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ENC 1101 ENGLISH COMPOSITION I

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A literacy narrative paper outline needs to be constructed. Just outline not whole draft. I'm providing the rubric and other essential documents needed for the construction of literacy narrative.It should be meet the expectations of criteria provided.

Upload a complete outline of your Literacy Narrative including one overarching statement about your relationship with literacy and supporting life experiences that demonstrate that statement or discuss the impact. Your outline should be fully formatted in MLA

Outlines are to be completed in traditional alphanumeric format. Papers that do not follow traditional, alphanumeric outlining will not be marked for completion. Outlines must be completed In full sentences: please check the Alphanumeric Outlining pdf under the Lit Narrative Files folder for clarification. The Literacy Narrative is the only paper in which I am requiring a thesis statement to be included in the outline. Do not submit a full paper for an outline; that will be marked for incompletion. I do not tolerate skimpy, untiered paragraphs of text for outlines. I also do not accept full drafts of papers as outlines. (Reading 5.2 tells you what to include). I also take points off if I cannot determine much about the paper from vague outline sentences. Remember, outlines are to be constructed in alphanumeric format

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1/10/2021 Outlines - Writing Center - LibGuides at Mississippi College-Leland Speed Library Mississippi College / LibGuides / Writing Center / Writing Center / Outlines Writing Center: Outlines Search this Guide Search A guide to information to help you research and write more effectively. Welcome Resources for Students Resources for Tutors Resources for ESL Students The Writing Process Chapter Summaries Compiled by WC Tutors How to Set Up an Appointment Online Resources for Faculty Avoiding Plagiarism Writing Center Survey Citation Styles Cross-Cultural Understanding Writing Resources Writing Center Newsletter Introduction Once you have determined your main points, assemble a working outline. The outline can range from a simple sketch of what you essay will look like to a specific point by point outline complete with topic sentences. The idea is to provide yourself with a visual diagram of where your essay will go. The outline shows the sequence of your essay and the main ideas to keep in mind while writing. Three types of outlines are most commonly used. They are: alphanumeric outline, full sentence outline, and decimal outline. Sample outlines listed below are borrowed from Purdue Owl site. https://mc.libguides.com/c.php?g=39012&p=247992 1/3 1/10/2021 Outlines - Writing Center - LibGuides at Mississippi College-Leland Speed Library Alphanumeric Outline https://mc.libguides.com/c.php?g=39012&p=247992 2/3 1/10/2021 Outlines - Writing Center - LibGuides at Mississippi College-Leland Speed Library Full Sentence Outline Decimal Outline Last Updated: Aug 25, 2020 1:02 PM URL: https://mc.libguides.com/writingcenter Subjects: Research Help, Writing Center https://mc.libguides.com/c.php?g=39012&p=247992  Print Page Login to LibApps Tags: esl, reseach, tutoring, writing 3/3 The Literacy Narrative Checklist 1) Does the narrative have first page formatting? MLA, top left should have name, instructor, course, date, and margins one inch? 2) Does the narrative have pagination? Insert page number top right, type Last name then space before # 3) Does the narrative have the correct font? Times New Roman 12pt 4) Does the narrative have an engaging title? If a title is missing, what’s a title you might suggest? 5) Does the narrative have paragraph indentions? (standard tab) 6) Is in-text citation practiced correctly, if the author chose to incorporate in-text citation? (formatted correctly in MLA for quoted or paraphrased source material) 7) Is the work-cited page incorporated correctly, if the author chose to incorporate in-text citation 8) Start with big picture concerns:What is the piece really about for you?What theme or idea seems interesting, ripe for future development? What connections are being made in an original way? What image(s) really stood out to you? Why? 9) What do you want to know more about in the essay? 10) Are there places where exposition should be replaced by scene/ images for greater reader involvement or scene replaced by exposition for greater compression? 11) Does the student manage to reflect on their personal relationship with literacy? Is the reflection working well? How? Where can we spot some improvements? 12) Is the narrative organized around an overarching theme or thesis that connects literacy events to a meaningful outcome? Is this identified at the end of their introduction? 13) Is the moral in the narrative established through meaningful self-exploration? What are some improvements to be made? Is this spotted well in the conclusion? 14) Does the author tell an interesting story? What makes this narrative interesting? 15) Has the author reflected on the narrative and exposition in a way that demonstrated their ability to honor the true definition of a literacy narrative? How? 16) Are the images used fresh and interesting? Do they work together in a way that supports the essay? 17) Is the language fresh throughout? Were there any clichés spotted to be avoided? 18) Does the form of the essay add to/ enhance its content? 19) Is the organization effective? Chronological? Pay attention to certain elements that glue the narrative together as one coherent story. 20) Does the piece begin and end in a way that feels satisfying? Note that ‘satisfying’ does not necessarily mean providing closure, or full answers to any questions it might raise. 21) Does the essay open in a way that makes you want to keep reading, and end in a way that provides some sort of aesthetic stopping point? 22) Does the language seem appropriate for the literacy narrative platform? Is the language at times overly formal? Overly colloquial (colloquialism= everyday, slang that might not be appropriate for an academic paper) 23) Circle the areas where the author incorporates linking verbs (linking verbs= has, was, were, is, had, etc.) Can these linking verbs be replaced with more fresh verbs that bring the narrative to life (For example: Jack was eating the apple versus Jack devoured the apple). 24) Are the sentences presented in the narrative short and concise or lengthy? Underline the lengthy sentences, and suggest to the author ways to shorten the sentence (question 23 is an example of this). 25) Are the sentence structures and rhythms appealing and effective? If there is no rhythm to the piece, how can we add some? 26) What could be cut? What can be modified? What can be added? What could be moved around? 