Advice From Students

Below is advice from students about how to use literacy narratives effectively in first-year writing courses.

Back to “Literacy Narratives, Genre Awareness, and Knowledge Transfer: A Case Study” from 4Cs 2016

What advice would you give a writing instructor for using literacy narratives in first-year writing?

“I would tell the instructor to use a variety of literacy narratives written by different authors with different backgrounds to make students understand its large scope and different viewpoints.”

“Share your own literacy narrative so that we can understand where you are coming from and what the form is like.”

“I would just say to make sure you go over all of the different possibilities for what a literacy narrative could entail, so that no one is confused on if there idea would work.”

“I think literacy narratives can be great when you understand the concept and have your own experience to write about.”

“I feel like I was just overwhelmed with the multiple prompts we could have done and I tried to pick the easiest but it probably didn’t turn out that well.”

“Allow the class to have an open discussion over literacy narratives and personal experiences.”

“More in class activities, less discussions”

“I would say to give students time to discover what literacy is for themselves.”

“I think it is a strong topic, but I also believe that we have been repeating a lot of the same ideas about literacy narratives, and that less time can be spent on them.”

“I would advise my teacher to continue using literacy narratives! I also liked being able to write my own literacy narrative.”

” Diversity is important; try to teach as many different types of literacy narratives as you can. Obviously, spend more time on traditional ones, but I would try to describe a variety of narratives.”

Back to “Literacy Narratives, Genre Awareness, and Knowledge Transfer: A Case Study” from 4Cs 2016