What is a Literacy Narrative?
As Wendy Bishop has posited, a literacy narrative is “‘the story of coming into language, of learning how to read and write, of learning what reading and writing mean in one’s life.’” For our purposes, a literacy narrative is a first-person story about learning to read and/or write–coming to reading and/or writing. So, it’s essential that your narrative tells a story about your life, about learning and acquiring literacy. As we discussed in class, such narratives often are organized or driven by larger/broader metaphoric conceptions of literacy. Such narratives also consider people, sponsors, places, context(s). Such narratives also focus on particular moments of importance and realizations. Lastly, and most importantly, literacy narratives, though personal reflections, are opportunities for an individual to reflect on how her/his literacy learning interacts with/is shaped by larger socio-political/socio-economic/technological/cultural contexts. — http://bullygoodwriters.wordpress.com/
All of the rhetorical analysis methods we have worked on enable you to become a good reader, to analyze texts well and not be bamboozled by persuasive methods that you do not recognize.
In the link below from the Colorado State University Writing Center, the author provides a series of questions that will enable you to analyze any text well. Note how the questions are related to the rhetorical analysis methods we have learned. Though the writer does not use the Aristotle, Toulmin or other rhetorical vocabulary, she is certainly asking you to consider these elements as you analyze texts.
Note that our course blog now has a Writing Support links menu and the Colorado State University Writing Center is listed as one of the links. This excellent source can help you with key rhetorical terms, particular kinds of assignments, and other questions you may have about writing.
Explicit Details<–>Implicit Message<–>Extended Meaning
We will be using this in class today. After we do, why not go back over it. You should be able to apply this analysis strategy to any text. As you begin your writing projects for the course, you should write with these three steps in mind. Good academic writing, regardless of discipline, almost always has these three steps.
The basis of all rhetorical situations: A writer/speaker uses language to create a text for an audience within a context. Good writers/creators make conscious decisions based on who they are writing for; what their purpose is; what the expectations of their audience is; where they are coming from in relation to the topic; and the limitations or possibilities of the medium they are working within. Good readers are conscious of these contextual elements and can do a better job in determining what a text means and what a text is trying to do. Readers who cannot rhetorically analyze are bound to be bamboozled by what they read.