27) Does the piece appear as a narrative or an academic essay? Remember, there is a difference: one is creative writing, the other is academic writing. If the piece appears as more of an academic essay, versus a narrative, what are some suggestions you could the author make based on how we’ve learned the narrative structure is composed? Pay attention to language 1 Week 3 Part 2 5.1 Rewind and Reflect 5.2 Outlining the Literacy Narrative 5.1 Rewind and Reflect (~20-30 minutes) You have practiced the skills related to reading, annotating, summarizing, and responding, and now you will continue to develop the connection between these concepts and​ ​the story of your relationship with literacy and the impact specific texts and experiences have had on you. While your Literacy Narrative should display both structure and meaning, another goal is simply to reflect on your relationship with reading and writing as you embark on this new phase of your life and your learning, so don’t forget to leave time and space to enjoy the memories of how you got to where you are and who you have become. Sitting still with our thoughts can be surprisingly difficult. Sometimes our worries and fears can start to take over and make us focus on all the things we could be doing instead of sitting and thinking. Looking back can also stir feelings of sadness, so allow yourself to sit with a range of emotions. Sitting with joy and pride can also be uncomfortable, but allowing yourself to reach reconciliation can be worth sitting with discomfort. In “​Watershed​,” Amy Ray and Emily Sailers suggest that every five years or so, we should look back on our lives and have a good laugh, which is good advice. We all have a few TBT memories that make us laugh a little and cry a little. But remember that your focus is on looking at the role ​literacy​ played in your stories. It may seem like an exaggeration, but taking the time to pause and think can be the most important thing we do—for our assignments and for ourselves. Without zooming out a bit and getting meta, we can’t really see what is going on, which means we usually have less agency—or power—over the outcome. And after we zoom out to see the big picture, we can zoom in and get a close look at ourselves. These skills that we apply to ourselves and our lives also apply to how we read and absorb and digest and understand the world around us. Like reflection, focus and concentration are especially important when it comes to learning. Focused concentration im​pacts our personal and professional lives, and it can be developed. Stated specifically, learning about learning can impact your ability to learn. And learning about ​your l​earning will impact your ability to learn effectively. Thinking about thinking, or metacognition, is also an important element of having a say in your thinking. An 2 important goal of ENC 1101 and of the Literacy Narrative is to learn about learning and think about thinking and learn and think about your life and your learning and thinking. With so many options and distractions, our minds can become trained to bounce from thought to thought and lead our actions from thing to thing. Agility in action and thought are important, too, but not being able to slow down and switch to a single-pointed focus can limit our ability to do deep work and achieve deep learning​. Developing practices of sustained concentration and contemplation develop competencies like perseverance, resilience, and conscientiousness that serve as the foundation for success in learning and in nearly all areas of life. So for this assignment, the goal is to sit . . . and to think. To prepare for this assignment, pick a time and place where you can spend some uninterrupted time with your thoughts. Hopefully the assignments you have submitted so far have helped you start to think about your story and what you want to include or exclude. Read the questions below to help guide your trip down literacy lane. You can either read through all the questions first and then read them again to think of an answer to each, or you can read each one carefully the first time and think of an answer before moving to the next question. A useful way to get the most out of each would be to jot down notes, which will also prepare you to answer question 1: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● What is Literacy? (What is your definition? What are other definitions?) What kinds of texts do you read? On what do you read? Where do you read? About what do you read? When and why and whom do you read? Does the text you read usually have audio or visual components? How many texts or digital messages do you read and write daily? With whom do you exchange these messages? How often do you mix your reading with writing? What kinds of writing do you do? Where, when, and to whom do you write? Why do you write? On what do you write? What do you write and write about? When you think of reading for school, how do you feel (nervous, excited, annoyed, confident)? When you think of reading as part of communication with friends, how do you feel? When you think of reading to learn about something you’re interested in, how do you feel? What does literacy mean to you? How would your world be different if you could not read or write? How would your life change if you had no access to devices that allow you to connect through reading and writing? What aspects and individuals have influenced your relationship with reading and writing and how? What are your clearest memories that include reading or writing in any form? What is your earliest memory of being read to or of reading or writing? How have your experiences with literacy impacted who you are today? What is the best thing you’ve ever read? What is the best thing you’ve ever written? 3 ● ● ● Think of something you read or wrote that had meaning to you and consider how it impacted you. What book or text impacts you most and why/how are you impacted? How has your relationship with literacy shifted? How have literacy experiences shaped your identity? Once you have these signposts, take some time to sit with a few memories and dive deeper into yourself. Think of at least five experiences from any setting that involved any connection to reading or writing (Question 2). Can you recognize any connections or patterns across the events. Perhaps you were with the same person or at the same place. Perhaps the texts you were reading or writing were connected by genre or audience or platform or story. Perhaps the reactions each text had on you were related (Question 3). Maybe you read a book about a girl who loved the violin. And then you read your first piece of sheet music for full orchestra. And then you read your acceptance letter to music camp. Or maybe you read a highway sign that said “You are now leaving Indiana,” and days later, you read a sign that said Welcome to Florida, and hours later, you read a sign that said University of South Florida. Don’t feel like you need to come up with huge or dramatic events. Many of the events might feel trivial, which is absolutely fine. You read and write every day, and you have for a long time. You have already experienced more literacy events than most humans who have ever lived on the earth. Once you look at these experiences through the lens of literacy and investigate the impacts they have had on you, connections and meaning can be found in places where you never realized they existed. Some of these connections might even come together to tell a good story. Assignment 5.1 Complete all three parts include ​ d in Assignment 5.1, and upload your considered and polished responses to Canvas. 1. Answer at least five of the thought-generating questions from the bullets above. 2. List at least five memorable events related to reading or writing that had an im ​ pact on who you are and who you are becoming. 3. Find a connection between three of the events, and write a sentence explaining the connection.