Literacy: A Lineage Annotation

Luken uses a great way to open her essay by grabbing our attention: “It would be impossible to discuss my path to literacy without talking about my literacy guardian, the person who inspired and encouraged my love for reading and writing: my father.” p 132

Luken uses words to help us visualize her experience, such as that time when she went bike riding every Sunday afternoon with her father: “We nearly always took the same routine, down to the bike path by the river, circling around, and breaking at Carillon Park under the bell tower.” p132

In her writing she shows and tells us at the same time why writing is important for her which has to do with the close relationship she has with her father whom enjoys reading and writing. “My definition of literacy involves more than the ability to read and write; for me, it is also a tradition, an inheritance I received from my father, and an ability to appreciate language because of him and because of many other writers who came before him.” p 133

I’ve noticed that Luken mentions her father in every paragraph which tells the reader the importance her father was to her in shaping her life. “Because of my father and our shared love of literature, my definition of literacy is intimately linked to the idea of tradition.” p 135

Her essay is written in first person and she manages to let the reader know about her feelings towards her writing and her father. 

Lydia’s Story examples:

Visual Description

“She knew that if she went outside, she would be swept up in the current and drown. There was no one in sight.” p129

Dialog

“But as the water continued to rise, the table started moving, then rocking- and Lydia knew she was in trouble.” p130

Sensory Description

“When we asked if she got hungry or thirsty, she said that she didn’t remember feeling that way. Her tongue became dry and her lips were cracked, but she only was aware of being terrified of the water.” p130

Topics:

·         Learning to write in Spanish in Mexico

·         Getting help from my Vinland Elementary (how I felt sooooo smart but was not)

·         How I didn’t enjoy reading books without pictures but did after I was introduced to The Magic Tree House

Consider your Rhetoric Situation:

1.)    Purpose: The reason why I would like to talk about my experience of writing Spanish in Mexico was first to fulfill the assignment but know I think I can make it enjoyable for myself and the readers. With my story I can also shift many ways; from teaching a lesson, making it funny and enjoyable or the challenges I had.

2.)    Audience: I think my experience may be similar to many other readers’ experience. I will have to make some explaining and translating when using Spanish words. I think they will understand my attitude and feelings without explaining too much. I would love to share some of my life experiences if I could make my writing more enjoyable or send the message I am trying to do so to the reader. Explaining myself in writing (or putting words in a paper) has been a challenge to me.

3.)    Stance: I want my writing to have a positive reflection with humor and interest. Which is going to be a challenge because some things that happened to me can be viewed negatively or positively depending on how the reader takes it or how I explain it.

4.)    Media/Design: My narrative will be done in print or photos. ( it can be help the reader see pictures of places)

Describe the setting:

1.)    What do you see? First time going to school in Mexico.

a.       Walls are made of brick and cement

b.      Windows are big with thick wire (thick wire?)

c.       No carpet instead cold floor

d.      Chalkboard

e.       Long tables

f.       On Fridays uniforms are worn

g.      Spiders and spider webs on ceilings and corners

h.      Long and narrow room

i.        No doors in class

j.        The school had an open ceiling in the middle and classes were around the open ceiling in a square way

k.      A gate that was permantly closed for a certain time

2.)    What do you hear?

a.       Yelling

b.      Loud voices

c.       Laughter

d.      Correction made after making errors

3.)    What do you smell?

a.       Dirt

b.      Food

4.)    How and what do you feel?

a.       Happy

b.      Nervous

c.       Shock

d.      Cold seats

5.)    What do you taste?

a.       Candy

b.      Lunch sandwich

c.       Tacos

Think about the Key People

Describe each person:  They speak and read very fast with an accent. At first I couldn’t understand much and they couldn’t understand me much either. I mumbled. The clothes was made of cheaper fragments. Sweater were pink with a Looney Toons cartoon figure. Some weared ripped greyish pants. Some weared neater clothes.

Recall:

The teacher says “Today we are going to read and answer the questions on page 100 individually. Jorge may you please read aloud and then you Monica. Everyone will get a chance to read.”

Write about “what happened”

Summarize the action: When my turn came to read I noticed I sounded differently than the rest. My face got flushed, everyone turned, laughed, starred and pointed at me. I heard someone yell from across the room “that girl does not know how to read or write.” Embarrassed I was so I stopped and kept my eyes on the paper trying to ignore people’s faces.

Consider the significance of the narrative: At first it was difficult for me to accept people’s comments so I came to be hard to myself. After a while I came to realize that even though I am a Mexican I can not expect to read or write my Spanish language like other people who wrote Spanish since they were little. So I realized I had to stop being so hard to myself and accept the reality. After I did that I started to view other people’s comments in a positive way. I was not emotionally hurt anymore because I didn’t believe what they said to be true.  The funny part was that I at first believe I was disliked but at the end I knew by looking at their eyes that I was liked, and that is why they were picking on me. I learned that every race responds differently. So for example I thought what they were doing was mean but from their perspective it was more like showing care. This story matters to me because I viewed it differently than what it was in reality. If this did not happen than I wouldn’t have been able to tell this awesome story.  

