Annotated Bibliography
Hamilton, Amy H. "What's I Got to Do with It?" Everything's a text: Readings for composition. By Dan Melzer and Deborah Coxwell-Teague. New York: Pearson Longman, 2011. 64-69.
Hamilton writes of the importance of one's personal literary history, noting that this also presents itself as a tool for expression and learning. Included in the work is a list of questions that can help towards defining one's literacy in their own terms, by means of allowing the reader to reflect on their own personal experiences that all have collectively shaped their own literacy. Later on in the essay, Hamilton presents readers with the idea that individuals exist in a manner where matters such as family, positive and negative experiences, and literacy are interrelated.
After having read the other two works, I've found that this essay is a good introduction to the unit of literacy. I think Hamilton was successfully by touching base with a number of topics that can be associated with literacy addressed by other writers annotated in the essay. I believe Hamilton was trying to get readers to look at literacy in relatable manner without necessarily providing her own example, but by providing readers with the appropriate questions to ask and ideas to consider.
"What's I Got to Do with It?" relative to the other two essays was more so what I expected to read coming into this unit. Hamilton writes in a more formal tone compared to that of "Mother Tongue" in a manner directed towards college students, rather than a general audience. I plan on asking myself the questions included in this essay when writing my own essay on the matter in hopes of challenging myself to think in a way I haven't already.
Conference on College Composition and Communication. "Position Statement on Students' Right to Their Own Language." Everything's a text: Readings for composition. By Dan Melzer and Deborah Coxwell-Teague. New York: Pearson Longman, 2011. 79-80.
The position statement written by the CCCC
Hamilton writes of the importance of one's personal literary history, noting that this also presents itself as a tool for expression and learning. Included in the work is a list of questions that can help towards defining one's literacy in their own terms, by means of allowing the reader to reflect on their own personal experiences that all have collectively shaped their own literacy. Later on in the essay, Hamilton presents readers with the idea that individuals exist in a manner where matters such as family, positive and negative experiences, and literacy are interrelated.
After having read the other two works, I've found that this essay is a good introduction to the unit of literacy. I think Hamilton was successfully by touching base with a number of topics that can be associated with literacy addressed by other writers annotated in the essay. I believe Hamilton was trying to get readers to look at literacy in relatable manner without necessarily providing her own example, but by providing readers with the appropriate questions to ask and ideas to consider.
"What's I Got to Do with It?" relative to the other two essays was more so what I expected to read coming into this unit. Hamilton writes in a more formal tone compared to that of "Mother Tongue" in a manner directed towards college students, rather than a general audience. I plan on asking myself the questions included in this essay when writing my own essay on the matter in hopes of challenging myself to think in a way I haven't already.
Conference on College Composition and Communication. "Position Statement on Students' Right to Their Own Language." Everything's a text: Readings for composition. By Dan Melzer and Deborah Coxwell-Teague. New York: Pearson Longman, 2011. 79-80.
The position statement written by the CCCC