Author: bharvey3

 

For the following paragraph, I took out the definition for the seven building tasks. The reason I did this is to allow the intro not to be too heavy with detail and allow the read to pick up on the idea of the seven building tasks and gee’s discourse.

In society, people become involved in many different programs, activities, jobs and many other life styles. Gee says, these lifestyles are broken up into 4 categories: Dominant; non dominant; secondary;and primary discourse.  Primary discourses are learned from home and around your family. Secondary discourses are learned through social institutions (ie. school, church, work, etc.).  There are two types of Secondary Discourses: Dominant Discourses allow for the acquisition of social goods and status points, Non-Dominant Discourses do not. However, Non-Dominant Discourses do allow for an individual to become ‘solid’ with a given social network, there is just no increase in social status. According to Gee, discourses can be broken up into seven building tasks. These building tasks include, significance, practices, identities, relationships, social goods, connections, and knowledge . The idea behind these  building task’s is what makes you apart of whatever discourse you are in and shows you aren’t a mush-fake.

 

For the following paragraph, i added and took out information to make my claim more clear and easier to pick up on. Also I would like to find a better quote from gee to use in this paragraph as well to develop my ideas and connect them better

If you were to look at snowboarding you can pin it as a secondary and dominant discourse, or a secondary non-dominant discourse  depending how you approach snowboarding. “Secondary Discourses are learned through social institutions (ie. school, church, work, etc.). Dominant Discourses allow for the acquisition of social goods and status points” ( Gee 8).  Many events like: The X games; Burton Open; The Winter Olympics; or Dew tour are very popular and well known by everyone. The riders that compete in these competitions are considered professional snowboarders or rookies. They also make a living of snowboarding through competing and through sponsorship’s. For example: “rbes Magazine estimates that in 2008, snowboarding star Shaun White made $9 million in sponsorship earnings from Burton, Hewlett-Packard, Oakley, Red Bull and Target. Even top snowboarders rarely top $100,000 in annual prize money, so product promotions and sponsorship are the real source of income”(Duff 1). Also in my case, through age 9-15 i was sponsored and competed in smaller competitions for boarder-cross. When gee says that to be a dominant discourse you need to have a status point as well as social goods, Being a professional snowboarder allows you to have a status point as well as making money annually. On the flip side, snowboarding can also fall  in the category of secondary discourse. For example: “If you’re an experienced snowboarder, you can take advantage of the high-adrenaline cliff-jumping classes and expert-level chutes. Clinics and classes are designed for middle-of-the-road snowboarders who want to learn to turn with more precision, and if you’ve never snowboarded, you can choose private or group instruction with a certified instructor in a day class or multi-day clinic.”(Seaton 1) Every ski resort that you go to will have experts that hold lessons that range from beginner to expert. Also many mountains have there own ski/snowboard school that students join and  practice every day after school during the season.  There are several ways you can approach a different style of snowboarding, but in this case we will be looking at  all mountain riding, which would follow under secondary and non-dominant discourse.

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70 min

Over looking my draft and my peer’s comments, its become really clear on what I need to do. First thing i need to do is to re structure and make my draft flow and transition better.

The second thing i need to do, is to put more of gees work in and use better use of my artifacts. The thing I need to realize is that even though i know all the terms for snowboarding, the reader doesn’t. So by using my artifacts wisely, i should be able to explain these terms in a better sense.

Another thing i need to start doing is trying to focus on a smaller part instead of a broad amount. This will allow me not to get overwhelmed with detail and will allow me to not get off track with my claim. While we are talking about claim, i need to make my claim more clear and develop it through-out the entire paper.

Finally, i need to do the more basic, which entails, looking over grammar, punctuation and sentence structure that i didn’t really worry about when writing the draft.

Overall, i need to take all the information i have, and make it flow correctly and use it properly. If  i can do this and listen to what my peers said, i should be in a good position for finishing with a strong thought out paper.

35 min

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Main Problem:

When i got to where i am now in my paper, i got stuck on what i should talk about next. Should i mention more building tasks, or explore another question like are there “tests” that you can do to become apart of the discourse.

I feel like, i have done a good job of integrating outside sources to help support my discourse

I feel like i need help with, what i need to do next, or what should i talk about next. Also if i should talk about more building tasks or move away from those.

My number one concern right now would be what should i talk about next, and if i should talk about more building tasks or not.

