much imagery and thoughts, memories and stories very much in line
with her own experiences. It was a word that spoke to many thousands of Americans (I would even dare say it was
chosen expressly for that particular audience) who have lived, and still live, with mothers, fathers, grandparents, relatives
of any sort, who made that terrifying gamble for a better life in a foreign world. Some people may never grasp the import
that one word, "Englishes," means. To me, it encapsulates my entire childhood into a wonderfully succinct concept.
Post 16: Me
Toan,

This is a really brilliant response to Tan, and I like how you focus specifically on the term "Englishes" and the meaning it
has for you. I agree with you that Tan's use of that word suggests that her audience may be particularly all of the
thousands of Americans that speak and have heard multiple Englishes. I hope you will use this word in your own narrative
too, since it seems to hold a lot of meaning for you. I look forward to hearing your stories about English too.
But, I'm also wondering-- do you think Tan has other audiences for this narrative too? At least to me (and maybe this is
because I am reading her narrative through the eyes of an at least 4th generation, maybe even 5th generation, white,
English speaking person), I feel that Tan is also trying to challenge people who make assumptions about what she calls
"broken English," and about people who speak with an accent. As an English writing teacher, I also find her narrative very
insightful and constructive in terms of helping someone like me understand what it means to speak a mother tongue
different from English and then to grow up here, oftentimes with family who are less proficient in English than their
children.
This is one of my favorite literacy narratives of all time, and I'm glad it had the influence on you that it did!
Post 17: Toan
I believe Tan's article is a very approachable look into that lifestyle, and was meant to be read by as many people as
possible. Definitely, it was meant to address people like her and I (first generation American citizens of foreign descent),
but also to bring this topic to the attention of those long removed from that kind of upbringing. Almost all Americans have
had to make that transition at some point in their lineage, which makes this article relevant to an overwhelming majority of
us.
Post 18: Dangelo
In the autobiography of Malcom X, the one thing that interested me the most was on page 175, paragraph 12, where it
talks about how Malcom X used his time in prison wisely and to use the resources to improve upon his reading and
writing. He was able to make something out of nothing in a way by simply using the prison's dictionary to teach himself
words and people of importance. He then was able to transfer his self taught knowledge and use it to improve upon his
writing and comprehension skills and also be able to put himself into Mr. Muhammad's perspective. The writer shows that
anyone can make something positive happen if they have the right mindset, no matter the situation that you are in.

Journal 2.2: Reading & Writing in American Culture (image and retyped prompt below)

As you begin thinking more about your own literacy history and the narrative you will construct for Project 1, its important
to think about how your views and attitudes towards reading/writing have been shaped. While drawing on your own
memories and experiences is absolutely key and should ultimately guide your narrative, you should also think about how
reading/writing is portrayed outside of your experiencesin the media, in the lives of other students, by other writers, etc.

For this journal, pick at least one of the short clips embedded in BB and write a response to it. You should identify a
particular part/moment/quote, explain what it suggests/means to you, and then explain how it relates to your own
experiences with literacy (or not).
Can you think of any other examples of how reading/writing is represented in American culture? Can you find any other
clips/stories/videos/etc. that have shaped your attitudes towards reading/writing? Anything that makes you angry or
frustrated? If so, consider writing about it here. You can search the web and include a link to something different from
what Ive provided in your journal and write about that too/instead.
Some of you may find that you would prefer to anchor your literacy narrative in specific texts and your responses to them.
Use this journal as an opportunity to explore how you might write some of those responses.
*This journal entry needs to be at least 200 words.

Sample Exchanges from Journal 2.2:

Sample 1:

My response (image and retyped message):

You make a lot of great points here, Camille. I like that you identify the technique of closing your eyes to help you
write/focus-- I do this too! Also, I think you're right about literacy changing mediums, and I agree that it isn't necessarily a
bad thing. How might we respond to people who think that reading/writing is losing something when it goes online? I have

a lot of other English teacher friends who think that there is really something more to sitting in a room, face to face,
discussing a hard copy text without any technology present. Of course, I like this too (this is how I went through most of
college). That being said, I think things are changing and tend to have an attitude about it similar to your's.
Sample 2:

My response:
This is a very thoughtful entry, Reza. I especially like the quote from the song that you include and I completely agree-you have to be able to figure out a way to write/express yourself, or else whatever you have in mind (in your imagination)
isn't revealed or shared in a way that makes it meaningful. Some language theorists believe that you technically don't
even have an idea or thought until you can put it in to language.
I like the comments you make about the TED talk- you do a nice reading of it here. I think your question about how texting
related to academic writing is a good one, and something worth considering. How are they related and not? I think the
point of both is to communicate clearly, and learning to do this via texting is important and can help you learn how to
better communicate in academic writing, but you do, in a sense, have to switch languages a bit. I think we might return to
this text later in the semester so that you can indeed do some more digging into the topic, adn do some more writing
about it.

Week 3 Announcement 2 near the end of the week (sent 9/12 @ 2pm):

Hey Everyone,
Happy Friday! Hope you've all had a good week. I know I'm definitely ready for the weekend. I'm planning to go see A
Midsummer Night's Dream at the Houston Ballet tonight. I haven't been yet, and I'm really looking forward to it!
I just wanted to pass on some info to you about how our course-embedded tutor will be working throughout the rest of the
unit. I'm including a course link to that schedule. Please, read it carefully.
Also, you'll notice that I've been commenting/grading/responding to some of your work, specifically in the discussion board
and journals. I have to say-- I have been BLOWN AWAY by some of your literacy narrative descriptions, and its been
some of the best reading I've done this semester. A lot of gifted, beautiful writers in this course and tons of brilliant ideas,
reminding me how truly lucky I am to get to know each one of you through your writing in this course. Also, PLEASE do
read my responses to your writing. I put a lot of thought into them, and I hope you'll let me know whether or not
they're helpful. You can always respond back to me in any particular journal entry via the comment function, if you'd like
to continue a conversation.
Remember: two secondary posts to the discussion board and a journal entry due tonight by 11:59pm. You've all been
doing a great job getting your work submitted on time. Keep it up!
Finally-- the Week 4 schedule is available to you now. If you've got questions/concerns, let me know. A couple different
kinds of assignments this time. Read through them early and let me know if I need to clear something up for you.
Have a wonderful weekend!
Becky