State University of New York, New Paltz                                    Composition I / Rigolino                       ...
   a writing or reading task/assignment (again, you can write about an area other than       reading and writing in Engli...
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Essay 2 literacy narrative

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Essay 2 literacy narrative

  1. 1. State University of New York, New Paltz Composition I / Rigolino Essay #2: Literacy NarrativeRequirements: 750-words; MLA 2009 FormattingLiteracy Narrative: General DirectionsA literacy narrative traditionally tells a story about your personal engagement with readingand/or writing. However, a literacy narrative may also include the story of becoming literate ordeveloping competence or knowledge in an area such as math or music. Basically, you will pickan event from your past—either positive or negative—and connect that event to your currentfeelings about and/or abilities in the area you have chosen to write about (ex. reading/writing;mathematics; music; technology; science, etc.).Literacy Narrative: Guidelines  A well-told story. As with most narratives, those about literacy often set up some sort of situation that needs to be resolved. That need for resolution makes readers want to keep reading. Conflicts and/or obstacles are essential to good story-telling.  Vivid detail. Details can bring a narrative to life for readers by giving them vivid mental images of the sights, sounds, smells, tastes, and textures of the world in which your story takes place.The details you use when describing something can help readers picture places, people, and events; dialogue can help them hear what is being said.  Significance: A literacy narrative tells something the writer remembers about learning to read or write (or becoming competent in an area such as math, technology, music, etc.). In addition, the writer needs to make clear why the incident matters to him or her. Many writers use the concluding paragraph(s) to reflect on the narrative and its meaning.Choosing a TopicBecause this is a brief essay, you will likely want to focus on a single event that took placeduring a relatively brief period of time.For example:  any early memory about writing or reading (or becoming competent in math, music, technology etc.) that you recall vividly  someone who taught you to read or write (or to be competent in a particular area like math, music, technology, etc.)  a book or other text that has been significant for you in some way  an event at school that was interesting, humorous, or embarrassing
  2. 2.  a writing or reading task/assignment (again, you can write about an area other than reading and writing in English) that you found (or still find) difficult or challenging  the origins of your current attitudes about writing or reading (math, science, technology, music, etc.)  perhaps more recent challenges: learning to write instant messages, learning to write email appropriately, learning to construct a Web pageConsidering the Rhetorical SituationPURPOSE: Why do you want to tell this story? To share a memory with others? To fulfill anassignment? To teach a lesson? To explore your past learning? Think about the reasons for yourchoice and how they will shape what you write.AUDIENCE : Are your readers likely to have had similar experiences? Would they tell similarstories? How much explaining will you have to do to help them understand your narrative? Canyou assume that they will share your attitudes toward your story, or will you have to work atmaking them see your perspective? How much about your life are you willing to share with thisaudience?STANCE: What attitude do you want to project? Affectionate? Neutral? Critical? Do you wishto be sincere? serious? humorously detached? self-critical? self-effacing? Something else? Howdo you want your readers to see you?Refer to: http://www.wwnorton.com/college/english/write/fieldguide/writing_guides.asp#06

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