2. The most common ‘cultural narrative’ that scholars observe students performing in literacy narratives is the conventional literacy success story” (Alexander 609). What is this conventional story, and why does it seem so prevalent in student literacy narratives? Support your response with evidence from Alexander and a discussion of ways your own literacy narrative from English 122 does or does not fit this kind of story. (15 minutes)
4. Alexander contrasts “master” and “little” narratives. What is this contrast, and why is it important for her to make sense of student literacy narratives? Use at least one kind of little narrative discussed by Alexander (614-22) to illustrate how little narratives differ from the “master narrative” one so often finds and explain that difference. Be sure to quote Alexander. (15 minutes)
6. Revisit Brandt’s ideas about literacy sponsorship. Select at least one of the cultural narrative types identified by Alexander (614-22) and explore the ways that Alexander’s discussion of that type offers insights into Brandt’s idea of literacy sponsors. As a reminder, Brandt defines literacy sponsors as “any agents, local or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy – and gain advantage by it in some way” (556). Be sure to quote Alexander and Brandt. Suggestion: pick a cultural narrative type that interests you! (20 minutes)
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