Class reflection: A Real Development

     This Basic Writing course has really opened me up to basic writing and the struggles and difficulties that students and teachers go through.  This class really changed my perspective on the idea of what basic writing is, and the identity of the basic writer. Through the readings that we had this semester, I have come to understand the importance of basic writing being offered in colleges to help encourage and motivate more students to participate in higher learning.  Education is an opportunity that no student should pass up because they are perceived as remedial or incapable of writing on a college level. 

     This class also taught a wider diversity of assignments that I can offer to my students.  The more options that I have to work with, the more diverse and interesting my syllabus can be; this can lead to stronger class assignments, higher participation from my students, and increased motivation in the classroom. 

     Although this class was challenging, I leave really appreciating the difficulties and struggles that I had with writing the literacy narrative and the book review.  The visits from Wamiq and Susan added an additional element to my exposure to writing academia.

Editing Your Writing: Basic Writing Tips

Giving Adults a Second Chance: Promoting Adult Literacy

I'm sharing a very helpful video about the power of giving adults a second chance. Hope you enjoy!

Many Thanks and Appreciation to Susan Bernstein

Dear Susan:

I would like to thank you for coming to our class on April 16th; I really enjoyed spending that class with you. It was inspirational to hear your story about compiling Teaching Developmental Writing: Background Readings. I can only imagine the process of reading and selecting very specific essays and writings to be compiled into your collection.

The diversity of the readings are simply amazing when compared to other collected works. Teaching Developmental Writing is a powerful tool in exploring the differences in our language and our culture. It presents us with people from different ethnocultural backgrounds, different linguistic backgrounds, and socioeconomic backgrounds.

I am a huge advocate of supporting and promoting diversity in the classroom and the learning experience. I believe that your book is a great reflection of the human experience—there is not only one way to view the world, and there is not only one way to express those views. I am encouraged to even use excerpts of the book in my Basic Literacy classes. I feel that they can be an inspiration for my students, as well as open up more perspectives in my life.

The chance to have you in the class telling us about the process of putting Teaching Development Writing together made the book even more effective for me. Many times I am detached from my readings in class, but to have the background information for how the book was brought together helps me to have a more personal view.

Hearing about your growth and learning experiences encourages me to really take a look at my own growth. By really analyzing where I am now, and why I am here, I too believe that I can really share my experience through writing. Your passion and zeal for learning really caught my attention; it is reflected in your presentation style, which is captivating.

It’s a pleasure to have been able to share this experience with you, and I wish you the best on all of your endeavors.

Thank you once again.

Mark Jamison

My Thanks to Wamiq Jawaid

Dear Wamiq Jawaid:

To begin, I would like to thank you for taking the time to come to our grad class; I know you must be busy. I appreciate your time spent teaching us about the online resources provided by Norton. Not only were they well presented, but I immediately saw the usefulness of using the online resources. Your presentation was clear and easy to understand, which allows me to quickly find the necessary materials for use in all of my writing. The tools were relevant and user friendly, and will definitely be utilized over my graduate career and in my professional career.

The clarity and simply presented information in The Norton Field Guide to Writing allows me to gain the knowledge to better my writing and the way I display my ideas. The information on organizing and planning a paper is definitely the most helpful, as that is typically my greatest difficulty in my prewriting process. With the multiple methods for making lists and outlines, the text provides flexibility and range in allowing the student write in a method that he or she is most comfortable with. This helps when teaching so that students do not feel as though they are boxed into a specific style of prewriting. Personally, this aspect has allowed me to expand this flexibility into other areas of teaching and learning.

The online resources from Norton are a great benefit for a student on the go, including the downloadable phone app. These tools are quick and easy to access, as well as readily available on demand. As someone who uses technology on a daily basis, having these resources is important to me as a student and writer. As a teacher, I can easily look up information about writing, for example, when searching a method for my English to Speakers of Other Languages students.

And as as student who may one day teach college writing, A Guide to Teaching The Norton Guides to Writing is a great addition to my collection. These books, along with The Little Seagull Handbook, are each unique texts that I can use now and in my future as a writer. The size of The Little Seagull Handbook appeals to me the most, as well as the ability to quickly search for the necessary information. The experience with having to scan multiple pages to search for one thing can be a frustrating process, but like the Field Guide to Writing, the Seagull Handbook is easy to use and easy to navigate.

As I develop as a writer and a teacher, I will surely use these tools to my advantage. Thank, you once again for the books and taking the time to come and present them.

Sincerely,

Mark Jamison

Student of MA Language and Literacy

May 14, 2013- My Identity Uncovered: How Reading & Writing Reformed My View on Culture

One of the most difficult struggles that I had in life was identity; growing up in a minority community, being Black was celebrated and necessary. There were no Hispanics, Whites, or Asians that helped to create ethnic diversity; there was only Black, and that was the expectation. I was the exception. My family had always encouraged celebrating who we were. The power of enjoying yourself and those of like characteristics was spoon fed to me from childhood.

