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How to Write a Literacy Narrative

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❶The contrast between her demonstrated writing ability and her repeated failures creates a tension that captures readers ' attention.

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Essay 1 — Literacy Narrative
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Diagnostic essay

We did not throw them away. We patched them up and sent them down the line. Carlton and Peter A. Some of the South's credit difficulties have been slightly relieved in recent years.

This New Deal measure gave jobs to those who wanted to work. Local governments benefited too. The WPA provided new roads, buildings, hospitals, and schools. Rita Beline remembers her "father came very short of money,. Warren Addis remembers that "workers were tickled to death with it because it gave so many people jobs. It started out at eight cents an hour for common labor, and it finally went to thirty cents an hour.

The concept of putting the American youth to work yielded an economic stimulus by having them send home twenty-five dollars a month.

That money worked itself back into local economies as families spent the money on needed goods. Young men across the South "left home to go and do this work. They got paid a little bit of money, which they sent home to their families. Jefferson Brock recalls, "They came and built brush poles for the fish to live in the lake near my cottage.

They did a great lot of good. For instance, they built Vogel State Park and raised the wall up on the national cemetery. Just put people to work. Gave them their pride back. A man's not going to feel very good about himself if he can't feed his family. So, that was the New Deal itself—to put people back to work and get the economy growing again.

The federal action that fueled the Southern economy during the Great Depression changed the way of life for the better and helped Southerners endure a time of great despair. I still do not know if they were the greatest generation, but they did overcome tremendous obstacles to bring forth other "greatest generations. Allen Furline in Kenneth J. Bindas has a collection of oral-history interviews from western Georgia and eastern Alabama, from which the information for this paper is derived.

Martin's Press, , Carlton and Coclanis, Confronting Southern Poverty , 76— Carlton and Coclanis, Confronting Southern Poverty , 62— Kennedy, Freedom from Fear: Oxford University Press, , His information is based on both library research and interviews with people who lived through the period he describes. He documents his sources according to The Chicago Manual of Style, the preferred style in history classes.

We all want to feel safe. Most Americans lock their doors at night, lock their cars in parking lots, try to park near buildings or under lights, and wear seat belts. Many invest in expensive security systems, carry pepper spray or a stun gun, keep guns in their homes, or take self-defense classes. Obviously, safety and security are important issues in American life. But there are times when people are unable to protect themselves.

Air travel is one such situation. There is nowhere to run, and no one is allowed to carry weapons that could be used for self-defense on board an aircraft. Therefore, it is important that no one at all be allowed on board an airplane with a gun or any other weapon. Unfortunately, this is much more easily said than done.

Though airlines and the U. In light of recent hijackings by militant Islamic Arabs, it would be very easy and economically sensible to target Middle Easterners for security checks at airports and anywhere else security could be an issue. This would allow everyone else who is statistically less likely to be a terrorist to travel more freely without long delays. However, as sensible and economical as this solution could be, it must never be allowed here in the United States.

One airline that targets passengers for security checks based on ethnicity and gender is El Al, Israel's national airline. Before anyone gets on any one of El Al's aircraft, he or she has to go through an extensive interview process.

The intensity of the process depends on categories into which passengers fit. Jews are in the low-risk category. Most foreigners are medium risk, while travelers with Arabic names are very high-risk. Women traveling alone are considered high risk as well, because authorities fear that a Palestinian lover might plant a bomb in their luggage.

Screening passengers takes time; El Al passengers must arrive three hours before their scheduled departure, and even so flights are sometimes delayed because of the screening process. El Al is secretive about what goes on in its interviews, and company spokespersons admit that the airline will deny boarding privileges to certain ticket holders, but their security record is the best in the world.

Since these and other policies took effect over twenty years ago, not one terrorist act has occurred on an El Al plane Walt 1D—2D. El Al's anti-terrorist system is indisputably effective. But is it ethical? Here in the United States, airports and airlines are racing to meet new security standards set by the federal government.

As travelers are flying and as new regulations are being implemented, more and more air travelers are getting pulled aside for "random" security checks. In my experience, these checks may not be as random as the airports would like the public to think.

Since September 11, , I have spent several hours at airport gates and have boarded eight separate flights. Not once have I been delayed at the gate for a random security check. I am a young white male. However, I have seen who does get checked. I have seen some middle-class Caucasians checked, but at least from what I have observed, that is not the norm.

Minorities are a target, especially minorities traveling alone. I have seen a seemingly disproportionate number of nonwhites delayed at gates. I have also noticed that women traveling alone or with other women are often picked out.

History has many examples of the U. In the Civil War, Abraham Lincoln suspended the right of habeas corpus which allows prisoners to have their detention reviewed by a court of law , an act that was later ruled unconstitutional. During the First World War, freedom of speech was restricted by the Supreme Court, which declared, "When a nation is at war, many things that might be said in time of peace are such a hindrance to its effort that their utterance will not be endured so long as men fight and that no Court could regard them as protected by any constitutional right.