​ 4 5.2 Outlining the Literacy Narrative (~30-40 minutes) You have probably worked with an outline at some point in your academic career, and the idea might conjure images of Roman Numerals or bullet points. When we talk about outlining, we do mean the physical act of structuring a research design, and you can use Roman Numerals or bullet points or any schema or structure that works for you. But like writing, outlining is a process not just a product. Outlining is a mental act as much as a physical artifact. When we outline our assignments, we are adding the step of thinking through and visualizing all the pieces of our product and all the steps of the process so that we can see where they are headed before we commit to a design. The process also allows us to arrange and rearrange pieces into the most effective order without the fear of losing our work along the way. Much of the work associated with learning takes place in our minds through a number of processes that can range from intentional and formal thinking to simply allowing thoughts about course concepts and content to run quietly through the back of our brains in search of connections. Both the purposeful and the organic contemplations can produce ideas that pop up and out and into our consciousness at different points throughout the day in different forms. The result of recognizing one of those good ideas that has been marinating in your mind can be to write a note to yourself or send an email to yourself or to tell your friend about your brilliant idea with the hopes that you will remember. All these acts are working as part of your outlining process. When we are aware of this process and pay attention to how it works in our minds and lives, we can take an active role in optimizing the act and the outcome of outlining. The practice of outlining is connected to the practice of thinking critically and to the methods and approaches and terms related to the processes of research design and analysis. There are different ways to approach and structure the outlining process. All three of our major projects include an outline. In Projects 2 and 3, we will also use a spreadsheet to create a grid so we can visualize our sources, which will serve as an element of our outlining process. For your Literacy Narrative, the outlining process will serve as the explicit step of connecting your thoughts and ideas with the assignment in an effort to organize your design into a successful telling of your story to your audiences. Adding thoughtful elements of design is necessary in any project, and trying to skip this step will generally result in spending more work on a product that is less successful. The narrative genre does allow for more freedom and creativity than other academic genres, but the conventions of formal, academic writing are still expected. Although source material is not required, if it is included, it should be cited according to MLA format. 5 In some way, we have all been impacted by written words or by writing words. Literacy can be about books, but it is about far more. Once you have thought of a few examples, see if you can find a connection across them. Or perhaps one experience is so defining and extensive that it can stand alone. As you continue to think of these experiences, try to remember sights, smells, and sounds. You are the main character in your Literacy Narrative, and your readers want to see how the main character developed as a result of interaction with people and texts and contexts. ​Your development is the real moral of your story, and textual engagement is one of the motivating factors that contributed to your development. These considerations and a number of the tasks you completed earlier should help you construct an overarching statement that summarizes your relationship with literacy—the moral to your story. Your thesis will make a clear statement about your relationship with literacy, and your narrative will share the experiences that explain the statement. Your story is yours, and you can share as much or as little personal information as you would like. Work where you are comfortable, and remember that you have multiple audiences for this assignment. On some level, you are always writing for and to yourself. Because this is a graded assignment, you are writing for your Instructor, who will have specific preferences, so don’t forget to make choices and moves that tailor to your audience. And you will share parts of your story with your peers through attached assignments and discussions. You may also decide to upload your narrative to the DALN, which can be done with your name or anonymously. Reading the narratives on the DALN gives you an idea of many different approaches to writing a literacy narrative, and writing it for a course at USF also provides you with an audience you know has specific expectations (formal, academic writing and the associated conventions). As you think through these higher order considerations and the intellectual expectations of the assignment, also consider the details of the assignment. Assignment Details We know that part of fulfilling any assignment is understanding what it expects. Look closely at the concrete elements of the assignment early in your outlining process. You are to write 750-1000 words. Depending on the font and size, 1 page double spaced is about 250 words and should form approximately 3 paragraphs. The Literacy Narrative, then, would call for approximately 3-4 pages totalling approximately 9-11 paragraphs. An introduction and conclusion will take up 2 of those leaving 7-9 paragraphs to weave your story. Think through how you want to allocate that space to tell your story. You probably know by now whether you tend to write long or short paragraphs, and knowing your writing style is an important part of planning your writing approach and 6 developing your personal writing process. For instance, if you know that you write long paragraphs and are more likely to write over 1000 words than under 750 words, you might want to plan your outline with 8 paragraphs—an introduction and conclusion with 6 paragraphs for the body. Or you could know that you are incredibly concise and should leave 9 paragraphs for your body. Students tend to write too much instead of too little, and it is easier to add than delete, so if you’re unsure, aim low. You can always add more imagery to build the story. Your introduction and conclusion will outline the paper and state your thesis, so those 6-9 paragraphs in the middle are where your outline develops and your story unfolds. Those paragraphs can tell one, extended story or can bring a few experiences together. For instance, if reading ​Harry Potter​over an extended time helped you through the loss of a parent and you want to write about that time in your life, perhaps you will need all six paragraphs. The structure we looked for when reading fiction can even be used to frame that one extended story by building your outline on the major plot points from your story. If you want to follow one extended event, make sure you can break it into a few clear points so that it works to progress across a plot. Or if you read a series over a number of years and different books aligned with different rites of passage in your life, focus on a few. Or mix up a few different things you read or wrote and connect them with a time and place or an outcome or meaning that tie to an overarching statement. More than 3-4 events would be hard to fit in the allotted space, so be sure to think through the layout before you start outlining. And recognize that while literacy is what holds the events together, the story is also about you and your experiences. Just make sure that literacy is a major character in the plot. We probably have a wide range of experiences with literacy, and while some students could write thousands of words about their story, others might not feel like they have anything to say. One valuable outcome of constructing a defined narrative about our lives and experiences is that it allows us to see that who we are impacts our processes of reading and writing and