Annotation:
This annotation is relating the material to Williams’ idea of an identity shift, as well as helping me to figure out what is important in the narrative, and what isn’t.
First Page of Each Worksheet:
Paragraph 1:
There is a connection between students who have encountered some form of loss, and the type of identity shift within their narrative. Most students tend to start their narrative explaining their love for reading or writing, and then explain a form of loss they have encountered that has changed their views of reading and writing, usually for the worst. These students are faced with a choice; they can choose to stay in this negative state and blame their experience for their distaste in literacy, or they can choose to grow from their experience. Bronwyn T. Williams introduces the idea of shifting identities as a common way to create a more complex narrative. He explains that, “researchers found that a student’s identity often shifts from being the lone hero, overcoming adversity to succeed, to someone who is more critical of his or her literacy practices and who sees them more connected to relationships with others – either teachers or writing peers” (Williams 343). He gives a common pattern among students who, knowingly or unknowingly, utilize identity shifts. Most students who include an identity shift within their narratives start off explaining some sort of tragedy, such as a loss. For the most part, they tend to overcome this loss in order to succeed. This can be seen with Cali Wood in her narrative “Literacy 1.2.2”, where she explains how she loved to read with her aunt, and then had a difficult time reading after her aunt passed away. Cali and her aunt were reading the Harry Potter series when she was diagnosed. After she passed, Cali refused to finish them. She showed this same pattern within her writings. She explains that, “throughout my early education, notebooks were filled with stories of faraway places. Of witches and vampires, or knights and dragons. But they all ended up unfinished and halfhearted” (Wood Paragraph 5). She uses her aunt’s death as an excuse as to why she will not read or write anymore, which gives her victim identity. However, she meets a new teacher in high school who enables her to get her passion back. She states that, “he’s the reason that it dawned on me, that life is what you make of it. And all my unfinished stories? Did I really want to leave them unfinished? Or done halfheartedly? No” (Wood Paragraph 7). Cali’s teacher helps to enable her passion, and it worked. The finishing identity of the narrative is hero narrative. Cali overcomes her loss, and is able to create something from it. This follows William’s identity shift pattern; students tend to start with an experience they need to overcome, and the narrative results in a success, or hero identity.
Paragraph 2:
William’s pattern of identity shifts is not simply limited to loss. It can be seen throughout many narratives where students endure some sort of negative experience, such as a disability or feeling as though they do not belong. His pattern can often be seen within outsider narratives. Alexander describes the outsider identity as ” [feeling] they did not fit in with the literate community (as others do). Outsiders thus then occupy a ‘third-space’ (Bhabha 53-56) where they remain in limbo, wondering where their place is in the world” (622). An outsider often feels apart, and separated from the world. A strong example of this can be seen in Kenny Goddu’s “The Roller Coaster of my Life”. He talks about how he had several disabilities making it extremely difficult for him to learn to read and write. He talks about how he, “remember[s] there was this one point in kindergarten: that the whole class would gather around in a circle and spell and read words out loud. I remember being called on once and not being able to read or spell any words” (Goddu Paragraph 1). Kenny did not fit in with the rest of the students who were already learning to read and write. He felt separate from them, and alone, giving him the outsider identity. By the end of the narrative Kenny switches schools in the third grade, gains an IEP, and starts to get help with his literacy issues. He explains how proud he was of himself when he reads his first book. The end of this narrative is extremely upbeat, and the identity switches to success. He was able to overcome his issues to succeed in literacy. This follows exactly to William’s identity shift pattern; Kenny was able to overcome his feeling of being on the outside in order to become successful in literacy.