Perhaps the worst example of American wartime discrimination occurred during World War II, when Japanese Americans had their property seized and were forced to live in internment camps.

Lieutenant General John L. DeWitt, one commander enforcing the internment, justified this policy by saying that "in the war in which we are now engaged, racial affiliations are not severed by migration. The Japanese race is an enemy race. A jap is a jap" O'Brien — What can we learn from this grim history? Ben Franklin said that if we sacrifice freedom for security, we get neither.

Though safety is important, at what price should it be bought? And if we sacrifice our freedoms for it, are we really safe? It would be easy for most Americans to justify restricting the rights of just one minority group. After all, most people would not be affected.

But if we can oppress people from the Middle East during a time of crisis, we can do the same to any other group of people at any time. That is not the way Americans should have to live. There is an additional point here: If we were to target Middle Easterners for security checks, many Muslims might have difficulty boarding an aircraft, but the Unabomber or Timothy McVeigh would have had little or no trouble.

Acts of murder, political turmoil, and terrorism are carried out by persons of all races and nationalities. Focusing on one group might only simplify the process for non-Arab terrorists.

New security measures exist in many European airports. Some use retinal scans, a high-tech way of identifying passengers by scanning their eyes. Most screen checked baggage and match checked baggage to passenger lists.

Many airports interview all passengers. According to one German frequent flier, "The level of scrutiny at a checkpoint says a lot about security at the whole airport to me. I feel safer flying to the United States than flying back" Davis.

Clearly more changes need to be made at airports worldwide. Though it would be more economically sensible to target certain groups, doing so would be unethical. If the rights of one group of people are jeopardized, then the rights of all Americans are jeopardized.

Freedom must not be sacrificed for security. Discriminating against a single group would also be ineffective. Many people of Arab descent would have difficulty boarding an aircraft, but white, black, or Asian terrorists could move through security easily. Targeting certain groups would be easier but less than fair. Instead of focusing on one or more groups, airlines should treat all passengers equally, using technology that is currently available.

Works Cited Davis, Aaron. This argument offers a clear statement of its position: McDonie organizes his essay carefully: I knew one who had lifted it—he sought, For his lost heart was tender, things to love, But found them not, alas!

We see that although fear and hope both exist, truth is dishearteningly absent. This absence of truth is exactly what Shelley chooses to address as he uses metaphors of grim distortion and radiant incandescence to expose the counterfeit nature of our world. The speaker of Shelley's poem presents bold assertions about the nature of our society.

Here, the "painted veil" serves as a grim metaphor for life. More specifically, the speaker equates the veil with what people like to call life. In this sense, the speaker asserts that what we believe to be pure reality is actually nothing more than a covering that masks what really lies beneath. Truth is covered by a veil of falsehood and is made opaque with the paint of people's lies. This painted veil does not completely obstruct our view, but rather distorts what we can see.

All that can be viewed through it are "unreal shapes" 2 that metaphorically represent the people that make up this counterfeit society.

These shapes are not to be taken for truth. They are unreal, twisted, deformed figures of humanity, people full of falsities and misrepresentations. All pure truths are covered up and painted over until they are mere mockeries. The lies that cloak the truth are not even carefully constructed, but are created idly, with little attention to detail. The paint is not applied carefully, but merely spread across the top. This idea of spreading brings to mind images of paint slopped on so heavily that the truth beneath becomes nearly impossible to find.

These two realities are never truly seen or experienced, though. They exist only as shadows. Just as shadows appear only at certain times of day, cast only sham images of what they reflect, and are paid little attention, so too do these emotions of hope and fear appear only as brief, ignored imitations of themselves when they enter the artificiality of this chasmlike world.

Peering into a chasm, one cannot hope to make out what lies at the bottom. At best one could perhaps make out shadows and even that cannot be done with any certainty as to true appearance. The world is so large, so caught up in itself and its counterfeit ways, that it can no longer see even the simple truths of hope and fear. Individuals and civilizations have become sightless, dreary, and as enormously empty as a chasm.

This chasm does not include all people, however, as we are introduced to one individual, in line 7, who is trying to bring to light whatever truth may yet remain.

This one person, who defies the rest of the world, is portrayed with metaphors of light, clearly standing out among the dark representations of the rest of mankind. He is first presented to us as possessing a "lost heart" 8 and seeking things to love.

A writing exercise that many teachers recommend is freewriting. It can help you get ideas flowing freely without worrying about logical flow, errors, or other self-censoring issues. The idea is to write nonstop, whatever comes to mind. Try not to lift your pen from the paper for more than a second.

Go from one thought to the next without pausing. Even if your mind goes blank for a moment, keep writing the same word over and over, keeping the rhythm of the pen moving. Don't worry about spelling, grammar, or decent penmanship! Freewrite for five to ten minutes--the more you try it, the longer you can go.

Look at what you've written. It's probably messy, scatterbrained, discursive, amusing. Freewriting is supposed to loosen the mind, take away the inhibitions that many writers face when they stare down a blank page. Think of athletes who stretch their muscles before a race. It's the same idea: You may even hit on some fascinating thoughts that you want to write about further.