learning and that who we are is valuable in academic settings. Writing a structured narrative also allows us to practice merging personal experiences and creativity with a structured academic assignment being prepared for a specific purpose and audience. Recognizing that the assignment, genre, and audience impact the approach is a very important aspect of learning to write and communicate in ways that transfer across and beyond institutions, environments, and situations. For instance, while you may encounter assignments with instructions that explain why and when you would want to avoid using first-person point of view, it would be odd—if not impossible—for you to attempt a literacy narrative without the explicit inclusion of the stated voice of the main character: ​you ​in the form of I. 7 Layout Options There are a number of ways to layout your narrative. If clear events or texts do not stick out to you right away, considering organizational approaches might help. Here are a few options: Chronological​: elementary, middle, high school, university . . . People​: mom, brother, teacher, uncle, friend . . . Platform​: book, online, social media, texting, email . . . Places​: School, home, grandma’s, the community center, church . . . Theme​: joy, struggle, education, family . . . Genres​: academic, sci-fi, fan fiction, personal communications Subject/text​: Magic/​Harry Potter,​ Romance/​Twilight,​ Fantasy/​Eragon​ . . . Classes​: English, History, Psychology, Band . . . Types of reading​: formal and informal, academic and entertainment, news and magazines Phases​: when you were into My Little Pony, then soccer, then Pokemon, then Billie, then . . . You can also follow a literary device to create a theme: seasons, rain, dinner table . . . As you create your outline, you may combine any of these elements: ● When I was 10 and reading ​Creepypasta​at our dining room table ● When I was 12 and reading a Biology textbook at our dining room table ● When I was 17 and reading my USF acceptance letter at our dining room table These three experiences already share a connection to reading and a physical location, but how can they connect to an overarching theme that makes you the main character in a good story? As you look across those three events, what changed, and what didn’t? Who were you with, and who were you? What will you be reading where and with whom years from now? Can these snapshots work together to tell a larger story? And don’t forget what you know about stories. A narrative should tell an interesting story, which requires considering the elements of storytelling. An exposition will let us know where the story is situated. The rising action of your story might include a conflict in need of resolution. The climax might be the change in you. And while there is an end to your paper, it isn’t the end of your story, so feel free to look forward in your denouement. Often it can seem that academic work is all research and sources and that stories exist solely in another world or at least another genre. But genre lines blur, and it is valuable to practice writing across lines and genres and audiences. These shared spaces will be what you occupy and navigate in much of your writing life. 8 Remember that there are a number of ways to arrange your events into a compelling story, so think through a few options before you pick or create the right choice for you. Whichever schema you apply should tie all the elements to a thesis. Thesis The concrete elements of the paper are framed by the overarching intention of the assignment​. ​To fulfill the assignment, be sure to create a thesis that introduces and frames how you ​discuss your relationship with literacy and describe the impact specific texts and experiences have had on you​. You cannot actually discuss and describe your relationship with literacy in one sentence, but you can provide a structure from which your story can emerge and ground your development as the main character. Your experience(s) with literacy will ground your story and serve as a through line, and the impact of those experiences should connect to form your thesis. Identifying the relevance of each experience and then connecting the impacts is one way to create a thesis. Here are some samples of emerging thesis statements that connect literacy events: ● ● ● ● ● ● ● ● Writing in my journal opened me to a love of writing that eventually merged with my love of drawing. Most of my reading is on screens: phone screens, video game screens, and laptop screens. All of my reading, however, connects me to the people on the other side of the screens who have made me who I am. My sister’s love of reading has been the main influence in my literacy life. When I think of reading, I think of reading music and how music played a role in my relationship with my family, my education, and my partner. I never thought of myself as a reader until I realized how much time I spend reading and writing to my friends and how those friends and those communications helped me become who I am. My relationship with reading transitioned from joy to fear when the informal childhood texts of elementary school were replaced with the formal, academic texts of high school, and when the joy left, so did my confidence. One line from the ​Hunger Games​ helped me get through moving and helped me develop the confidence to face my fear and find my freedom. I still haven’t deleted the text she sent, and I still read it when I start to forget why I came to Tampa. Some of these statements stand alone, and others start a thread to be expanded, but all require support from a structured narrative that tells the story under the statement. Once you have a thesis and know what events or experiences you will share, start building an outline. Outlining is often associated with more formal writing that does not draw from personal experience and does include scholarly sources, but all formal writing requires outlining. If you have a thesis and plan to write two paragraphs each for the three events and then wrap it up with a conclusion, you already have your basic outline! 9 Mapping your plan before you start writing allows you to weave threads that connect your story on multiple levels. Perhaps your first paragraph starts out with you in your dorm where you are doing your homework for this assignment, which makes you think of your childhood bedroom where so much of your reading took place. And then you can state your thesis and dive into the three elements. At the end, you could tie it all back to your dorm and what you are reading now and what where you hope to be in the future. After you have thought through your basic outline, begin the process of formalizing your formatted outline in writing, which should provide an overview of the topic of each paragraph in addition to your thesis. Your thesis will likely develop as you build your outline into a full story. If you plan to use source material, have it formatted and cited in MLA as part of your outline. Your Instructor will provide information on how to tailor your outline for him/her/them. The tasks throughout Project 1 have already started to develop content that can fill your outline and feed your Literacy Narrative, so feel free to start with those tasks if you’d like. Or you can select new experiences that you thought of after the tasks or that you now think will work together better to create a clear thesis and a compelling story. To start, just narrow down three main events or texts and a thesis to connect them. Assignment 5.2 Upload a complete outline of your Literacy Narrative including one overarching statement about your relationship