 I’d hear stories of the struggles and triumphs of my family, and how distant relatives worked their way slowly into the middle class. The worn and old house in Greenville, South Carolina in which I lived was the very representation of the work that my family put in to reap such modest rewards. But through all this, I was still confused; why were we only celebrating one part of our family history? Why were we so biased against all of the Whites, Hispanics and Asians that have filtered through in our family and created the other parts of who we are? I didn’t understand how we can focus on the triumphs of one part of our identity and not the multitude of others. With my own motivation, I began to discover these answers through reading and writing.

As a child, I adored reading; there were few moments when you saw me without a book in my hands or near. Reading was my passageway to the world outside of my own. It was my escape from the grief and pain of family, and the paradise that I had not yet encountered myself. My books were my refuge, and thus my path to finding out not only who I was inside at the time, but who I could potentially be in the future. This discovery began with understanding the people who were like me and expanded from there.

In the late 1990s there was a series titled My Name is America that I found in my elementary school library. The series focused on the stories of individuals from different cultures and places throughout America, and used their perspectives to tell about the struggles and victories they had. The main book that stood out to me was The Journal of Joshua Loper: A Black Cowboy, The Chisholm Trail, 1871. The author, Walter Dean Myers, took me on the first ride of Joshua Loper through his eyes. His journal entries helped me to discover an identity that was not exposed to me before. In my community, Blacks weren’t cowboys, we weren’t adventurous, and we didn’t write journals. 

The story was one about Joshua following his dreams despite his surroundings, his history, and his perceived limitations. Joshua stood up, pursued his heart’s desires, and triumphed over his obstacles despite being the son of a former slave and free man. I could imagine his world and the challenges he faced exploring territory that was not common for people like him—Black people in the immediate post-slavery era. His story, like mine, was one of stepping out of the cultural norms and facing some of the unknown.

From this moment, my desire to read more was fueled by wanting to learn more about the cultures that live in America. Thinking through the conversations between my paternal great-grandmother and I, I knew that we were part Cherokee from her parents. This was my next step in discovering more about my identity. I surrounded myself with books about the Cherokee culture, since the original Cherokee lands included the Carolinas. I discovered a new world and imagined myself in the trees and woods around me. I saw myself in their minds, hearing their oral narratives, and passing on story after story about the history of their people, understanding where they came from. At that moment, I was no longer just a Black male in the South, but I was discovering an underlying identity; one that was not reflected in the color of my skin, but the blood in my veins, and the instincts in my gut.

I began to write about my thoughts and emotions during this period of time. Inspired by Joshua Loper, I wrote in a journal the many moments of learning something new, and tracked my progress on discovering my once clouded identity. This journal held my growing pains and confusion as I tried to reconcile why I must only identify as Black. This was the first time in my life that I had to really separate myself from my family and friends and track uncharted territory. I was no longer able to accept the status quo of my culture, nor that of my family. I could not continue living as only a segment of who I was; I only yearned to learn more about myself, and books continued to lead the way.

My growth and development became contort in the information I absorbed in my books.  My family began to wonder whether I would become reclusive and closed to the outside world, but for me, the world was only growing.  I read about culture after culture, life after life, and accomplishment after accomplishment, and I continued directing myself towards understanding how the characters thought, and recording how I contemplated my life in a similar manner.  My interests developed from simply wanting to learn about the cultures to wanting to become part of the cultures.  I first found my encounters with Spanish through this desire.  I had known that there were many family members of Latin American descent in my family, but I had little to no interaction with them.  With reignited interest and passion, I challenged myself to learn as many languages as possible, including Spanish,  and to embed myself in the culture. 

This seed began to sprout with small conversations with Spanish speaking friends and opened to formally learning to read, write and speak Spanish in school.  As I gained more vocabulary and my fluency increased, I began to read texts in Spanish opening my mind to the various cultures of Central and South America.  I explored the jungles of Costa Rica, the deserts of Mexico, the vibrant colors of Colombia, and the beauty of the Ecuadorian Highlands.  I discovered more than my own personal background, but the lives of strangers who may never walk through the streets of Greenville, South Carolina or New York City.  Their culture was not part of mine, yet I felt like it became my own.  I began to understand that my life was interconnected with the lives all around me, and that interconnectedness was the part of the human experience that I could not gain within the boundaries of my family. It was not that my family was wrong in how they supported Black culture over the others, but they didn’t feel the immediateness and urgency I felt to know who I was and how I could use that to my advantage.

I never knew that reading and writing could take me from a child with a confused and fragmented identity to someone who is confident and whole in whom they are. Literacy was the gateway to opening up new worlds and cultures that I never experienced, and it placed me on the path to successfully integrating various cultural aspects into my daily life. From reading The Journal of Joshua Loper to reading poetry works by Jose Marti, I have grown tremendously in my knowledge of cultural identities and what it means to be part of something greater. What began as a search for identity turned into a passion for knowledge about languages and cultures.