Explore your mind--it's like dreaming when you're awake, and capturing the word and image flow on paper. I was pretty quiet at school and perfectly content to read by myself.

I thought this was normal, but when I was in the seventh grade at a new school, a teacher urged me to put down Little Men and play with the other kids at recess. I know that her concern was not that I was reading but that I make new friends, and I still wonder if I part of the reason I love to read is because it allows me to retreat to my own world. As you draft the literacy narrative, think about who your audience is. It may be your teacher, your family or friends, or just yourself.

Whoever it is reading your story, you want it to say something about you and your experiences. What do you want your readers to take away from the story? Is the experience something they can relate to?

Will you challenge them to see something in a different way? Also consider your stance as the writer. How do you want the readers to see you—detached, sincere, critical, or humorous? Even if your literacy narrative is something you keep between you and your journal, writing it will give you a new perspective on reading and writing.

Maybe it will inspire you to explore other areas of your life for creative nonfiction pieces. Whatever your purpose, just keep writing. Sign in or sign up and post using a HubPages Network account. Comments are not for promoting your articles or other sites. Thanks for the memory prompt! I don't remember when or how I learned to read. I can remember, though, my first day at school, when I took in a tiny child-size book and read it aloud to the teacher, who I believe was somewhat surprised.

Did I read or was I recounting what had been read to me? I read anything and everything as I grew older - the label on the HP sauce bottle, the cornflakes packet, the newspaper headlines and, of course, the monthly book that arrived from the Children's Book Club.

Creative writing came much later and with much greater difficulty. Must get back to freewriting and brainstorming now! Thank you for such an informative article. I will follow you for more, please check out my hubs and follow back: The book is obviously about more than just learning to read and write, but it was such a significant part of the story, as reading and writing helped her to cope with everything she experienced during the war.

My partner and i utilized to get at the top of life nevertheless lately I've truly piled up the resistance. I'm glad to hear it, studentahs 13! Writer's block is a pain--I'm always relieved when the writing starts flowing again.

Just wanted to thank Painted Seahorse for getting rid of my writers block! This is a really great Hub! I find freewriting very helpful, too. It helps me get the ideas flowing. I find free writing very helpful -- I'm usually able to rearrange what I've written into something more coherent and then fill in the gaps.

Thanks for the compliment, Seafarer Mama! I'm glad it helped you as you looked back on your early memories. Congratulations also on your book being published! I look forward to reading your hub. Thank you for a very lovely hub, Painted Seahorse. You are a dynamo! I think I will venture to write this narrative.

I believe it will be useful as I dig deep to find more material for my hubs. A few of my fondest memories include: She was very encouraging. I have a hub that I will be publishing soon, as soon as I receive my copy of the book I wrote last year from the publisher. I am linking this hub to that one in the links section.

I love this hub, thank you so much for sharing all your knowledge and experiences in this way! Welcome to Hubpages, Jay! Good luck with your writing, and thanks for checking out my hub! I am really looking forward to getting started with writing. I have always wanted to do something like this but just have not found the time until now. I very much liked the bits of info and reading others' stories of growing up reading - how it spurred the creative and unlocked the many interesting experiences one person really has to share.

Thanks for sharing your memories! I tried my hand at poetry when I was in middle and high school, but I don't know that I was really good at it! Fairy tales were definitely part of my growing up.

Even hearing oral tales from mom and dad made me appreciate stories as a kid. That's a good class memory! I'm surprised by what I remember from early school days. It's a good thing your teacher helped you appreciate writing. I remember the joys of diagramming sentences--now that's a fun time! Thanks for the kind words! I'll see about linking to your hub as well. It's amazing what we can remember from so long ago.

I wish you luck on your literacy narrative. It's something interesting to try just for yourself, even if you don't want to share it with anyone else. I always enjoyed the writing classes I took in high school and college. They really helped me open up and explore new things. I linked to your Hub from mine on demolishing writer's block.

I think your examples and tips offer practical advice for anyone temporarily stumped by facing a blank page.

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Literacy Narrative - Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth.

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Literacy Narrative Essay example Words May 29th, 4 Pages At this point in my life I find myself in an interesting predicament regarding my attitudes toward reading and writing; more so towards reading.

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May 11,  · A literacy narrative is a personal account of learning how to read or write. It often explores the significance of books or written text in one’s life and how they shaped one’s attitudes toward writing or ivujoz.tks: Literacy Narrative A literacy narrative uses the elements of story (plot, character, setting, conflict) to recount a writer’s personal experience with language in all its forms—reading and writing, acquiring a second language, being an insider or .

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Literacy Narrative Sitting on a colorful rug and listening to my pre-kindergarten teacher, who happened to be my aunt, read books from Dr. Seuss was first memory of . Essay on Literacy in African-American Literature - Levels of Literacy in African-American Literature - Narrative of the Life of Frederick Douglass, Song of Solomon, and Push Through literacy will come emancipation.