 

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15 min

In society, people become involved in many different programs, activities, jobs and many other life styles. Gee says, these lifestyles are broken up into 4 categories: Dominant; non dominant; secondary;and primary discourse.  Primary discourses are learned from home and around your family. Secondary discourses are learned through social institutions (ie. school, church, work, etc.).  There are two types of Secondary Discourses: Dominant Discourses allow for the acquisition of social goods and status points, Non-Dominant Discourses do not. However, Non-Dominant Discourses do allow for an individual to become ‘solid’ with a given social network, there is just no increase in social status. According to Gee, discourses can be broken up into seven building tasks. These building tasks include, significance, practices, identities, relationships, social goods, connections, and knowledge. Significance is when we give things, people, ideas meaning or value through language (Gee 32). Practices is language that can signal to others what one is doing (Gee 32). Identities use language to indicate one or more roles within a discourse (Gee 32). Relationships is language that signals the types of we have or want with other people in the discourse (Gee 32). Social goods  is language that affects the distribution of power, prestige and resources (Gee 32). Connections are noted relevant or irrelevant between things; connects/disconnects things that might or might not seem connected or disconnected (Gee 32). Finally, Knowledge is languages, jargon, nonverbal communications, are sign systems. Language can privilege one set of knowledge over another (Gee 32). The idea behind these  building task’s is what makes you apart of whatever discourse you are in and shows you aren’t a mushfake.

If you were to look at snowboarding you can pin it as a secondary or dominant discourse depending how you approach snowboarding. “Secondary Discourses are learned through social institutions (ie. school, church, work, etc.). Dominant Discourses allow for the acquisition of social goods and status points.”( Gee ?)  Many events like: The X games; Burton Open; The Winter Olympics; or Dew tour are very popular and well known by everyone. The riders that compete in these competitions are considered professional snowboarders or rookies. They also make a living of snowboarding through competing and through sponsorship’s. For example:”rbes Magazine estimates that in 2008, snowboarding star Shaun White made $9 million in sponsorship earnings from Burton, Hewlett-Packard, Oakley, Red Bull and Target. Even top snowboarders rarely top $100,000 in annual prize money, so product promotions and sponsorships are the real source of income.”(Duff 1) Also in my case, through age 9-15 i was sponsored and competed in smaller competition for boardercross. When gee says that to be a dominant discourse you need to have a status point as well as social goods, Being a professional snowboarder allows you to have a status point as well as making money annually. On the flip side, snowboarding can also fall  in the category of secondary discourse. For example: “If you’re an experienced snowboarder, you can take advantage of the high-adrenaline cliff-jumping classes and expert-level chutes. Clinics and classes are designed for middle-of-the-road snowboarders who want to learn to turn with more precision, and if you’ve never snowboarded, you can choose private or group instruction with a certified instructor in a day class or multi-day clinic.”(Seaton 1) Every ski resort that you go to, they have experts that hold lessons that range from beginner to expert. Also many mountains have there own ski/snowboard school that students join and  practice every day after school during the season. In this case we will be talking about all mountain riding, which would follow under secondary and non-dominant discourse.

Looking at Gee’s building tasks, significance and connections are a big deal when it comes to snowboarding. When you go and invest into equipment for snowboarding, you want to make sure what you buy is right for you. “Knowing what snowboard equipment you’ll need and choosing the right board, products and accessories for snowboarding can be a daunting experience if you are not quite sure what to look for (Snowboard Essentials 1) Overall, you are going to want to buy, boots, a helmet, face shields, snowboard socks, bindings, snowboard boots, a snowboard, snow pants, gloves or mittens, and a coat. All of these items are a significant part to snowboarding. For all mountain riding, you’re going to want to look for a board that has low to mild flex, a flat or reversed chamber, which will allow you to get more speed and control, and a board that comes up to your nose. A big key to snowboarding is being able to connect with your board and feel comfortable riding it. The more you know how your board works and the more you can enjoy riding the board, the more fun you are going to have riding.

Another building task that Gee uses is Practices. In all mountain snowboarding, learning how to ride goofy and regular will be very helpful when attempting more challenging trails. Also, knowing how to ride switch will allow better performance when you decide to take a few runs through the park. To become a better all mountain rider, it is a good idea to become well rounded when it comes to, steep trails, glades and or park. Becoming good at all mountain riding isn’t easy, for example, Whilst there’s no magic wand you can wave to make you the most seasoned shred-dog in the lands, there are things to consider to maximize your potential on the mountain. (…) If you spend time out of your preferred playground, it’ll pay dividends…trust us (cavanagh 1).  In general being able to do everything around the mountain  will help you becoming a better all around rider.