A New Perspective: A Reflection on Writing (Reflection Essay)

This semester has been one full of learning experiences that have changed my view of writing from something detached to something that can be very introspective and personal. I came into the class expecting to learn methods and theories about teaching Basic Writing, but I walked away with much more. I am ending this class with new ideas about writing, a different perspective on who I am as a writer, and a new view on how I can manipulate writing to be my own.

My writing history has consisted of many research-based papers; I studied and used multiple resources to discuss a point that wasn’t my own, but that of other researchers and professionals in their fields. I only had to take that information and present it in a way that showed that I understood and could argue the material if needed. This form of writing became my more instinctual form of writing. There was no need to use elaborate detail and I could easily continue to find more information on the subject and use the resources around me to discuss the topic at hand.

Despite the poetry sections and creative writing chapters in my high school English courses, I had little experience writing about something that was subjective.  When I came to class and we discussed the Literacy narrative, I presumed it would be easy.  There were many times I have read and written things,  but the factor I didn't expect was the difficulty in remembering the moments that impacted me as a writer or reader, not inclusive of the great detail required to successfully complete the literacy narrative.  Not only did this paper become my biggest challenge, but it became my most recent writing experience. 

At first I sat in my room attempting to file through all of my literary experiences; not one came to mind.  There were no profound moments in recent history that changed how I thought of writing, nor was there anything significant that I could remember in my past that greatly impacted who I would become today as a reader or writer.  There were only blanks and frustration; it was my greatest case of writer's block, and by far my most worrisome.  Throughout this process, I submitted two drafts-- the first severely lacked detail and character development, and it resembled more of a reflection on my freshman writing course. The second was a narrative about how I came to understand what a literacy narrative should be, but was not actually a narrative. 

Through this experience, I developed as a writer who not only could express a very objective topic, but write from a very personal and subjective point -of-view.  This allowed me to be able to really draw from my own personal experiences and use my own words.  It gave me a sense of ownership over the story; I wasn't simply relaying previously researched information or narrating a story passed down, but I was the story, and I was the author. This new view of writing exposed me to many more possibilities in how to express myself and tell a story.  An opportunity to reflect on a literacy experience stretched me to really appreciate the process of reading and writing, and how much it impacts one's life to be able to read and write. Even when I teach my basic literacy students, I appreciate my own process more. 

As a writer, I am more motivated to reflect more on the papers and essays that I write. I pay much more attention to the word usage and details that I incorporate into my paper more that I have in the past, and I really look to other works for guidance and hints to how to better my writing. Using books such as The Norton Field Guide to Writing, I have learned to use the tools provided so that my writing can continue to develop. I learned not only to cater to my classmates and my teachers when writing, but I have started to focus on a wider audience. My writing can be used for much more than a term paper or assignment, but share more about myself as a person, and my view of the world around me.

As a writer, I have to be able to use my words to communicate emotions, thoughts, and information to my audience. More than anything, I believe that this part was developed over the course of this semester. The literacy narrative called for vivid detail and a well written story; this is something that I had not developed. Over the recent years, I’ve learned to use my words in arguments and discussions in order to express my point, or support an idea. This was the first time that I had to use these same strategies in writing. Although it was a very difficult process, it became easier as the topic of my assignment became more definite and clarified.

I believe the most important process that I learned this semester was the revision process. I learned that this is possibly the most difficult, and the most passed over part of the writing sequence. Although it is tough to find a topic, as in my case with the literacy narrative, I found myself constantly looking for new ways to revise my writing, and I put my papers through many trusted people who could give me both positive and negative feedback about my writing. Before class, most of my revisions were grammatical, and very basic, but now I see the importance of looking at context and flow of the text as much as the coherence of what I am writing. If the paper is repetitive or lacks enough detail to show my idea, it needs to be revised. This was a lesson that I had to learn, and I believe will be learned continually as I develop as a writer.

This semester can easily be named one of my most difficult; it included many new experiences and emotions that I have not felt as a student until taking Basic Writing Theory and Pedagogy. I enjoyed the class because it challenged me to step outside of my previous experience with writing, and it stretched me to view other styles of writing, and even look how to better my own. This experience was definitely one of my best and most memorable experiences with writing.

Shimmering Literacies Book Review

Review of Shimmering Literacies: Popular Culture & Reading & Writing Online

Williams, Bronwyn T. Shimmering Literacies: Popular Culture & Reading & Writing Online. New York: Peter Lang Publishing, 2009. Print.

As the world becomes increasingly more digital, the education realm becomes more divided as to why and how educators can utilize and explore online literacy options as a method of teaching. In Shimmering Literacies, part of the “New Literacies and Digital Epistemologies” series published by Peter Lang Publishing, Inc., Bronwyn T. Williams discusses his research on how students maintain active literacy practices online, and how popular culture is the largest source of their reading and writing. This paper reviews the strengths and weaknesses of Williams’ approach, the target audience of Shimmering Literacies, and some of the concerns that may be raised in reaction to Shimmering Literacies.

