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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 ...
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