with literacy and supporting life experiences that demonstrate that statement or discuss the impact. Your outline should be fully formatted in MLA, and your Instructor will provide specific expectations. Week 2 Part 2 2.1 Genre: Literacy Narrative 2.1 Genre: Literacy Narrative (~25-45 minutes) Literacy (and) Narrative When individua​ls compose a literacy narrative, they often recall how they learned to read and write, describe a memorable event involving their literacy acquisition or exploration, or consider how reading and writing continue to play roles in their lives. In general, a literacy narrative is a narrative that connects events and personal experiences related to literacy to an individual’s personal development. Just like there are various understandings of what defines literacy, there are various understandings of the literacy narrative as a genre. In the same way that thinking about our thinking distinguishes us from trout, thinking about our learning and reading and writing allows us to achieve levels of consciousness and awareness that can inform how we see the world and who we become within the world we construct for ourselves. A number of well known thinkers have shared their experiences with literacy and language (​Malcolm X,​​Amy Tan​,​Luc Sante​, ​Ta-Nehisi Coates​, to name but a few). Thinking about literacy and language can expand to include sharing experiences with reading and writing and learning (​Roxane Gay​, ​Stephen King​, Jose Antonio Vargas,​​Elmore Leonard​, ​Zadie Smith​, ​Margaret Atwood​, ​Neil Gaiman​, John Steinbeck​, ​Anne Lamott​, Annie Dillard​). You don’t have to be famous, however, to have experiences worth considering and sharing. The Digital Archive of Literacy Narratives​is a public space where anyone can upload a literacy narrative and read the literacy narratives of others.​​Cynthia L. Selfe​, Professor Emerita at the Ohio State University and cofounder of the DALN, defines a literacy narrative as a “personal account of any ev​ent involving reading or composing” (“What is a Literacy Narrative”). Selfe discusses literacy narratives in​​What is a Literacy Narrative and​​The Power of Literacy Narratives​. Watching these videos will help you understand Selfe’s definition of literacy and her ideas on literacy narratives as a genre. (See Question 1 below) For your Literacy Narrative, ​you will discuss your relationship with literacy and describe the impact specific texts and experiences have had on you​.​​To do so, connect literacy events and look for a thread that ties the experiences together and to an outcome. The outcome will be the impact the experiences with literacy had on you. Literacy Literacy, in general, signifies being competent in an area or demonstrating a basic proficiency with a skill. More specific and standard definitions of literacy focus on reading books and writing text, but concepts of literacy have expanded to include critical literacy, digital literacy, visual literacy, technological literacy, and emerging literacies​. Our use of literacy is intended to focus on any connections or communications you make to, with, or through reading or writing or related texts.​While reading can extend to reading music or images or any text, when we deconstruct the concept too much, it can be difficult to narrow to specific literacy events for your narrative. In this course, we view literacy as a form of identity. We are shaped by words, and we shape our world with words. Language, therefore, is part of our identity. We will also recognize that literacy is a social practice and cannot be separated from audience and ecology. When we understand this, we realize that when we write, we are bringing our experiences to the way we communicate. We also realize that our writing is intended to communicate with a specific audience and that the audience impacts our construction and communication. Further, we also play the role of audience and interpret the meanings and impact of the words we encounter and engage. Finally, we accept that we are constructed through language. What we think and see and say and how we think and see and say all move through the mirror and filter of words. In all, this means that reading and writing cannot be divorced from the reader and writer and the broad context that constructs the communication. As a result, the experiences you have had with literacy throughout your life have impacted you. Identifying key events and outcomes and connecting them to who you have become and are becoming is a main goal of the Literacy Narrative. These expanded literacies are built upon the traditional literacy of reading and writing. We read an image, and we read code, and we read clues and context by building on the competencies developed by reading words. Similarly we write code and copy and content and text and context by building on the skills developed by writing. Looking at our interactions with literacy also includes considering the learning process that moved us from building blocks to USF, which includes the ​formal learning​, reading, and writing that occurred in schools and the ​informal ​interactions that occurred in our personal lives and exchanges. In the same way that traditional notions of literacy conjure images of books and pens or online books and laptops, university-level writing—in composition courses and beyond—often conjures the idea of a research paper or essay. And much of university-level ​writing does take that form. But just as you will be expected to learn in increasingly digital spaces, the communication you create will likely follow a similar trajectory. Many of the Literacy Narratives in​​the Digital Archive of Literacy Narratives​are in visual or video format. In order to expand into these and other spaces, our goal is to start specific and practice honing and developing the standard skills that will facilitate success with advancing and advanced literacy at USF and beyond. To explore the variety of forms a literacy narrative can take, use​​search narratives​​on the DALN to look for subjects or texts and read or watch a few of the uploaded narratives. (Question 2) Narrative Thread In your Literacy Narrative, you will be expected to organize your narrative around an overarching theme or thesis that connects the literacy events to a meaningful outcome or statement. Once you have established the takeaway or moral of your story, you will narrate the role that literacy has played in your life and describe the literacy-related events or experiences that have impacted you. In addition to telling a good story, a main goal is to reflect upon your personal experience in a way that demonstrates your ability to make meaning of the narrative and exposition you have provided. Not only will doing so allow you to practice many of the skills required for success in university-level research and writing, the process will also allow you to examine your personal relationship with reading and writing in a formal and informal capacity as you prepare to launch into your academic coursework and beyond. The process of becoming a better writer benefits from self-exploration and an examination of the elements that have made you the reader and writer you are today; these experiences impact your interactions with formal and informal reading and writing. While the two overlap, many students share different experiences with and express different opinions of ​formal reading and writing​as part of a requirement related to their formal education in comparison to the experiences and opinions they share in relation to reading and writing that occurs in ​informal ​ways such as those related to reading for fun or