much of the teaching of writing in late 19 th- andearly- to mid-20th-century America focused on the object producedby writing, not the process of writing a text
There was a very specific way that people were taught to read leaving out very crucial ways.
Many critics have attached this literacy crisisto cultural anxiety over the growing pluralism of American soci-ety as immigration increased with the Industrial Revolution.
This had a big affect on immigrants as many weren't taught to read creating widespread worry about the issue.
In fact, attimes throughout history, the best authors were believed to havebeen chosen and directly inspired by God Himself.
Religion is a big inspiration for writing as has always been a inspiration for authors and what they write about.
continued to excel in class and passed the test on thethird try. But I never again felt the same love of reading and writing.
Facing trouble academically can make people fall out of love with learning.
decided to quit trying so hard. Apparently—I told myself—the people grading the tests didn't have theslightest clue about what constituted good writing.
Facing adversity can be a very troubling thing and can very easily demoralize students throughout school.
Until that time, I loved writing just as much as I loved math. It was one of my strengths. I was good at it,and I enjoyed it
This shows that when someone has a strong sense of confidence in a area but face some adversity in it, it can cause a very big shift in their confidence and their learning.
I learned to read with a Superman comic book. Simple enough, I suppose. I cannot recall which particular Superman comic book I read, nor can I rememberwhich villain he fought in that issue
This made me think of the first boom I read that truly got ne to read and enjoy it. It was a magic treehouse book and I will always have a soft spot for that series due to where it brought me as a reader.
Storytelling for social justice means raising critical consciousness about social and racial injustices. Stories are how we make sense of the world and counterstories open up space for subjugated peoples to shed light on power and privilege entangled in structural racism.
you can use story telling as a way to bring attention to social issues going on in the world.
As Rosen (1988) observes, narratives are not always a “neat match between experience and a sequence of clauses” (p. 10).
Stories show the correlation between cause and effect and that actions bring concequences.
Storytelling can transform the classroom to be something new. Although the students recognize that the story is in the classroom, they can also travel in the “world of story” as a told story is being shared.
Stories can transform learning for kids and making it so they can use their imagination to really engage and get into the story.
We think in story form. We make sense in story form. We create meaning in story form. We remember and recall in stories”
Stories are ways that help people understand things that are happening and make sense of the world. They're used to teach lessons and get points across.
However, a story is more than just a string of events. William Labov (1972) describes narrative as “one method of recapitulating past experience by matching a verbal sequence of clauses to the sequence of events which (it is inferred) actually occurred” (p. 396
Stories have many different purposes like to tell past events throughout history.
Humans have such a long history of using storytelling to connect to one another that it seems like an instinctual motivation and desire. “Insofar as we account for our own actions and for the human events that occur around us principally in terms of narrative, story, drama, it is conceivable that our sensitivity to narrative provides the major link between our own sense of self and our sense of others in the social world around us” (Bruner, 1986, p. 69).
Humans use story telling in so many different ways like recounting things that have happened throughout history and ways of teaching lessons and what's going on around the world.