Bronwyn T. Williams focuses on how popular culture has developed into a fully interactive and engaging community built on shared interests and experiences, and he exposes many unique perspectives on online literacy and multimodal platforms. Williams presents the reader with a historical context of popular culture, and attempts to provide his audience with a clear understanding of reading and writing online through the lens of modern pop culture. He also presents the audience some reasons behind why online literacy practices are dominated by popular culture, and how students develop their digital literacy through these practices. The author wrote Shimmering Literacies to provide a different perspective on the relationship between literacy and popular culture, and he explores several literary practices through rhetorical theory and cultural studies, as he writes on page 3. As a digital immigrant, or a person who was not raised with digital technology, Bronwyn Williams writes Shimmering Literacies to inform other digital immigrants about the uses and history of digital media and literacy online.

Identity is also explicitly discussed in Shimmering Literacies and remains the common thread throughout the text. Williams explains how identities can be formulated through participation in online domains, how discourse varies between communities, and the personal investment of time and emotion that often occur online. These variants in domains often draw on the highly interactive reading and writing that occur constantly in the communities.

Shimmering Literacies was intended primarily for those who may not have knowledge about popular culture and technology, and want to know how today's generation participates in literacy activities daily through the use of the internet. As online literacy activities increase, the need for a study describing how these digital literacies can be beneficial, and why they have grown to such a large scale, is important. Lack of knowledge could be greatly blamed on age and generational distance, meaning the understanding of where values are placed due to their upbringing and the analysis of differences among the multiple generations alive today.

For educators, this book can provide insight on online literacies from the perspective of students and research studies by Williams. This audience may be comprised of teachers who can implement the use of pop culture in their classroom, department chairs who may be looking for new ways to increase student participation in schools, or even those who are skeptical and wary about incorporating more popular culture references into the classroom. As the usage of technology grows in the world, the need for understanding how students interact and use digital communities to build relationships increases.

When reading Shimmering Literacies there are multiple lenses that the reader can see through. One perspective is to look through the eyes of a teacher wanting to understand how using popular culture references through technology could benefit his or her students. One’s previous knowledge of the subject could have either been supported or questioned by reading the text. Other readers may read Shimmering Literacies through the eyes of a student wanting to learn how reading and writing have developed through online exposure, and how to implement these technological resources into the classroom in a balanced way.

I believe the largest and most resonating lens was through the eyes of a participant in the very same popular culture that Williams studied. Since I am actively involved in online communities such as Facebook and LinkedIn, it was initially difficult to read this text with little subjectivity. As a digital native or a person who was raised acculturated with digital media and technology, I had trouble really taking accepted some of the information that Bronwyn was explaining in the book. Digital natives are already informed about the digital world, and may have difficulty looking outside of the eyes of being completely embedded in the technological culture. In order to really understand the context of the book, I was forced to remove the barriers of previous knowledge and read Shimmering Literacies as it stands; upon doing this, the intent of the author became clearer.

Active and frequent participation are both important to online literacy; the keys to effectively understanding how students use modern technology to develop and understand to popular culture are thoroughly explained by Williams. The number of people who participate in domains such as fan forums, social media sites, and other online communities has not only grown, but the amount of time spent on these sites has increased. As popular culture has developed from a very local, non-technological entity to an extremely developed, global network, the audience demanded less of small town culture, amateur shows, and close proximity. The author states that mass popular culture must “be nonregional, highly standardized, and completely commercial” (32).

Shimmering Literacies highlights language use similarly to David Crystal’s Language and the Internet. Crystal focuses more on the linguistic features of language use on the internet, and how they compare with other styles of reading and writing. On page 206, Crystal writes, “The Web is graphically more eclectic than any domain of written language in the real world. And the same eclecticism can be seen if we look at the purely linguistic dimensions of written expression.” Williams’ argument could be strengthened by using even more linguistic examples in Shimmering Literacies to provide an example of how reading and writing online can be used in the classroom, and overcome only looking at how online literacy has a dominant support from popular culture.

It is well known in the field of academia that incorporating popular culture references into the classroom is not traditional. The author includes substantial information on the development of popular culture, and even outlined some of the dangers. In addition, Williams should speak about the swiftly changing dynamics of popular culture, and how this can affect students inside and outside the classroom. Popular culture is about relevancy; it’s about being cool, famous, up-to-date on information and styles, and identifying with the current mode of life.

With the increased use and popularity of online technology, pop cultural differences have converged into a mass culture. These popular culture changes can occur overnight with the emergence of sites like Twitter. Popular culture and online reading and writing change easily and often. Educators want stability in the material they present to their students, and that stability is difficult to maintain in an ever-changing interface.

Along with stability, students need information that is factual and tested and also well-articulated. Williams does include analysis and attention to grammar as one of the skills that students build while reading online texts (56). He writes that fan forums include critical responses to comments that do not fit the vernacular of the website or shows lack of knowledge of the topic at hand. But the downfall to using fan forums and social media sites is that many times the information that is presented shows little relevancy to the topics covered in academic settings. To an extent, popular culture can harm the learning environment if not used in a balanced manner.

