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Teaching personal narrative in fYC

Karen S. Neubauer ENG 605 Final Presentation Dec. 11, 2008. What’s the story?. Teaching personal narrative in fYC. Students are writing for audience, to purpose Sequences learning using essay conventions & considerations Scaffolds other academic writing e.g. incorporating other sources

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Teaching personal narrative in fYC

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  1. Karen S. Neubauer ENG 605 Final Presentation Dec. 11, 2008 What’s the story? Teaching personal narrative in fYC

  2. Students are writing for audience, to purpose Sequences learning using essay conventions & considerations Scaffolds other academic writing e.g. incorporating other sources Uses rhetorical appeals (pathos, ethos, logos) Students engaged: it’s all about them Get to know the student Common Assumptions about pn

  3. Not classical ‘proof’ Modes of discourse (Bain: narration, description, exposition, argument) Other ‘impersonal’ modes researched like other college writing 20th c expressivists focus on voice, agency 1970s neoclassical backlash Digital & cultural literacy, multimodal Challenge: is it academic?

  4. More than 100 sections 101/102, 103, 104 ≈60 specifically mention narrative assignments Personal reaction, connection often mentioned in other assignments & course descriptions Literacy, discourse, media, visual (artifact, photo) Cultural, ethnographic Memoir, lots of NPR’s“This I Believe” Profile/interview person you know Career, future self BSU FYC Fall Syllabi

  5. Kajder: digital story responding to significant question of your choice Fleckenstein: polymorphic literacy; space as narrative – maps, room diagrams Banks: embodied narrative (LBGQT) Selfe: digital Lewiecki-Wilson: teaching narratives Other types

  6. Bartholomae: requiring students to re-write their lives, co-op their experience into our goals hooks: PN create space or limit it? Faigley: socially constructed self is Western, includes historic, economic, cultural influences Stallings: TESOL challenges Green: problematizes ‘class’ (status) Pratt: contact zone for transformation Complications…

  7. Gere: canonical narrative can mute writers don‘t see themselves in examples, peers’ no perspective for how to respond, begin silence can be okay, even in personal narrative Look in the ‘margins’ – the background – for what’s really going on; often not about the action What if student says ‘no thanks’

  8. Sullivan: don’t turn away, be willing to learn, even when student says ‘no’ Don’t co-op narrative or turn away because it’s uncomfortable (the best ones will be) Focus on the goals Can be narrative mode or assignment – a way to discuss what counts as evidence Don’t make it about you REsponse

  9. A visual literacy narrative. Our Farm

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