 

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If you were to look at snowboarding you can pin it as a secondary or dominant discourse depending how you approach snowboarding. “Secondary Discourses are learned through social institutions (ie. school, church, work, etc.). Dominant Discourses allow for the acquisition of social goods and status points.”( Gee ?)  Many event like: The X games; Burton Open; The Winter Olympics; or Dew tour are very popular and well known by everyone. The riders that compete in these competitions are considered professional snowboarders or rookies. They also make a living of snowboarding through competing and through sponsorship’s. For example:”rbes Magazine estimates that in 2008, snowboarding star Shaun White made $9 million in sponsorship earnings from Burton, Hewlett-Packard, Oakley, Red Bull and Target. Even top snowboarders rarely top $100,000 in annual prize money, so product promotions and sponsorship’s are the real source of income.”(Duff 1) So when gee says that to be a dominate discourse you need to have a status point as well as social goods, Being a professional snowboarder allows you to have a status point as well as making money annually. On the flip side, snowboarding can also fall  in the category of secondary discourse. For example: “If you’re an experienced snowboarder, you can take advantage of the high-adrenaline cliff-jumping classes and expert-level chutes. Clinics and classes are designed for middle-of-the-road snowboarders who want to learn to turn with more precision, and if you’ve never snowboarded, you can choose private or group instruction with a certified instructor in a day class or multi-day clinic.”(Seaton 1) Every ski resort that you go to, they have experts that hold lessons that range from beginner to expert. also many mountains have there own ski/snowboard school that practice every day after school during the season.

When looking at the relationship between saying/writing and saying/doing in snowboarding it connects together really well. For saying/writing it is stating terms and language that are connected with snowboarding. Terms like, heel side, toe side, nose press, tail press, boots bindings and etc. When looking at saying/doing this is putting those saying/writing terms to use in a action or practice. Also you could say that the saying/writing is explaining how the saying/doing action is being done. for example, “The heel edge is a harder turn then on toe edge. Make sure to be going at a comfortable speed, and the faster you go the better chances of not losing balance. Remember though , it will take time to get used to the speed.” ( bryceronie 6)  so looking at this its telling you how to preform the action which would be the saying/writing part of it. For the saying/doing part you would actually go out and preform this action or practice.

 

2hrs

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Coordination examples:

So this poses the question, Is there a correct way to learn literacy acquisition or does everyone do it differently and at their own pace?

Due to the fact that not everyone learns the same way, but learns different ways to accomplish the same goal of understanding literacy acquisition.

Even though the two have a different argument, yet they both support the larger idea that there are multiple “correct” ways.

Subordination examples:

Connecting the two quotes together, they both have a different approach to the larger idea.

Even though the two have a different argument, yet they both support the larger idea that there are multiple “correct” ways.

Due to the fact that not everyone learns the same way, but learns different ways to accomplish the same goal of understanding literacy acquisition.

 

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The following paragraph shows “or”. This best explains an “or” argument because it shows possibilities, in this case, a possibility for two different outcomes for the same questions. For example, alexander argues that narratives help one learn literacy acquisition. On the other hand, Brandt argues that sponsors change the way they teach to allow the best outcome for each student.

Connecting the two quotes together, they both have a different approach to the larger idea. Being that there are multiple ways someone can learn, and the “correct” way to learn may be different for multiple people. Alexander says how writing narratives help reveal the students, helping them learn in the long run. While Brandt argues how Sponsors have to constantly change and adjust the way they teach because not every student learns the same way. Even though the two have a different argument, they both support the larger idea that there are multiple “correct” ways.

 

The following paragraph Shows “But”. This best explains a “but” argument because it shows how there’s sometimes exceptions to the normal way of doing something. For example, in the following paragraph, the teacher changes his approach on the assignment to allow it to become more engaging for the students. Rather than taking the normal approach of having them just read a text and write off that, he instead picks a topic that allows the student to be more personal and more spontaneous about what their writing about.

This Quote shows how the teacher purposely chose the topic to be animals simply for the fact that the students wouldn’t lose focus. Also, by him allowing this to happen it made a chain of positive events happen. It allowed the students to be more passionate and focused while doing the assignment and overall allowed them to learn better. Also just by changing up the generic way teachers teach help allow the students to be more successful. Looking back at alexander, she talks about Master and little narratives. For example: “Close examination of student essays shows that when students compose a school-based literacy narrative, they invoke cultural narratives, Including both master narratives of success and other little narratives.” (alexander 614) This goes hand and hand  with ericas experience. The idea behind the little narratives is just a different way to learn literacy acquisition compared to how the teacher changed up his ways of teaching to allow more success from the students.

 

 

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 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.   

The conventional story that is constantly being used for narratives is, how going to school will help get better grades and will allow someone to make their future a success, according to alexander. The reason it is so prevalent in student narratives is it allows the student to develop and grow on ideas and their thoughts through writing. So in a similar way, my 122 literacy narrative, fits this kind if story because the narrative is being written to show development and to show improvement to later on master something.

 

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. 

The contrast between “master” and “little” narratives is that the master narrative is one large narrative to frame their literacy experiences. While on the other hand, the little narratives are used to show multiple stories about their literary narartives. For example: ” victim: is a victim of negative literacy experience, in or out of school…” (615 alexander) so in little narratives, it takes an experience and that is what’s used, instead of a master narrative where more then one experience is used throughout the paper.

 

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!

 

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