These are some challenges that educators and skeptics are encountering when they are fighting against incorporating digital literacies and popular culture into classroom curricula. Williams’ detail about fan forums and online communities is good for an ignorant audience, but lacks support and methods to understanding how it could be used in a classroom. For a participant in online forums, Shimmering Literacies only builds upon on the information that they would already know. By incorporating different methods of application, Williams’ could have informed many more readers and diversified his audience to include those who are looking more for methods of teaching with popular culture and online resources.

Overall, Shimmering Literacies was a very informative book about the practices of literacy online and how they relate to popular culture, and vice versa. Williams does a great job with outlining some of the research done in digital literacy practices, and it provides insight on the demographics of today’s technological revolution. With the evolution of technology, popular culture has begun to take on different faces, and has reached into multiple facets of life. The book provides practical information for those who may not be familiar with online literacy practices and the effects that popular culture can have on these practices.

I would recommend this book to those who are interested in a more research based answers to how popular culture and reading and writing can all affect each other, and how students are utilizing these tools daily on a large scale. With the developments and studies presented in Shimmering Literacies, it is hopeful that the realm of education will not only embrace the use of technology to promote literacy online, but also find a balance with the interests and stories that capture the attention of students.

Works Cited

Crystal, David. Language and the Internet. New York: Cambridge University Press, 2006. Print. 

 

Williams, Bronwyn T. Shimmering Literacies: Popular Culture & Reading & Writing Online. New York: Peter Lang Publishing, 2009. Print.

 

May 7, 2013- Writing a Book Review

When I first heard that we were going to write a book review, I didn't know what to expect, honestly. There were a few book reviews that I've read, but nothing as long or detailed as we were going to write. Shimmering Literacies was a fairly dense read, not from the complexity of words or ideas, but due to the sheer dullness of the book. The first time I was reading through it, I felt as if I were moving so slowly and not really finishing it as quickly as I needed to, since time was not permitting me to extend it any longer.

Composing the book review was extremely helpful with the resources Dr. Gleason handed out to the class. It provided three different, yet great examples of how authors reviewed the book, gave perspective, and was fair in their evaluations. I believe the most challenging part for me was including all of the necessary components, and properly giving an evaluation of the book. Since this is the first review I've written for anything, I really used the resources given as much as possible. This has definitely been a good opportunity and learning experience.

My thanks to Susan Bernstein (4.23.13)

This semester as we have read Developmental Writing, I've gained exposure to different and new literature. In my own growth as a writer, I have seen my struggles and three moments that I've overcome them. Susan Bernstein is definitely a new inspiration to me.

Her visit to our class was not only informational, but necessary. To have read her collection of various experiences in the world of basic writing, and then to experience her in real life places many things into perspective. Many times we read and know the work, but I really appreciate those times when I read the work, but meet the author and get a chance to discover the brain behind the book.

Susan's visit definitely sets me up in a different place when I read her work. I hope to have future opportunities to engage with more writers.

A Memory in a Moment: Where the Narrative Became Mine (Literacy Narrative)

I had never given much thought about my personal writing development. Sitting in my Basic Writing Theory and Pedagogy class forced me to do so. My professor, Dr. Gleason assigned the class a literacy narrative, and I was challenged with two things—first, what is a literacy narrative, and secondly, how do I write one? At first prompt nothing immediately jumped out at me when posed with the question “how did you learn to write” or as directly assigned, this narrative was to “focus on one key event” that affected our development as a reader or writer. The most obvious answer would have been through my formal K-12 schooling and my time spent in my undergrad.

There were important moments in time that I learned new brainstorming methods, new ways to phrase my sentences, and even learning to write very objective, research-based papers. That was my writing career; aside from a few short poems scrawled inconsistently into a spiral-bound notebook that I dare not call a journal. This was the extent of my writing exploration, and otherwise my only and extremely vague memory was in my freshman composition class where I wrote prompted argumentative essays for good grades.

The first draft of my literacy narrative, in my opinion, was fairly terrible. I wrote about the aforementioned freshman composition class, and I felt like I was reaching for some long lost memory, and attempting to revitalize it into this masterpiece. I had a very low level of confidence in this particular writing, and for the first time, I felt legitimate shame for turning in a paper. I’ve had difficulties writing essays before, but never had I suffered so much over ink on paper. And my feelings were confirmed (or so I thought) upon receiving my paper back from Dr. Gleason.

Immediately I looked that number of circled phrases and words on the first page. Each circle drew me more and more into a state of worry and humiliation. No longer was I focused on the actual points Dr. Gleason had written in the margins about this essay, but I concentrated on my lack of effort and thought when writing this attempt at a literacy narrative. Although the SmartBoard projector screen centered on the front wall was brightly lit, I only sensed the darkness of the pencil markings blanketing my essay. As I turned through my paper, there was the hope that somehow I had redeemed myself by the end of this four page debacle. Quickly, that hope was dashed, and the reality of the situation settled even more—this paper was subpar, and there was little likelihood for me to save it.