How did reading the others' definition affect your thinking about your own definition?

After reading the others definition I think I should have explained it a bit more. There are some things I could have mentioned to make the definition stronger such as examples.

Thinking and Acting Rhetorically

What does it mean to act and to think in a rhetorical manner?

To act and to think in a rhetoric manner, is to know how to use words in a clever way when persuading others in agreeing with what you say; it is done in a smooth and professional manner.

There are many steps and genres to accomplishing this process. It all begins with the way you gather up your ideas and to the way you send the message to your audience.  

To think rhetorically we have to have a clear thought of our position and goals before sending the message to the audience for it to be effective. We also have to know what the audience values and what their opinion is on the topic.  

Knowing about rhetoric is a skill that can be very beneficial in any career. It can also be helpful in a job interview since it tells your boss that you have a strong personality, can be committed to your words and be trustful. Rhetoric is not only about speaking, it is also about knowing how to speak and what words to use to send the message exactly how you want others to receive it. 

Class Lab on Rhetorical Situations and Narratives

THINK ABOUT..

• Family stories
• YouTube videos
• Lydia's Story
• News report
• Songs
• Books
• When I tell someone about an unusual thing that happen to me and I want the person to feel what I felt. 
• TV
• Movies
• Fluffy

We noticed the numerous ways a narrative is shown through. Some can be visual, reading and/or heard.  I also came to notice that we can be narratives to when it comes to sharing our experiences especially those that impact us the most.  

THINK BEYOND WORDS..

I found videos to be more powerful because you can see the person and their emotions from their expressions. Body language is also shown. When it comes to reading it is sometimes difficult for me to follow along and/ or imagine what is happening.

COMPARE NARRATIVES..

The two different media I choose for are videos and the radio. The difference between these two are that one is visual while the other one is not. The similarities are that both can show emotions, even though I can not see the person speaking from the radio I can still listen to their tone of voice. The video will grab more of my attention since I can see beyond of what I can hear. I think the way a person is dressed or carries them selves adds to their personality. Also you can tell if someone may be exaggerating by seeing their body language. Meanwhile in the radio some of these things may be lacking. Yet it can help me practice my listening or understanding of the story. Sometimes harder things can improve our knowledge in the long run, rather than when information is handed over making no effort for us to make.

Rhetorical Situations

Make a list of all the writing that you remember doing in the last week.

• Texting
• Group Writing
• In class taking notes
• Snap Chat
• Invoice for my father

The first one is my favorite Snap Chat. When I post a story in my Snap Chat for everyone to see I like to take a picture of something that interests me and shows a bit of my personality. I do not speak formal instead I speak "slang," abbreviate, ignore my miss spelling and add emoji s. I also like to exaggerate. I would also make sure it would grab peoples attention. 

The second is when I make Invoices for my father. I have to write it in a organized and well formatted paper. It has to be neat and well spelled. It also has to fit in one page. Other things that may change occasionally are the size of the word, sometimes customers like it to be written in big letters so they can read it. 

The third one is note taking in class. Since I rely on my notes I have to try to write neatly. I also like to write any thoughts or ideas on the sides of the paper for a quick help. My note taking are sometimes color coded.

Lydia's Story

1) What is Brideau's main point, and where in the essay is it indicated?

Brideau's main point is about being able to tell Lydia's story, the effort, strength and hope she had to go through to survive the hurricane. The author mentions this at the end of p131 when she says, "it represents the essence of hope and determination in the face of terrible adversity." On difficult times like these little time for action is given; so on p 130 effort and hope was needed as Brideau explains when she mentions, "terrified of drowning, she kept reminding herself to think clearly."



2) What is the primary point of view from which Brideau narrates "Lydia's Story"? What impact does that point of view have on you as a reader?

Brideau's primary point of view is sharing her thoughts and witness of Lydia's Story from the moment it was told. As the reader I notice the positive and negative side of what both Brideau and Lydia had to go through. Brideau seems to be proud for helping, and mentions it to be a rewarding experince as it is her "privilege to meet and serve them." Lydia had to go through a difficult situation but at the end she accepts that at least she is alive.



3) How does Brideau make her narative "come alive"? Make a list of words she uses to describe the setting and the characters. How do they appeal to readers' emotions.

List of Words
From the list of words; at the beginning it sounds depressed as the author mentions the condition in which the people were in. The other emotion is panic, as she tells the reader Lydia's story of her battle with the hurricane. The next emotion is relieved to know Lydia survived. And lastly a mix of sadness and hope knowing that at least they have somewhere to stay although it is in bad condition.

• slender
• gray hair
• toxic
• no windows
• humid
• sleeping bag
• brown rushing water
• horrified
• water rise
• in trouble
• terrified
• shelter
• strength
• resolve
• saved her life
• family photo album

4)This piece was first published in Health Affairs, a journal of health policy thought and research. Who would be the audience for this piece, and how does Brideau's tone suit those readers? Point to specific words and phrases that create that tone.

The audience would be anyone who may be interested in helping. Brideau seems to be encouraging people to come and help. She does it in a tone that doesn't make the reader feel pressured, but rather shows the reader that it can be a rewarding experience.