Part 1: My project adds and challenges specific ideas about literary acquisition. My project is also truly engaging the conversations within both Alexander and Williams text the most. My peers wrote based on my evidence in my draft that I had a unique approach to my introduction paragraph, and my texts are more than being about something greater than just explaining what they mean. I don’t believe there is other evidence in the narratives that I left out. My narrative reveals that victim narratives are common within students for many different reasons. It also reveals that it isn’t always the sponsors fault. Through the data, I say that literary acqustion could be a little stronger in word usage, but it is only a first draft and I need to revise it even more by challenging specific ideas and adding new resources.
Part 2: My peers did not write about me having too much or too little of Alexander, Brandt and/or Williams, but I think I could use a little more of the scholarly sources. I did not use one sentence introductions for introducing the texts, but this is how I wrote it:
“We have looked at a few incredible scholarly texts that are honed into literacy narratives themselves. In Kara Poe Alexanders text: Successes, Victims and Prodigies: “Master” and “Little” Cultural Narratives in the Literacy Narrative Genre, she states that “In general, literacy narrative assignments prompt students to explore and reflect on how their past experiences with language, literacy and schooling inform their perceptions of themselves as writers and literate beings (see Fox; Ryden; Soliday)”. Literacy narratives are often about an experience, either good or bad, that had an effect on them or shaped who they are today.”
Revision-
“We have looked at a few scholarly texts that are honed into literacy narratives themselves. Within Kara Poe Alexanders text: Successes, Victims and Prodigies: “Master” and “Little” Cultural Narratives in the Literacy Narrative Genre, she states that “In general, literacy narrative assignments prompt students to explore and reflect on how their past experiences with language, literacy and schooling inform their perceptions of themselves as writers and literate beings (see Fox; Ryden; Soliday)”. In Deborah Brandt’s “Power, Priveledge, and Discourse”, she states how often students summarize the same types of writing concepts. Then we read Bronwyn T. Williams’ text: Heroes, rebels, and victims: Student identities in literacy narratives, and he talks about the frequency of different literacy narratives that students write, which is similar to the other two texts.
-My revisions are better because I can use all three sentences introducing the texts as their own sentence starters. I can get more details and explain what is exactly said in the texts by using the new introductions for the scholarly materials.
Part 3: Since Alexander offers little stories for her examples; Brandt and Williams both uses rich descriptions so the reader has a deeper understanding for their analysis’ being explained, it makes the introductions of the literary narratives much more unique. I needed to add a description or context to the end of my citation of the text. For example, “We have looked at a few incredible scholarly texts that are honed into literacy narratives themselves. In Kara Poe Alexanders text: Successes, Victims and Prodigies: “Master” and “Little” Cultural Narratives in the Literacy Narrative Genre, she states that “In general, literacy narrative assignments prompt students to explore and reflect on how their past experiences with language, literacy and schooling inform their perceptions of themselves as writers and literate beings. Here, I am offering the right amount of context for the reader and background on the literary narrative I chose, which was Alexander’s text. This excerpt above is enough because it includes one good one-sentence introduction and clearly states what I am about to say in a matter similar to Brandt and Williams which is through descriptions.
Part 4: Scholarly sources and literary narratives help signal the conversation that needs to be engaged within the text. The three narratives are the key in support of my writing. In Kara Poe Alexander’s text: Successes, Victims and Prodigies: “Master” and “Little” Cultural Narratives in the Literacy Narrative Genre, on page 626, it is summarized how people think that underprivileged students are victimized more but the privileged students write about it more. I mentioned most of this information in my text and I now can go more in depth about it because it helps me understand a further knowledge of why its so puzzling for a victim narrative to be more privileged to students. I think it is interesting how we think that underprivileged people are victims more often but the privileged students write about victim narratives more often then the underprivileged. I could relate this to the frequency of victim narratives in my essay.
collreadwrit2a