writing to communicate with friends and family. Thinking of literacy events that include formal and informal experiences with learning and the associated literacies can help you see if patterns demonstrate connections and spaces of disconnection with your experiences and opinions of reading and writing. (Question 3) Narrating our lives through the lens of literacy also allows us to see that, not unlike writing, living is a process. In ​“How to Narrate your Life Story,” ​we learn that “no one gets anywhere important in one go. We can forgive ourselves the horrors of our first drafts.” But having a first draft to forgive requires us to pause and reflect on the life we are writing and the stories we are telling about our past, present, and future so that we can make choices about the stories that will fill the next draft. Impacts and Outcomes Looking for and at the connections across experiences with literacy is the first step in constructing a successful Literacy Narrative. The next step is to connect those connections to the impact they had in your life. Writing a Literacy Narrative requires contemplation, which means a necessary step in beginning this assignment will be to allow yourself to sit quietly and reflect on your life and experiences. You can make notes or talk into a recording device if you’d like. One session of reflection is unlikely to be enough, so plan to give yourself a few opportunities with some time to think. You can tell a friend or talk to a family member if conversation helps you spark memories, but at least some of your time should be spent in silence alone. Allowing your mind to quiet without the distracting thoughts of what is due or what to do can be difficult, but it is an important practice to practice. Having a personal plan that includes time to think as part of your overall outline will allow you to trust that you won’t get off track or lost in your deep thoughts. Because you have previewed the assignment in depth, you know that the tasks work together to build to the final submission and that they include assignments that help you focus your thoughts in relation to the Literacy Narrative and allow you to receive formative feedback from your Instructor on a regular basis. You won’t actually start to outline your narrative until next week, but like all major assignments and writing tasks, you should start by making sure you understand the related concepts. Supplemental Readings:​​What is a Narrative Essay​,​​Writing a Literacy Narrative Assignment 2.1 After reading this overview of the genre, watch W ​ hat is a Literacy Narrative​​and​​The Power of Literacy Narratives​, and explore the D ​ ALN.​ Then develop complete sentences to answer the following questions. Because these questions require you to think critically and conceptually, be sure to give yourself time to develop strong and complete responses. Submit your considered and polished responses to Assignment 2.1 in Canvas: 1. How are the concepts of literacy and the expectations of a literacy narrative as explained in the assignment similar to and different from Selfe’s expectations of each? 2. Link two narratives you explored in the DALN and discuss what each did well. 3. Identify and list four literacy memories: two formal (related to reading and writing in a formal, educational setting) and two informal (related to reading or writing for personal purposes). How do they overlap and how are they different? 1 Week 1 Part 2 1.1 Approaching an Assignment 1.2 Literacy Narrative Assignment Details 1.1 Approaching an Assignment (~15-25 minutes) When approaching an assignment, consider the whole process: where will you work, how long do you have​, what will you need, what is the genre, and who is your audience? Depending on the assignment and situation, you may identify different and additional elements to take into consideration. The goal is to think through what aspects of the situation you must take into account to begin an assignment successfully. Before beginning each assignment, s​pend a few minutes considering its goals and directions. Fulfilling an assignment is not unlike following a recipe. Before you start, you need to know what kind of cake you are baking, read the recipe, gather the ingredients, and make sure you have the necessary time and tools for the task. The first step in engaging any assignment is to understand the assignment. A useful practice is to cut and paste the relevant details from the assignment overview at the top of your page and write a brief summary of your understanding of the assignment. Elements of an assignment can include: ● ● ● ● medium (paper, presentation, poster, quiz . . . ), genre (narrative, expository/informative, argument/persuasive . . . ), audience (instructor, classmates, public . . . ), and details (due date, format, length, source requirements, evaluation expectations, rubrics, grading, other expectations). If there are elements you do not understand, read all the relevant content carefully to make sure you didn’t miss something. If you’ve read the content related to the assignment and have a question, ​ask your Instructor.​ While you don’t want to ask before completing the readings, you also don’t want to wait until the assignment is due and it’s too late. Instructors love to know that you are interested and invested and want to make sure you feel comfortable and confident with the expectations of the assignment. Instructors also appreciate when you reference the reading as part of your question and show that you tried to answer the question or understand the content. Because the writing process is part of the content for ENC 1101, a number of steps in the writing process will be made explicit and will be included in the larger project as graded tasks. The content that will be engaged over the course of a project will continue to roll out throughout the project, so it is ok if you don’t understand every step at the beginning. Remember that there is not one, singular writing process that all writers must 2 follow in all situations. Processes vary across individuals, and as we evolve as writers, our individual process will continue to develop and become advanced enough to allow us to respond to elements such as genre and audience that should impact not only the written product but also the writing process. In general, writing assignments vary across discipline, department, course, and Instructor. Some writing assignments include explicitly stated and scaffolded steps in the process (which means that they build upon each other), and some even include submission of smaller steps throughout the process. For instance, reading and research might be submitted in the form of an annotated bibliography or outline. Once you learn how the steps work for you, they can become part of your personal writing process across courses. Assumed Expectations Even when these steps are not assigned, they are assumed as part of the writing process required to succeed in university-level writing assignments. If an assignment states that scholarly sources should be included, it probably will not explain that you need to locate, read, and annotate an appropriate source so that it can be integrated into the assignment. In fact, that step in the process is an unstated expectation because it is required in order to fulfill the assignment guideline of including scholarly source material. The Instructor who created the task expects that students understand the necessary steps in the writing and research process and are proficient in the associated skill. When steps such as outlining and revising are not required or graded in the assignment, some students skip