Although I became stuck in that moment, the class was moving forward. With our desks aligned in some shape that resembled a horseshoe, we moved on to talk about some of our experiences with writing this essay. I began to look at the expressions of my classmates around me and judged their papers according to the smiles or grimaces that sat plastered on their faces indefinitely. According to some of my peers’ faces, I saw that maybe I was not the only one who was pretty disappointed with the turnout of my essay. There was that hint of a possibility that I was better off than others. Although I did quite know what to do, or even how to proceed with my literacy narrative, I quickly realized what I shouldn’t have done—exactly what got me in this position in the first place.

So as my classmates continued to discuss their difficulties, or their ease with writing their literacy narratives, I tried to pinpoint what I had done wrong. My mind ran repetitively over and over this forlorn excuse of a paper. Some people seemed as if their literacy narratives were written long before prompted by Dr. Gleason, and that they had distinct memories of these profound moments where they greatly developed their reading and writing. We reviewed one classmate’s paper about her path to learning English through radio, and thus resulting in her literacy. Others shared their experiences in certain classes throughout their education, or even experiences with reading non-English texts. I had nothing, and my thoughts about having nothing is what I shared. I described how I didn’t remember much about my freshman writing class, but I knew that it played a significant part in my writing career (which was the only reason I had the first draft of the literacy narrative). To me, this lack of memory was a curse, or possibly a blessing in the moment.

As I was sharing with the class how my basis of writing was always centered on a very objective topic, I received my first of several ah-hah moments. I was no longer trying to relay already researched and tired information. I was not trying to create a new story, or relay a tale passed along over the centuries.  This was the opposite. I was the story. The literacy narrative was not about some stranger who learned to read or write, but it was about me and my development in becoming a better, more aware writer. This was Mark sitting in this trash-speckled classroom attempting to wrap his mind around his scriptural failure. This moment was my literacy narrative (my second ah-hah). This was my big memory in the making that forever changed the way I understood writing. I was living in that moment, half way watching myself go from disappointed and confused to literarily-enlightened.

This was my break in the clouds; my light at the end of a self-perpetuated tunnel. Dr. Gleason’s words earlier that night about taking the writer from the writing had never meant so much as in this time. Although my paper was no masterpiece, but a piece of dung, I wasn’t! I wasn’t defined by the markings and circles formed on my paper. I was now a newly enlightened writer.

From there, I began writing furiously all over the pages, adding to the already pencil-damaged text that lined the white sheets. I was being smart, and I wrote down every thought that came to mind about my new literacy narrative. I couldn’t leave it to my feeble memory to recall this great moment in time where not only I got my idea for a paper, but also my entire perspective on writing, and even greater, my writing changed.

My class continued to share their emotions and experiences with writing their literacy narratives, and I secretly wrote about my class, for they did not know that every minute we spent talking, they were becoming part of my own narrative. Every detail shared was evolving into this memory of how Mark Jamison went from not being able to write a literacy narrative, to not being able to write down everything he wanted to include in his literacy narrative. The pale walls were no longer so pale, the dreary room after a long day began to lighten again, reflecting the still brightly-burning SmartBoard centered on the front wall of the room.

I had been defined by my writer’s block. I had been attempting to find this great story, relative to what I would have deemed as epic. But instead, I found no story in my life that was my personal Odyssey. There was no hero to swoop in and write my story for me. No, the story found me. I was situated in the midst of an already happening event, and my development came in making that event my own.

That night, our class talked about linear versus episodic writing. Linear was based on a timeline, and in sequential order, and episodic was likened to a crime show where we see the victim die, then we fill in the story. How I wrote this paper was in the most linear method possible, but my final ah-hah moment was in my realization that the entity that is this paper represented the victim, and the words on the page told the story. This literacy narrative is my opening scene; the product of struggle, hurt, humiliation, and confusion. And these closing words are my finality. They are the smile on my face. They are my experience, regardless of the grade I’ll receive. This was no longer writing for a pat on the back or a sticker with a smiley face. This was me painting this particular moment in my life on the canvas named Microsoft Word. This was Mark Jamison writing his literacy narrative. But like I stated before, I had never given much thought about my personal writing development. 

My Literacy Narrative Experience- A Reflection of Writing a Literacy Narrative

When writing my literacy narrative, I was really faced with a challenge. I don't recall a time before this that I've had to write my own personal story with such detail, especially with the prompt of a literacy experience. That led to me writing about this very situation. It was tough to really put so much vivid detail and ideas onto paper. I felt like there were so few aspects of my literacy growth that I remembered, and to recall something enough to write a paper on them was a pretty futile attempt. This was exhibited in the first draft of my literacy  narrative.

