The Archive as Classroom

Kathryn Comer; Michael Harker; Ben McCorkle

Appendices

The following contents consist of resources developed by this collection’s contributors to be used by teachers who wish to work with the Digital Archive of Literacy Narratives in their own classrooms. Syllabi, assignment descriptions, course objectives, rubrics, and more can be accessed by clicking on the corresponding buttons for each chapter listing. Readers should feel free in adopting, adapting, or modeling these materials for their own instructional use. Additional materials (readings, assignments, templates, etc.) can also be found by visiting the DALN Blog’s “Resources” page.

I. Digital

“Teaching Basic Writing in the 21st Century: A Multiliteracies Approach” (Reid & Hancock)

Appendix A: Course Objectives for the Basic Writing course at Nicole’s community college

COURSE OBJECTIVES
By practicing writing as a recursive process (inventing, drafting, reviewing, revising, and editing), successful students will:

(Primary) Invention

Engage in inquiry through writing, reading, discussion and research;
Employ creative and critical thinking;
Collaborate with peers in developing topic and purpose;
Articulate their writing choices, strategies, growth, strengths, and weaknesses.

(Primary) Presentation

Achieve rhetorical purpose to meet readers’ needs, expectations, and contextual constraints;
Collaborate with peers to foster competent and professional presentation;
Proofread and correct their revised text;
Employ appropriate format and citation conventions.

(Secondary) Arrangement

Construct texts around a central controlling idea;
Support a main idea with concrete and worthwhile details, examples and reasons;
Develop an organizing principle that supports rhetorical purpose;
Compose in multiple genres appropriate for multiple contexts;
Collaborate with peers to engineer cogent arrangement.

(Secondary) Style

Construct an effective ethos to achieve rhetorical purpose;
Cultivate style and tone by strategically employing rhetorical devices appropriate for the situation/circumstance;
Make conscious, skillful, and/or artistic choices regarding language use;
Collaborate with peers to improve and adapt writing style.

(Secondary) Research

Engage in research as a process of inquiry and discovery, formulating research questions and developing (or following) appropriate methods for pursuing those questions;
Interact with a variety of primary and secondary written/visual/aural texts, discovering individual insights and formulating their own stance throughout the writing process;
Gather sources and evaluate their reliability, accuracy, value, and currency.

Appendix B: Assignments

Teaching with the DALN (Nicole)

The first unit, “The Gift,” is about establishing a safe zone for students’ writing and an expectation that their thoughts are worthwhile and valid.

The open-ended assignment prompt is for students to write about a gift they have that they can share with the world to make it a better place or so others can have a voice. Students may share the evolution of their gift, how they came to realize their gift, the purpose of their gift, etc. This focus on a positive topic is very intentional.

Initial journal entries in Blackboard serve as opportunities to brainstorm for the first paper and are based around the following selections:

“The Death of Expertise”: Long reading from The Federalist

“Blessings Revealed”: Short reading from Yes Magazine

“Everyone Has a Gift” : Yusef’s video with captions from DALN

“Home Run Literacy”: Brian’s video from DALN about baseball

“I Shot Charlie Brown”: Summer’s document from DALN about photography

“Ain’t That the Blues”: Teeny’s video interview from DALN about singing (from 2:53 of Video 1 through the end of Video 2, transcript available)

The journal prompts vary from self-reflective questions to analytical responses to the work we’ve read or viewed as a class. Writing is done both in and out of the computer lab classroom to establish that students are expected to do these same types of writing activities outside of class on their own.

The written assignment shifts from giftedness to literacy in Unit Two in a more traditional literacy narrative. The assignment is still open-ended and personal.

Unit Two:

“What is a Literacy Narrative?” from DALN.org

Students choose materials from the DALN

Work with using the discussion board to share selections

Analyze the narratives as a class, in class

As a class, create an assignment sheet for the second paper of the semester

Continue the trajectory of brainstorm, prewrite, draft, review, redraft, review, redraft, edit

Fall 2011 Course Objectives for ENGW 1100: Writing Skills Workshop
[These objectives have, since, 2011, been revised to welcome the inclusion of genres other than traditional academic arguments and to acknowledge the value of personal narrative as a source of evidence. Additionally, it is now at the discretion of individual faculty members whether or not to include a limited research requirement in ENGW 1100. - LR]

ENGW 1100 Writing Skills Workshop gives students with weak writing skills an opportunity to strengthen critical reading and essay writing abilities before entering ENGW 1101.

