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What would it mean to understand each marginal comment as a tiny literacy narrative, a story of the professor's experience learning to read not only a student's essay but also a more and less clumsy tale of becoming more and less literate? He had struggled reading; they were struggling reading his comments; I was struggling as a translator: this collective struggle suggests marginal comments are more than professorial shorthand.
They are all, I propose, colliding literacy narratives, super-compressed stories of our own coming into literacy running headlong into the literacy narratives of those who try to "figure them out. My title nods to the many aspects of marginalia and marginalization we encounter teaching writing, "the forces of class, race, geography, and historical events," the obstacles to joining a community of practice Prendergast , but here I mean to be literal.
Writing on the Margins : Essays on Composition and Teaching - monpeotensua.tk
What does it mean to think of our grading marginalia as a literacy narrative? What does it really mean to comment, "I don't understand," or "bad word choice"? How might we lift the burden of interpretation from students by helping them learn to read these comments as our literacy narratives, narratives even we don't fully comprehend? I propose that each comment I have ever written in the margins is a bit of a narrative: moments of "Ah! Your point here makes me think of.
Consider the professor's "I don't understand.
Writing on the margins : essays on composition and teaching
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