these steps or simply do not realize their importance or know how to complete them independently. An important goal of ENC 1101 is to learn and practice a number of the skills required to be a successful writer across situations so that your process can continue to develop as you grow as a reader, writer, and learner. Every one of us is capable of becoming an independent learner and taking ownership of our education and responsibility for our success. As you read an assignment and start the planning process, note which steps are overt in the assignment and which are assumed as your responsibility. If steps in the writing process are ​not ​included as part of the submission, be sure to add these steps to your own timeline so that you don’t run out of time and miss the opportunity. Think of a cooking show: just because the producers only show you certain steps and the final product of the cake, that doesn’t mean the bakers didn’t follow ​all​ the steps of the recipe off-screen. Similarly, when a step in the research and writing process isn’t assigned or submitted, the expectation is that the work is completed independently, which requires you to be aware of your individual research and writing processes and to be self sufficient in relation to planning and managing your efforts. You might have a personalized approach to mixing the elements or you might like a different kind of flour, 3 so you will want to take the opportunity to learn your own best practices, but no one can skip major steps in the recipe and still make a delicious cake. In Project 1, the steps are included as tasks within each activity. The tasks include new content in the form of text or video and practice with the skills associated with each step, but again, when these elements are not stated explicitly, you will want to develop your own process and your personal approach. Another (sometimes unassigned) expectation of ​university-level​ work is an organized system of storing assignments in a place where they are safe and accessible. Whether you use folders on flash drives or categories in clouds or public web portfolios, it is important to develop a method that works for you—for now and for later. One option is to start a new folder each term and create a subfolder for each class within the folder for that term. You will also want to develop a naming strategy for each draft and assignment that works for you. You should have signed up for access to Google Suite, so you can access your Drive and Docs from any computer. You also have access to Word Online as an app. Sometimes you will use more than one option, perhaps constructing in one space and storing in another, which can be confusing without a basic system. Not only will you need to produce copies of your work for this course, but you will also want, perhaps need, to reference materials for future courses, which will require knowing where the documents are stored and how they are named. Because the course content is intended to transfer across academic areas, maintaining access is important. Transfer and Access Remember that each assignment is part of a larger syllabus and feeds future assignments and overall themes and goals. Many of your minor assignments help you prepare for a major assignment. Researching a topic in one class can impact your topic selection for an assignment in a seemingly unrelated course. You can think even bigger by considering what you might use in your future studies or jobs or personal endeavors. The content of ENC 1101 is designed to develop skills that will transfer into other areas of your academic practice and material that will be useful across majors and throughout and beyond your time at USF. ​Many of the resources we engage and the skills you develop will help you build the overall competencies expected of all USF graduates. You will also explore your personal writing process and practice adapting your writing to different audiences or communities while developing individual approaches that continue to build upon basic skills and practices in preparation for the specific content and conventions of your chosen field of study. Reading, annotating, summarizing, writing, communicating, collaborating, and the other skills we practice will also serve you well on any career path you find yourself following​.​ In addition, throughout the semester, you will also be engaged in a process of self-discovery that will hone your 4 writing skills and feed intrapersonal (such as tenacity) and interpersonal (such as collaboration) competencies. Once you understand the assignment and have created a plan to approach each step, you are ready to dive in. Unknown variables can always impact your process, so the ability to code switch (switch through varieties of language in writing and conversation) and code mesh (combine different types of language and literacy practices) when you want to adapt your language is important. Knowing that there are steps and that you are ready will help you focus and relieve the initial anxiety of not knowing where or how to start. And even if your first few cakes are too sweet, know that with practice and more time in the kitchen, you will be able to bake anything. Assignment 1.1 After you complete this reading on strategies to approach an assignment, identify five main ideas that you think are the most important and useful takeaways for you. For each of the five, write one sentence explaining the point and why you think it is important and useful for you and your process. Be sure to use complete sentences and reference the point directly from the reading. Upload your five sentences to Assignment 1.1 in Canvas. 5 1.2 Literacy Narrative Assignment Details (~15-20 minutes) Details: ​The assignments across Project 1 build to the delivery of a 750-1000 word Literacy Narrative in which you will​ ​discuss your relationship with literacy and describe the impact specific texts and experiences have had on you​. ​The Literacy Narrative should be written with ​MLA ​formatting and citation practices​ and will be submitted Week 4 through ​USF Writes​. Overview While literacy narratives take many forms, the format of the Literacy Narrative that will be submitted in week 4 will be a formal, written document. As we move through the process of writing our Literacy Narrative, many audiences will be engaged. At the core, you a ​ re the primary audience for your writing, specifically for a narrative genre, but your peers in the course and the Instructor will also serve as audiences. You will review sample Literacy Narratives from ​the DALN​, and after you submit your narrative for Instructor Review, you will consider how you would change your narrative for a public audience. You can even submit some version of your Literacy Narrative to the DALN​. ​Pay attention to the shifts you consider when you move from an academic audience to a public audience because ​these shifts will be discussed in Project 3​. As you construct your narrative for yourself, your peers, and your Instructor, consider how personal you want to be and what experiences (yours and those of other individuals in your stories) you want to share so that you can work where you are comfortable. Make sure that you are the main character in your story, and that the main character develops. Scaffolded Assignments The steps of the overall process of creating your Literacy Narrative are broken down into assignments that will be submitted in Canvas. Because this is a Composition course and the writing process is part of our content, time is spent on the elements of writing that are not necessarily explored explicitly in other courses. We are mentioning this again because it is important to recognize that the content related to each assignment will be included in each of the readings and that all the tasks will build upon each other to support your construction and submission of the Literacy Narrative. The building process makes sense in theory, but in practice, it can feel like the whole assignment is not immediately clear yet. While Project 1 builds to the construction and submission of a Literacy Narrative, the individual tasks include the development of individual skills and practice related concepts, so don’t overlook the individual value of each assignment. 