By the end of the semester, students in ENGW 1100 should be able to:

Construct and support a clear thesis statement in organized papers that reflect unity and coherence.
Write strong, well supported and tightly focused body paragraphs.
Demonstrate that they have begun to develop skills in the areas of close reading and critical thinking. Student writing should display independent thinking and assessment of ideas.
Create a logical outline for discussion and develop examples in support of a clearly articulated thesis.
Produce writing that is more or less free of grammar and syntax error.
Summarize and paraphrase sources responsibly.
Move beyond mere editing to revise holistically and effectively.
Write 4-page papers that discuss at least two readings and integrate these readings as independently formulated responses.
Demonstrate an understanding of the fundamentals of MLA style by using in-text cites and by including an accurately formatted Works Cited page.
Demonstrate a basic understanding of databases and conduct simple searches since they may be asked to use this resource in other coursework. HOWEVER, No research should be assigned for this course. It is more important that students be able to create a strong thesis and write well developed paragraphs. An understanding of databases can be taught in connection with readings from the anthology without requiring that the students do any outside research.

ENGW 1100
Essay 2
Prof. Reid

“Every reader, every writer has a story...” ~The Digital Archive of Literacy Narratives
Considering the readings that we have done recently on literacy and communication, respond to the following question:

How does a literacy or communication activity impact your relationship to a particular community?

Requirements:
4-5 FULL pages
MLA Format and Style

At least THREE quotes from any ONE of the following readings:
[This list represents a range of texts I have used. In a given semester, I will likely cover no more than five of these. - LR]

“Coaches Can Read, Too” by Sean Branick
“Public and Private Language” by Richard Rodríguez
“Hip-Hop Planet” by James McBride
“Mother Tongue” by Amy Tan
“Electronic Intimacy” by Christine Rosen
“Limestone Way of Learning” by Susan Bernstein
“If Black English Isn’t a Language, Then Tell Me What Is” by James Baldwin
“Sponsors of Literacy” by Deborah Brandt

Rough Draft Due:
Second Draft Due:
Final Draft Due:

Brainstorming Notes:

“Understanding Others’ Stories to Find Our Own: Helping Linguistically Diverse Students Analyze, Create, and Evaluate Digital Literacy Narratives” (Newman)

Appendix A: Digital Literacy Narrative Assignment Description

Digital Literacy Narrative

Throughout the semester, we have been cultivating our personal definitions of digital literacy. For this assignment, you will analyze the stories of others and then focus on a story or experience from your history that demonstrates an element of your personal digital literacy development.

Purpose
This assignment helps you:

Critically examine others’ work to recognize effective storytelling and communication traits;
Examine your own experiences and connect them to your class content;
Demonstrate you have a developing understand of digital literacy;
Use clear description to communicate a main idea through effective choices of words, organization, grammar/structure, and multimodal techniques; and
Isolate the key components of a successful narrative and create a personal grading rubric.

Components

Part 1: Literacy Narrative Analysis: You and your group will examine five literacy narratives from the Digital Archives of Literacy Narratives website (http://www.thedaln.org/), identifying and explaining effective and ineffective communication techniques. (30 pts)
Part 2: Your Digital Literacy Narrative: You will communicate your digital literacy narrative in a multimodal format of your choosing. This narrative will be published on Digital Archives of Literacy Narratives website (http://www.thedaln.org/). (100 pts)
Part 3: Personal Grading Rubric: You will consider your results from Part 1 and the final components of your Part 2 to develop a personal grading rubric of 6 key areas for your digital literacy narrative. Ms. Newman will grade your narrative based on the 6 areas you identify. (20 pts)
More than one mode of expression (see Arola et al. Ch. 1).
There is no word minimum since the project is multimodal, but you will need to clearly communicate your experience. As a baseline, you can consider a multimodal, writing-based narrative as about 1000+ words or a multimodal recording-based narrative as 3-5 minutes.

Grading
This project is worth 15% of your overall grade. You will create a personal grading rubric for this project based on the traits you identified in Part 1 and 2.

Timeline
4/25 and 4/26        First draft conferences
4/27                           Technology work: Audacity and video editing programs
4/29                           Peer Review. Everyone must have a revised draft!
5/6                           Final Due. We will stop discussing the project on Monday 5/2, but you will have some additional time to put your final piece together.

Digital Literacy Narrative Assignment Reflection
Use this space to honestly communicate your thoughts about the project. You receive full credit for thoughtful completion of these questions.

Think through all the different activities you completed to finish this project in class and outside of class. Write a list or a summary of everything you remember doing to prepare for and complete this project. Feel free to look back at BB, GoogleDocs, your calendar, and your notes.
Which activity from question #1 helped you the most? Explain more about the activity and why you think it helped you. What did you learn about yourself and about writing in general?
Which activity from question #1 did not help you? Explain more about the activity and why you think it did not help you. What did you learn about yourself and about writing in general?
What was your favorite part of your project?
Use this space to give any other comments about the project.

“Teaching Refugee Students with the DALN” (O'Connor)

Appendix A: “My Literacy Narrative” - Assignment Prompt

My Literacy Narrative

In a 1,000 word essay, define your understanding of the word "literacy."

Consider all of the following questions and then tell me YOUR own literacy story.

