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From teacher- In this unit, you will compose an essay in which you attempt to p

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From teacher- In this unit, you will compose an essay in which you attempt to put into practice the elements of academic writing style we have explored all semester.. For this assignment, we will explore how personal writing and stories can find a place in academic writing. To do so, you will compose your own narrative in which you tell the story of a particular incident in your life and connect that personal experience to a larger academic question. In this narrative, you will need to provide a larger social context for that story, and you will need to address how the culture influenced you in the case of this particular event. While your narrative does not have to provide a clear resolution (a moral, cliché, or summation), it does need to integrate some sort of “so what”—you need to leave the reader with a feeling, a sensation, a thought—something lasting and memorable to take away from reading about your experience. In other words, this assignment asks you to write in a style that both tells a personal story and addresses larger academic concerns.
prompts given by teacher-
Prompt 1: Compose a public service narrative that reflects on a memorable or significant experience from your life—it could be something positive or negative, dramatic or ordinary, traumatic or comical—that promoted an awareness of social justice, of being an active citizen, or of becoming involved in some sort of activism. You might reflect on an early childhood experience, on something from high school, or on something that occurred to you this year at Lakeland Community College. Make sure to demonstrate a larger social context for your citizenship narrative.
Prompt 2: Compose a narrative about one experience you had that involves cultural difference or change. The difference could be of race, class, gender, body type, educational level, or something else (i.e. getting picked last for gym class, dealing with a disability, confronting some sort of factor—positive or negative– that set you apart from the ‘norm’). Make sure to demonstrate the larger social context; reveal how the expected cultural norms affected you.
Prompt 3: Pick an essay of your choosing from the course reader or from a class you have been taking this semester to use as a “they say” text. Write an essay that takes a stance on this text in some way – agree, disagree, or both – and develops the idea with research. In addition to using library research to develop your ideas, I also want you to support your claims with a personal narrative.
Unit objectives-
-To employ an academic writing style and voice appropriate for the first-year writing classroom.
-To provide context for the narrative, which allows the audience to relate to and better understand the writer’s experience.
-To relay a story that addresses a universal, “bigger picture” issue.
-To perform critical reflection upon an issue or event.
Teachers overview of assignment-
This final assignment asks you to bring together all the elements of academic writing you have learned during the semester. In doing so, the assignment also challenges you to integrate personal writing and narrative into the conventions of academic writing. In other words, you will be expected to combine personal reflection and examples with the more conventional use of academic library research. Ultimately, this assignment allows you to show what you have learned over the course of the semester and, in the process, complicates your understanding academic and personal writing.
The reflective narrative section of the syllabus looks at storytelling as a way of constructing and sharing knowledge about the world. It asks you to make connections between your personal experience and larger social contexts, to ask questions such as “how do the stories I see, hear, and tell shape the expectations that I have for myself?” The narrative unit also asks you to reflect on the ways language, in both the narratives you will write and the cultural narratives that you will read, shapes and is shaped by personal experience. The “reflective” part of this sequence’s title refers to the way of looking back from a critical distance at an event or memory. It is easier to gain perspective when writing about an event that has not happened in the recent past—otherwise, the writer is too close to think clearly about the significance of the event. Reflecting on an experience should entail a heightened awareness of the ways experience is shaped by the contexts a person exists in before, during, and after an event takes place. It is important to understand that reflection does not necessarily mean that every experience should be resolved by the end of the paper.
Students often equate the reflective narrative as “the paper I can use ‘I’ in,” much like the writing they would do in journals. This belief implies that narratives are inwardly directed, and reflection is an account of their inner feelings and thoughts. By the time students get to the reflective narrative unit at the end of the semester, they should already know that these assumptions about narratives are false. This is a good time to point out the nuts and bolts of narrative writing by asking students to consider how they used narrative formats and conventions in their writing throughout the semester. Narratives can be chronological re-countings of an event in the past. However, for this unit, many course readers contain reflective narratives that are more than a step-by-step retelling of an event; they speak about actions and experiences as they exist in specific times and within larger social circumstances. I ask you to reflect and articulate how your experiences connect to a larger social context, and how your experience intersects with larger cultural narratives.

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