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Home And Away By Brronwyn T. Williams Summary

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Name: Petros Tedla
Class: FYW: Writing Seminar
In "Home and Away: The Tensions of Community, Literacy, and Identity," which appeared in the Journal of Adolescent & Adult Literacy, Bronwyn T. Williams writes to writing teachers so that they tolerate diversity, background and culture in the classroom in order to make students feel comfortable and include their identity in their writing. In order to achieve this aim, he uses 3 moves: factual evidence, quotes from experts, and logical organization.
Williams uses factual evidence to develop his idea that writing His childhood, filled with arguments and influences by his family, teachers and professors and His mother’s reaction when he got a PhD all add to the strategy to gain credibility from peers.
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His organizations by using topical order created a clear organization and helped maintain flow in the article ranging from introducing discourse, defining terms to sending the final message to writing teachers. He defines primary and secondary discourse under the title, “Adopting an “identity kit”. This part of the article introduces readers to terms Williams will use in the article with an explanation of teachers’ preference in writing in the classroom. On the second part of the article “The tension between home and school”, Williams adds a student’s view, his father and Bourdieu to contrast the culture students have at school and the hardships they experience. He even points out his disagreement with his father, who thinks identity shouldn’t be included in writings. These prove that he is in fact affected by the gap between the discourse at home and school. This part of the text acts as a main body and a transition to the final message from the introduction. On the final part of the text, “Balancing discourses”, He wraps up his message to teachers. Saying they should encourage students to write about their cultural values and understand how they view the…show more content…
Before high school, I was in a middle school in a country where English wasn’t a first language. Instead of analyzing text or writing persuasive essays, I was learning how to communicate. Being one of the few students at my school who reads books out loud at home or who watch movies and talk after the characters, I was able to grasp the idea of using evidence, rhetorical devices and diction. When I came to the United States and learned how to include those in my writing was a wonderful experience. Understanding Shakespeare, analyzing poems by Emily Dickinson and being able to visualize Harper Lee’s “To Kill a Mockingbird” opened up the world of writing and its impact for me. Using “I” in writing was all I learned in middle school with a class full of kids with the same background while wanting to above and beyond. Writing personal journals, leaning tenses and memorizing definitions didn’t quench my thirst of learning how to write a well written work like the one’s I read in my native language. Williams argues that culture should be included in writing and teachers should tolerate that while I have a different point of view on the subject. Including my culture and background in my identity didn’t make me stand out from my class, my use of rhetorical devices and use of words did. One of the reasons that I was able to build my writing skills in high school and not struggle in my English class was not by the use of my identity but by
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