Writing Project 1: A Literacy Narrative
Sven Birkerts essay “The
Paper Chase” can be loosely classified as a "literacy narrative”
because it includes personal stories about Birkerts’ experiences with
reading and writing. Note that Birkerts includes both description and
interpretation. This assignment asks you to write your own literacy narrative,
in the spirit of Birkerts.
Since this essay is not a standard argument,
you may not have an explicit thesis, but the essay should have a controlling
idea that will propel your reader through the essay and give unity and focus
to your work.
You
will also need a structure that seems clear and appropriate to your readers.
You may write a traditionally structured essay. In Lives on the
Boundary, Mike Rose writes,
But
strange blessing, we can never really free ourselves from the mood of early
neighborhoods, from our first stories, from the original tales of hope and
despair. There are basic truths about the vulnerability and power of coming to
know, about the way the world invites and denies language. This is what lies
at the base of education--to be tapped or sealed over or distorted, by others,
by us.
You
may want to begin with your “original tales” and move on from that point
in chronological order (more or less). Or
you may make your paper an imaginative, impressionistic piece of writing--a
free-form personal essay. Either
choice is fine. Choose what you
feel most comfortable with and what seems to work best given the purpose of
your paper.
Think
of the audience for your essay as people who do not yet know you well but who
have reason to be interested in your life.
In other words, for your first venture, consider our classroom
community your audience. Remember that you may have to provide information for us that
you as author do not need. Think
in concrete terms. What do we
need to see, hear, and understand in order to respond with interest and
empathy to your essay.
Prewriting:
You are free to choose whatever prewriting technique works best for you.
You have made a start with your Writer’s Profile and your list of
memorable books. You may also
wish to consider the following questions.
Certainly you should not think of these questions as prescriptive. You
may use all, a few or none of the questions. I merely suggest them as prompts
for the invention stage if you are having difficulty generating those first,
often most difficult words.
What
I expect to see in this essay:
A clear focus on a particular series of events.
An effective pattern of organization.
Vivid, engaging detail.
A clear sense of significance.
Style and word use appropriate to rhetorical context.
Careful attention to editing and proofreading.
Submission
Guidelines:
Type, double-spaced, with 1" margins on all sides.
Use a 12 point font in a professional, readable type such as Times or
Arial.
Include correct heading: your name, my name, course number, and date in
upper
left-hand corner of page 1; you need only last name and page number in the
upper
right-hand corner on subsequent pages.
Have an appropriate title (centered two lines below heading).
Use no cover sheets, no plastic covers, no staples.
Submit your essay in a two-pocket folder. I
am in favor of saving trees, so I have
no objections to recycled folders. But
do not use a folder that is messy or torn.
Put the revised essay and the “afterwords” in the right-hand pocket; put all
the other
pieces of
your writing process in the left-hand pocket with a binder clip to keep the
pages
together.
Instructions
for “Afterwords”:
Write
a brief (2 page maximum, single-spaced) letter to me in which you answer the
following questions:
How
did you generate this paper? Where
did you start? How did you develop
ideas? What changed as you moved
from draft to draft?
What are you proudest of in this paper?
What would you do if we had time for one more revision?
What else do I need to know about the writing of this essay?
Calendar
for Writing Project 1:
Friday,
January 25--working draft of Essay 1. (Bring
draft to class; we will meet in HC 3116.)
Monday,
January 28–conference draft. (Bring
copies for group members and for instructor.)
Wednesday,
January 30–revision workshop. (Bring most recent draft to class.)
Friday, February 1--Writing Project 1 due.