But my new literacy narrative showed a big difference, not only in my understanding of how to write a literacy narrative, but how my writing and my perspective on writing subjectively changed when writing in general. As I mentioned in my narrative, I never was one to write subjectively. Maybe a few poems over the course of education, but most things were very objective and research based. I was able to really take the moment when I realized how to write my narrative and put it back on paper. I felt as if the words were flowing more easily than before, and the that my narrative really described how I felt at that moment.

This experience definitely changed my writing for the future.

Digital literacy- Moving away from the Writing Process with a closer Reading/Writing relationship- Response Three to "Shimmering Literacies" (3.19.13- 4.5.13)

"... the practices of textual poaching and mosaic blur the distinctions between reading and writing." (p. 87)

I believe that reading and writing have become more closely linked that ever before. The uptick in the amount of technology and the daily interactions has allowed reading and writing to take on a more instantaneous form. No longer do we have to read all of the text before we respond. With media like Facebook Chat and Google Chat, conversations are immediate and quick.

Many times as we are typing and processing our thoughts, more messages may appear, along with pictures, videos and other media content. All of these things are changing the process of how we write. I see less of the writing process, and more of the instantaneous reactions. This is a benefit for important conversations, and quick interactions between two parties, but the negative side is that it can eliminate the importance of brainstorming, revising, and editing what you want to say before you send the message.

Response Two to "Shimmering Literacies" I wonder about the development of identity and pop culture-(3.19.13-4.5.13)

"...we must understand that identity considerations have alaready influenced who is reading and writing there and that, in turn, influences who is reading and writing there..." (59)

Identity is shaped heavily by the people you interact with, and the environment in which you are located. The internet and social media has heavily influenced the digital identities of the many people who use it everyday.

Identity and national popular culture have become more and more tied together with the growth of digital communications. Pop culture is no longer solely within your community or domain, but can now be transnational. It interests me to see how pop culture will develop over the next couple of years as many countries are becoming more developed and more countries have technology.

A Digital Argument- Response to "Shimmering Literacies" (3.19.13-4.5.13)

While reading Shimmering Literacies, I began to think on what Bronwyn T. Williams says about the growing ideas on forums. On page 42, Bronwyn says that "the forums are not just a place where opinions are posted, but where ideas grow from the contact and tension with other ideas." This brings to mind the reasons to why these ideas and discussions can be spurred so easily online, but it takes so much effort in our classrooms.

I partake in discussions in both arenas, yet I feel much more at ease when discussing online. I feel less pressure to perfect in grammar and speech, and I see myself thinking more, and more openly pointing out disparities in someone's argument when I am online. When I am in class, I feel like what I say goes deeper, but I have difficulties formulating my thoughts into clear sentences.

With these online tensions, it may be that students can more easily access information, and verify their information by simply opening a new tab, where as in class, the pressure to be completely correct is much higher, and the immediate access to proof can sometimes be difficult to find.

In Response to Fraiberg's "Composition 2.0" (3.12.13-3.19.13)

Technology is moving forward and so should our writing in formal classrooms. Over the last 15 years, the use of technology in the classroom has increased, but mainly for research and education software. The next frontier, which has been breached by programs like Powerpoint, is fully integrating multimedia and multiple languages into the classroom.

The world is growing, shifting, and developing daily, and at times the more traditional writing field takes a long time update. With many theories still developing about the writing process, basic writing ideas, and how to teach writing (or for some, can it be taught), I believe that sometimes we don't look to the resources around us. As teachers, we should become proficient in these new technologies, and allow students to explore them and utilize them in their papers. 

This is preparation for the real world, where businesses  are using global technology in order to make international trade easier. Communication in multiple languages not only helps make the global community more interactive than it already is, but it strengthens the classroom in building cultural experiences into writing discourse.

My Thoughts on NewKirk (3.5.13-3.12.13)

When reading Barriers to Revision, I was very interested in how Thomas Newkirk presented the material, and what he concluded about the two types of problems students face in the revision process-- incorporating personal knowledge and detail into papers and the lack of feeling the need to revise. Looking back through my writing growth, I've seen instances of both of these times.

I feel that many times students are bombarded with rules to writing, and over time there are more rules to pay attention to than actual writing being done. There is a constant worry not including the correct information, as well as including too much information that makes your paper long and boring. I had to overcome this challenge through truly understanding the purpose of revision.

As I learned more about the process of revision (a concept which even today I still have trouble with), I noticed multiple attributes in my paper that weren't coherent, incomplete, and not detailed enough to prove my points and give my support to my arguments.

Response to "Students' Right to Their Own Language" (2.26.13-3.5.13)

My response to CCCC's document is more of an affirmation of what they stated in the paper. My understanding is that CCCC argues for the further respect of language varieties and dialects in the classroom.   I believe that the culture of the United States perpetuates discrimination against those who do not speak what is labeled as Standard American English. The promotion of SAE in the classroom is understandable, but the adverse effects include inequalities in grading writing, cultural separations, and diminishing the value of the individual language of a student, leading to diminishing the value of ethnic cultures.

