- “The most common ‘cultural narrative’ that scholars observe students performing in literacy narratives is the conventional literacy success story” (Alexander 609). What is this conventional story, and why does it seem so prevalent in student literacy narratives? Support your response with evidence from Alexander and a discussion of ways your own literacy narrative from English 122 does or does not fit this kind of story. (15 minutes)
- Alexander contrasts “master” and “little” narratives. What is this contrast, and why is it important for her to make sense of student literacy narratives? Use at least one kind of little narrative discussed by Alexander (614-22) to illustrate how little narratives differ from the “master narrative” one so often finds and explain that difference. Be sure to quote Alexander. (15 minutes)
- Revisit Brandt’s ideas about literacy sponsorship. Select at least one of the cultural narrative types identified by Alexander (614-22) and explore the ways that Alexander’s discussion of that type offers insights into Brandt’s idea of literacy sponsors. As a reminder, Brandt defines literacy sponsors as “any agents, local or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy – and gain advantage by it in some way” (556). Be sure to quote Alexander and Brandt. Suggestion: pick a cultural narrative type that interests you! (20 minutes)
Alexander says the “most common cultural narrative” that scholars watch students when writing is the conventional or contemporary literacy success story. the conventional literacy success story in its most basic terms is a student writing about a time where either he or she struggled but eventually overcame that hurdle and in the end they are happy or maybe there is no hurdle and the students had a positive time the whole term. I actually annotated this section and started to talk about my own experience with literacy narratives in English 122. We spent a good amount of time on our literacy narratives. We wrote sketches for them and revised them. I wrote the conventional positive time when I had an amazing English teacher sophomore year in high school. But I also talked about my negatives times as well such as freshmen year struggling the entire year not knowing what to do or not knowing what he expected from us as students. I feel that in todays students the majority of them are only talking about their positives and they need to start writing about the other side of their experience.
Master narratives are the most broad topic areas that the students discuss. the little narratives are the local ones that talk about a specific event or theme. Little narratives are unsanctioned. Little narratives also allow us their opposition to critical, social, and political energies. The little narratives challenge the master narratives. Little narratives show us that the dominant master narrative is not the only narrative that we should be following. Master narratives are the ones that seem normative and the ones that all kids write about when they are younger or the assignments that teachers assign. They don’t show us who they truly are as a writer because it seems that every kid will be writing the same thing over and over again. That’s where little narratives come into play because we get to see who the writer truly is when it comes to their own personal style of writing.
Victim- all of us are students and we go to school from kindergarten al the way to 12th grade. some of us choose to continue our education by going to college while others choose to go right to work. As we are in school we have many teachers subjects, and standards to learn in such a short amount of time. It may seem that teachers are piling on the work onto students as we get into older grades and out of elementary school and we begin that transition phase. Rebekah had a difficult time in the third grade where she had her standardized tests and she felt lost and worried and even haunted because she was required to do all these things and she felt that she was losing her passion for writing and she lost the joy for it. I can relate to that in both ways as the victim. Me as the student in that position when I was in third grade and we started our first state mandated tests called the NJ ASK and it felt like if we didn’t pass we would not be going onto the next grade when really it means nothing at all when you think about it. The other way I see it is based on the teachers perspective. As an education major I feel that a child should never hate a subject because the teacher made them hate the subject. teachers should be passionate about what they teach and make every child enjoy school and not feel like a victim to math or English