6 The Literacy Narrative is the frame for the work of close reading, annotation, summary, response, and outlining, but the narrative itself is only one assignment within Project 1. By culminating in the Literacy Narrative, the work of P1—and all of ENC 1101—is cumulative, but the concrete construction of the Literacy Narrative does not begin in earnest until Week 3, when the content you have been submitting is arranged into the Outline in 5.2. For all three of the projects, the content will roll out over a number of weeks with the skills building and spiralling across the term so that everything is intentionally connected. In practice, this means that looking ahead in the project is useful, but focusing on the content readings for the current assignment you are working on will be more productive than worrying about the assignments they build over the weeks to come. Just like learning to look for resources in the course content and beyond and learning to ask for help when you hit a wall, learning to navigate the useful confusion needed to reach comprehension and the anxiety that can result from feeling uncomfortable without clarity is a vital skill and a necessary part of learning. Learning something means shifting from not knowing to knowing, and the step in the middle is often confusion. When the thing you are learning is a complex process, it can take weeks for elements to click and click together. If you have questions after a reading, ask your Instructor. But if you just have an overall sense of anxiety that you are encountering things you don’t know, that is because you are learning, which is a good thing and is the goal of being here. Constructing the Literacy Narrative To construct a Literacy Narrative, we will engage short readings and complete brief assignments. We will practice reading and annotating texts and explore sample narratives. We will outline and answer questions intended to explore our literacy experiences and look for connections across those experiences in an effort to locate one, overarching outcome or impact of literacy in the formation of who we are today. Although this is your story, you will be collaborating with peers in a number or ways, most of which will come in the form of sharing your attached assignments through posts in Canvas threads on discussion boards. Once you have outlined and drafted your Literacy Narrative, you will have the opportunity to review and revise your paper. The practice of using a checklist to review your paper and the process of Self Review will allow you to develop a strong Literacy Narrative for submission. The final narrative will be submitted to your Instructor for review. After you submit your final Literacy Narrative, you will reimagine your narrative as public, perhaps even uploading it, and take some time to reflect on the process. Beginning to consider your relation to and with literacy will serve as the foundation for the subsequent assignments in which you will take a deeper dive into the exploration of 7 individual and collective communication practices and processes—all with the intention of understanding and developing the main character in your story. Format Knowledge of the conventions used for documenting source material and formatting your assignment is part of successful university-level writing. Fortunately, you are not expected to memorize that knowledge but only to have a working knowledge and the willingness to locate credible sources and apply the knowledge before submission. Stated simply, you must​ use MLA guidelines carefully and correctly​, but you are able to look up all the answers all the time. Following formatting expectations only requires spending the time and energy necessary to follow basic directions. Ample content is spread throughout the internet on numerous .edu sites that you will learn to navigate as you complete written assignments for courses for years to come. Resistance is futile and costly. Simply look up the formatting expectations and do the work. For the Literacy Narrative, ​direct source material is not required but is allowed​ and should be cited in the text and referenced in a Works Cited page in accordance with MLA style guide expectations. Proficiency with formatting is an expectation for all university-level writing, but different assignment requirements result in different formatting requirements. For instance, if you do not use direct source material for your Literacy Narrative, your submission doesn’t require in-text citations or a Works Cited page. If you do use sources, you need both. Either way, pagination (your last name and page number in the top right) and general formatting expectations (such as your information at the top left, margins, paragraphs, and double spacing) are required. Different style guides will be used depending on the discipline in which you are writing, but the general concepts of attribution and organization apply across all academic writing. The goal of learning to write in MLA is not simply to learn MLA style expectations, but to learn the value of sharing a standard style that guides the overall approaches to the use of source material. Once you learn to work with MLA, shifting the details to fit the expectations of any other style will be far less daunting. Projects 2 and 3 will require the use of sources, so documentation will be discussed explicitly in those sections. If you want to use sources in your Literacy Narrative, check any ​credible source​ (like​ ​USF Writing Studio​ or ​Purdue OWL​). Assignment 1.2 After you read the assignment details closely and carefully, think through your approach to the construction of your Literacy Narrative. Then preview Project 1 (see all content links). Once you have digested the material, craft a considered response for each of the following. Responses should be in a complete sentence and follow conventions of 8 formal, academic writing. Post a response for each of the following to Assignment 1.2 in Canvas: 1. 2. 3. 4. 5. 6. Where will you do the reading (location and device)? Where will you write and store assignments (hardware and software)? When and where will you work (work schedule with times and locations)? What are the main details of the assignment (be specific)? What did you learn from previewing all the P1 activities and tasks (be specific)? What calendaring technique or technology will you use to plan the next five weeks? 7. Describe this assignment in one sentence for a defined audience (how would you describe it to your parents or your friends on social media or in person . . . ). 8. What will you need to succeed in this assignment? 9. What terms and concepts will you need to understand to fulfill this assignment? 10. What part(s) of the assignment interest you most? 11. What question(s) do you have for your Instructor? 12. Finally, do you feel prepared to complete the assignment? If you do, what steps in this preparation process have helped most? If you do not, what might help you feel prepared?
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