CCCC writes on page 7 that "most linguists agree that there is no single homogeneous American 'standard.'" They further state that dialect cannot be inherently good or bad although "the amount of prestige and power possessed by a group can be recognized through its dialect." Dialects have existed since the early formations of English, and they have always existed. Although a dominant dialect may be considered the standard, it should not be considered the Dialect of everyone. The use of language can change according to the domain in which it is spoken, or even in the change of discourse. I don't believe in a Standard American English, but what CCCC calls "edited American English."

Thoughts on Anzaldúa (2.19.13- 2.26.13)

  Reading the work of Anzaldúa interested me very much. The seamless integration of English and Spanish in one work did more justice in supporting bilingualism than if the story were simply written in one or the other. I see this work as one that confronts a fight against identity, specifically the Chicano identity in How to Tame a Wild Tongue. The identity crisis, from the perspective of the author, doesn't come from an innate internal struggle, but from outside influences that cause those who identify as Chicano to question their selves.
  On page 248 Anzaldúa gives a list of her "'home' tongues" and the English she spoke. This provides a good perspective into the numerous dialects and languages that she could potentially use and encounter each day. Each language or dialect had its own purpose, it's own situation, it's own domain in which they would be used. From school and friends to home and family, each language was purposed to communicate each in their own way.
  My favorite thought that Anzaldúa wrote begins on the bottom of page 250. "Ethnic identity is twin skin to linguistic identity-- I am my language. Until I can take pride in my language, I cannot take pride in myself." This is the core of identity; communication plays an ample part in who we are, and who we become. Language gives a person as much identity as their ethno-cultural background, their skin color, and their socioeconomic status. Language can be the difference between success and failure, social movement and social disparity. The ability to remain confident in one's language and mode of communication translates to the ability to remain confident in one's self.

Literacy Narrative Draft 1

I learned to Write as a freshman in college. Like nearly every student in the States, I wrote for years beginning  with from learning the basics such as letters and small words to placing these characters into coherent statements. I learned grammar, and I learned punctuation. I know where to put a period and a comma (most of the time). I can write a research paper and a five paragraph essay with ease. Despite all of this, I learned to Write in my freshman year of college.

I personally distinguish writing from Writing. Although I made this distinction recently, the process of Writing began as I sat in my Composition 101 class and was asked a very simple question-- what is writing. Immediately I raised my hand eager to answer, and as soon as I was called on, I realized I had no idea. This not only disturbed me, but it made me wonder what exactly I had been doing for all of that time before college. I wrote papers and poems, yes, but was I really Writing, or was I completing an assignment.

Like most people, I wrote little outside of the prompt of a professor. I didn't really have the desire to write either. Within the parameters of a syllabus and a rubric, I found myself finding information and recalling it for a grade. I noticed that it was the same generic five-paragraph essays with the introduction, the thesis, three supporting paragraphs, and a conclusion. There was no development. There was no critical thinking.

From the first day of my college writing course, I noticed a difference in my thinking towards Writing. The difference was that I actually had to think! There wasn't much in-depth reading and thought when I had to prepare for papers in my K-12 education, but from the Composition class, we were reading arguments and discussing them. We built teams and debated against each other, supported our ideas with facts and evidence, and really captured what it meant to think. But the lesson I learned that day is that we captured what it meant to Write.

I recall reading the arguments provided on abortion. In the media there was a solid line in the debates-- Pro-Choice vs. Pro-Life. Although I began to consider myself more of a freethinker at this point, I still had a heavy religious influence in my background. In spite of my “sound” teaching, I began to really analyze the arguments presented to me. If I were in the place of a young teenager, a poor mother, or a woman who was violated, what would I do? Although I could never actually be in their place, nor would I try, this opened me up to new perspectives. There was no longer the excuse of my upbringing. This was not a moment where I could remain ignorant. This was my learning process. This was critical thinking.

The time spent in class that day changed my perspective on Writing for my future. I no longer just wrote because I was prompted. I no longer wrote for my teacher or my peers, but for understanding and thought. I wanted my words to make a difference, or even to provoke one’s own transformation in writing as those readings did for me.

As my college years continued, I encountered, yet again, a moment where my writing was changed. I entered my political science course with about the same expectations as I did the first time I took the course (I had to take the course a second time to get a higher grade)-- let me learn and let me leave. From the opening words of the course, I knew that this professor was very different from my original one. He spoke with high expectations and clarity, so as to assure us that we will learn.

My most memorable moment in this class was one not in the classroom, but sitting in my professor’s office. We were discussing a few of the questions I had about a paper we were writing in the course. The paper had been an informative essay of about seven or eight pages in length. The topics were left for each student to decide, but each topic had to have positive arguments and negative arguments for each side. We could not have significantly more pros or cons for either side, but support each side as equally as possible. This was something that was different for me. Unlike my Composition 101 course where I was given the topic and the arguments and had to pick out specific arguments, this political science paper forced me to consider all sides with little evidence of leaning towards one or the other. My audience was not someone who was settled to one side, but someone who may have been on the fence.