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Writing Project 1: The Literacy Narrative Background The Literacy Narrative assignment is the first major writing project in ENG101. This assignment is a popular one in many college composition courses because it allows writers to understand where they have been – in terms of writing and related literacies – so that they may better understand where they are going. Purpose In this assignment, you will craft a narrative of your engagement with a literacy or set of literacies centered on writing. In other words, you will tell a story about how you have used a writing skill or skills in a particular way in a particular context. The purpose of this assignment is not just to tell this story; it is also an opportunity to reflect on how the event that your narrative describes has shaped your understanding of writing. Accordingly, your writing for this assignment should describe the event and also explain how thinking about this event reveals something about your past or current relationship to writing. This assignment will give you practice composing in a particular genre of writing, invite you to explore through writing your past and current identity, and provide an opportunity to engage with the writing process. Skills and Outcomes ● Recalling and summarizing past writing experience and explaining its significance for oneself and an audience (Rhetorical Knowledge; Critical Thinking, Reading, and Composing) ● Differentiating and participating in different steps in the writing process to maximize its efficiency and efficacy in producing a polished project (Processes; Knowledge of Conventions) ● Critiquing others’ work relative to the assignment rubric during peer review (Critical Thinking, Reading, and Composing; Processes; Knowledge of Conventions) ● Generating a meaningfully-multimodal text (Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Processes; Knowledge of Conventions) Tasks ● Your literacy narrative should include a first-person narrative (a story that uses “I”) that describes one significant encounter you have had with written communication. You may choose the encounter to describe, but since it is a story it must have a clear beginning and end. ● Your writing project must also explain the significance of the encounter in terms of your identity as a writer; in other words, how did the experience shape how you think about writing and yourself as a writer? ● While your project is about an event in your life, it is still written for an audience and should be written with an audience in mind: it should be organized in such a way that readers can follow your thinking from paragraph to paragraph and within each paragraph. This organization should lead your reader to your primary insight or ultimate point in a clear manner; in other words, your primary insight should help structure your project. ● Since you are writing for a website (your ePortfolio site), you should include and integrate at least one multimodal element. You could include pictures, sounds, or even hyperlinks to other websites; but you must make sure that your reader understands why you are including these elements. Consider what media might reinforce your primary insight, capture your literacy encounter, and/or appeal to your readers in another way. Just do not forget to explicitly refer to that element and explain it to your readers. ● Your project should be approximately 700-1000 words in length. Criteria for Success In the following pages, you will find the criteria for success for this project’s tasks. You will use this rubric when you evaluate your final draft, but you should also think of it as a guide to use throughout the writing process. Literacy Narrative Rubric 1 = needs significant work, 2 = needs some work, 3 = satisfactory, 4 = excellent Criteria 1 2 3 4 Task: Presents a narrative that describes one significant encounter with written communication. Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing ☐ ☐ ☐ ☐ Task: Explains the significance of the writer’s literacy encounter. Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing ☐ ☐ ☐ ☐ Task: Organizes the project with the reader in mind by using structured paragraphs that build to a primary insight or ultimate point. Outcomes: Knowledge of Conventions ☐ ☐ ☐ ☐ Task: Meaningfully incorporates at least one multimodal element. Outcomes: Rhetorical Knowledge; Processes; Knowledge of Conventions ☐ ☐ ☐ ☐ Individual Criterion Levels Task: Presents a narrative that describes one significant encounter with written communication. Levels of Achievement Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing 4: Excellent ● The narrative describes one significant encounter with written communication. ● The narrative is written in the first-person and has a clear beginning and end. 3: Satisfactory ● The narrative describes one significant encounter with written communication. ● The narrative is written in the first-person and has a mostly-clear beginning and end. 2: Needs Some Work ● The narrative describes one significant encounter with written communication. ● The narrative is written in the first-person and has a somewhat-clear beginning and end. 1: Needs Significant Work ● The narrative does not describe one significant encounter with written communication. ● The narrative is not written in the first-person and lacks a clear beginning and/or end. Task: Explains the significance of the writer’s literacy encounter. Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing Levels of Achievement 4: Excellent ● Explains how the literacy encounter shaped the writer’s sense of writing in a manner easily understandable by readers ● Explains how the literacy encounter shaped the writer’s sense of themselves as a writer in a manner easily understandable by readers 3: Satisfactory ● Explains how the literacy encounter shaped the writer’s sense of writing in a manner generally understandable by readers ● Explains how the literacy encounter shaped the writer’s sense of themselves as a writer in a manner generally understandable by readers 2: Needs Some Work ● Explains how the literacy encounter shaped the writer’s sense of writing in a manner somewhat understandable by readers ● Explains how the literacy encounter shaped the writer’s sense of themselves as a writer in a manner somewhat understandable by readers 1: Needs Significant Work ● Explains how the literacy encounter shaped the writer’s sense of writing in a manner not understandable by readers ● Explains how the literacy encounter shaped the writer’s sense of themselves as a writer in a manner not understandable by readers Task: Organizes the project with the reader in mind by using structured paragraphs that build to a primary insight or ultimate point. Outcomes: Knowledge of Conventions Levels of Achievement 4: Excellent ● Articulates a primary insight that the project builds to in a clear manner ● Paragraphs always stay on topic and never change main ideas ● The audience can follow the project’s organization with no difficulty 3: Satisfactory ● Articulates a primary insight that the project builds to in a generally clear manner ● Paragraphs generally stay on topic and rarely change main ideas ● The audience can follow the project’s organization with almost no difficulty 2: Needs Some Work ● Articulates a primary insight that the project builds to in an ambiguous manner ● Paragraphs sometimes stay on topic and sometimes change main ideas ● The audience can follow the project’s organization with some difficulty 1: Needs Significant Work ● Does not articulates a primary insight or the project does not build to a primary insight ● Paragraphs rarely stay on topic and often change main ideas ● The audience cannot follow the project’s organization Task: Meaningfully incorporates at least one multimodal element. Levels of Achievement Outcomes: Rhetorical Knowledge; Processes; Knowledge of Conventions 4: Excellent ● Incorporates at least one multimodal element ● The multimodal element clearly enriches the project 3: Satisfactory ● Incorporates at least one multimodal element ● The multimodal element generally enriches the project 2: Needs Some Work ● Incorporates at least one multimodal element ● The multimodal element somewhat enriches the project 1: Needs Significant Work ● Does not include a multimodal element that enriches the project