Keywords: literacy, translingualism, postcolonial, English, multiple literacies, academic discourse communities Sandra Cisneros: “Only Daughter” It can be formative for students and instructors alike in learning what kind of thing a literacy narrative is, and how it could be taught in the classroom. On Using “The Fortunate Traveler” in the classroom: This essay is both an academic rumination on the power of literacy narratives and a lovely example of a literacy narrative in its own right. Ulla Connor, Channel View Publications, 2001.
Keywords: power, language, identity, society, racism, language and identity, inequality, literacy Suresh Canagarajah: “The Fortunate Traveler”įrom Reflections on Multiliterate Lives : Reflections on Multiliterate Lives, edited by Dr. Baldwin asks us to think about what we understand language to mean, about our own experiences with language, and about how studying a language can reveal something about community, society, or an individual. The text is an excellent one to read with students to discuss the different ways that language shapes us and how different uses of language develop through power structures. Specifically he considers how the language used by black Americans shows us how language use develops in relationship to one’s experience in society. In this seminal text by Baldwin, he explores the connections between power and language. James Baldwin: “If Black English Isn’t a Language, Then tell me What Is.” or (Faculty choose at least one model text from the list below or similar outside readings of their choice.) Robert Agunga: “How Can I Help Make a Difference”
#Barbara mellix from outside in full text code
Keywords: code switching, literacy, multiple literacies, language, Standard American English, bilingual, discourse community Examples However, it’s a valuable framing device for understanding multiple literacies and what a literacy narrative might touch on in terms of understanding the story of someone’s language and literacy acquisition over time. The text is pretty dense, if reading with students, a 2-3 page excerpt could be plenty.
JSTOR, On Using “Nah, We Straight” in the classroom: This rich (if dense) reading can fuel wonderful classroom conversations about code switching, bilingualism, and how someone’s discourse community membership can influence choices with language. (Faculty choose at least one reading from the list below.) Deborah Brandt: “Sponsors of Literacy” Vershawn Ashanti Young: “Nah, We Straight”įrom JAC, vol. 2.2.5 Maegan Trinidad: “If it May Please the Court: Analyzing the Use of Rhetorical Elements in Courtroom Opening Statements”.2.2.4 Ashley Serku: “The Art and Rhetoric of Letter Writing: Preserving Rhetorical Strategies“.2.2.3 Natalie Saleh: “Crafting Theology: Toward a Theory of Literacysmiths”.2.2.2 Rebecca Ramos: Sample Student Discourse Community Analysis.2.2.1 Nelson Graff: Several different activities, including the rhetorical outline.Williams “Popular Culture is Killing Writing” 2.1.7 Patricia Roberts-Miller “Rhetoric is Synonymous with Empty Speech”.2.1.6 Mary Jo Reiff and Anis Bawarshi: “Tracing Discursive Resources”.2.1.5 Donna Kain and Elizabeth Wardle: “Activity Theory: An Introduction for the Writing Classroom”.2.1.4 Nelson Graff: “Teaching Rhetorical Analysis to Promote Transfer”.2.1.1 Dave Bartholomae: “Inventing the University”.2 Units 2 & 3: Genre Awareness, Rhetorical Situation, and Discourse Community.1.2.9 Nick Scala: “The Evolution of Educational Writing”.1.2.8 Richard Rodriguez: “The Achievement of Desire”.1.2.7 Kiki Petrosino: “Literacy Narrative”.1.2.6 Lucas Pasqualin: “Don’t Panic: A Hitchhiker’s Guide”.1.2.4 Barbara Mellix: “From Outside In”.1.2.2 Suresh Canagarajah: “The Fortunate Traveler”.1.2.1 Robert Agunga: “How Can I Help Make a Difference”.1.1.2 Vershawn Ashanti Young: “Nah, We Straight”.
1.1.1 Deborah Brandt: “Sponsors of Literacy”.
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