Literacy Narratives

Key Feature 1: A Well-Told Story

As the Norton Field Guide explains, "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" (83).

As you consider your own relationship with reading and writing, think about the ways in which both have challenged you. How did you overcome these challenges? Did you seek to resolve these challenges on your own, or did someone help/encourage/mentor you? Has your relationship with reading and writing changed over time?

Key Feature 2: Vivid Detail

Remember when we discussed sensory imagery as you prepared to write your Place-based Profile? Those details of sight, sound, taste, touch, and smell are also important when writing a literacy narrative. Rich imagery helps your reader become a part of your world and "bring[s] [your] narrative to life" (84).

You may also decide to use dialogue in your literacy narrative. If your story involves people beyond yourself, such as parents, siblings, teachers, or friends, dialogue can be an effective tool to show the importance of these relationships to your developments as a reader and writer.

Key Feature 3: Some Indication of the Narrative's Significance

The purpose of a literacy narrative, by definition, is to "tell something the writer remembers about learning to read or write" (84). But it is not just enough to state this "something": you must address the "So what?" or "Who cares?", thereby showing the significance of your story.

As the Norton Field Guide states, "You may reveal [this] significance in various ways" (84). Some questions to consider: How might others relate to your story? Does your story have an overarching message? What do you hope others get out of your story? Why do you want to tell your story?

How to Choose a Topic

For your End-of-semester Literacy Narrative, there will be some topics you need to address based on the prompt. However, it is a good idea to limit the scope of your narrative so you don't try to cover too much ground and thereby lose focus.

Here are some suggested events/details mentioned by the NFG:

• any early memory about writing or reading

• a book or other text that has been significant to you

• a writing or reading task you found (or still find) challenging

• someone who taught you to read or write

But what if I don't consider myself a reader or writer...?

Don't panic!

The reason I am asking you to write a literacy narrative at the end of the semester rather than at the beginning is because you now have a full semester's worth of experiences with reading and writing at the college level. These are all experiences you can and should discuss.

Also, you may have more experiences with reading and writing than you think. We all learned to read and write at some point. Even if you're not much of a reader now, maybe you were as a kid, or vice versa. Also, aren't we all readers and writers in the age of texting and social media? Dig into your memories and think beyond the expected.

Strategies for Generating Ideas

If you are not used to telling stories about yourself, sometimes writing a literacy narrative can feel like a difficult task. Here are some ways to get started as you consider the aforementioned questions:

• Freewriting, which we've practiced since the very beginning of the semester;

• Listing, which is a form freewriting may take;

• Looping, which is a more focused version of freewriting and helps to clarify your understanding of your story;

• Clustering, which is especially helpful for visual learners and/or figuring out how events in your narrative relate to one another;

• Referring back to your post on the Week 14 Discussion Board.

Answer the Question: "What Happened?"

Most good stories consist of both conflict and resolution, though the action in a narrative doesn't have to be dramatic. The NFG mentions that subtle action, such as "a conversation between two friends" (88), can be just as effective as dramatic action. Whether dramatic or subtle, however, narratives should answer the question "What happened?" The NFG suggests using "active and specific verbs" like "pondered, shouted, [and] laughed" to create action in your narrative (88), as well as imagery, dialogue, and appropriate sequencing of events.

Chronological

In media res

Reverse chronological

Telling your story to others...and yourself