What is literacy? Are you literate? What kinds of literacy are there? How did you become literate? Who were your "literacy sponsors"? Who taught you to read, write, speak? What was the first book read to you? What was the first book you read on your own?

Please bring a draft to our next class meeting. We will edit your drafts with partners in small groups. The final draft will be submitted to the assignment dropbox one week after you receive your edited draft. Please visit the Learning and Tutoring Center for assistance polishing your drafts. I am also available for edits and feedback during my regular office hours.

Appendix B: “The Literacy Narrative Video Interview” - Assignment Prompt

The Literacy Narrative Video Interview

Please bring your iPad to class with a literacy narrative video interview that you have conducted with someone in your community. With this video please prepare a written document (1 page max) addressing the following areas:

Write a brief summary explaining the 5 Ws (Who, What, Why, When, Where) of the contents of the video and why you chose this person for your interview.
Discuss your definition of literacy. This can include how your ideas about literacy have changed as a result of completing this interview.
List all of the keywords you hear in your interview that relate to ‘literacy’ and our exploration of what it is and how it is defined or described.
List all of the ‘technologies’ mentioned in your interview (this can be paper, books, music, pencils, computers).

Bring a printed copy of your answers to the above prompts to class on Wednesday. You will also be posting this in icollege so keep a digital copy that you can edit on hand.You will be graded for your completion of this portion of the project as well as your spelling, grammar, and mechanics. Do your best work.

Appendix C: “My Literacy Story” - Assignment Prompt

My Literacy Story

For this assignment you will be presenting your “My Literacy Story” as a short video. Using the tools you have on your ipad you will assemble the photos, videos, and audio you have created or collected into a video. You want the video to enhance your story about literacy. We looked at some unedited examples of literacy stories at the DALN: http://www.thedaln.org/

Here is a checklist for the necessary components of a successful project:

Photos, videos, visual effects to enhance your story.
Audio (music or narration) that matches the tone of your story.
Any text included is displayed with appropriate speed for viewers.
Includes a title screen with your name and a unique title for your story.
Clear images that are not pixelated or copyright protected.
Effective transitions that do not distract viewers.
Needs to be creative and inspired and unique.
Correct spelling, grammar, capitalization, and punctuation.
A FINISHED copy shared with me on the class Google drive account.
Final videos should be between 3 and 5 minutes.
.mov files are the recommended format.
Completed projects will be due at the beginning of class. No exceptions.
The Mediaspot can help you with any portion of this project.

Appendix D: Literacy Narrative Video Project - Rubric

CRITERIA	Excellent	Good	Average	Needs Work	Not Evident
Submission: on time correct file format Google Drive
Assignment Components: title screen credits clear titles name and course
Creativity: original concepts inventive execution
Content: compelling and engaging fresh and original tells a story about literacy
Audio: clear appropriate volume levels are consistent sound effects/music appropriate and effective
Video: clear and high-quality images images enhance message consistent graphics (colors, fonts) stable, well framed shots

II. Archive

“Black Narratives Matter: Pairing Service-Learning with Archival Research” (Selfe & Ulman)

Appendix A: iTunes U Course

Documenting Community Literacies: Using Digital Narratives
by The Ohio State University
This course material is only available in the iTunes U app on iPhone or iPad.

Course Description
This course focuses on documenting and preserving the literacies of communities through personal literacy narratives. We invite people to take the materials from this project (handouts, syllabus, assignments) and adapt them for their own community literacy projects or to use them in alternative versions of this course taught at other colleges, universities, communities—providing appropriate attribution to this iTunes project.

In the project, we describe why first-hand narratives are useful vehicles for documenting the literacies of a community, and we offer a blueprint for working with community members: helping people record their first-hand accounts about reading and composing, talking about, the roles such activities play in their lives, and for preserving these narratives in the Digital Archive of Literacy Narratives (DALN) at http://www.thedaln.org/.

Appendix B: Student-Produced Digital Exhibit

Example of a curated digital exhibit created by a student team as part of The Literary Narratives of Black Columbus multi-class project.

Appendix C: "Community Sampler" Website

A website of excerpted literacy narratives curated as part of the The Literary Narratives of Black Columbus multi-class project, displayed for the public as part of the Community Sharing Night event.

“Archiving and Re-Narrating Selves in an Online Writing Course”(Schmertz)

Appendix A: Assignment sequence

This week’s question: How do/can we revise our identities through literacy? The DALN (Digital Archive of Literacy Narratives) will be your reading resource. Begin by rereading the essay “From Outside, In” by Barbara Mellix to see an example of a literacy narrative. Then . . .

Google DALN to find the Digital Archive of Literacy Narratives.
Register with an email address.
Receive confirmation link at that email address; click link and fill in blanks (name, phone, password). A message on the website will confirm your registration.
Sign in, and proceed to play around on the site to see what you can find. I recommend beginning with search terms like “academic writing,” “identity” and “revision.” After reading several of the literacy narratives you find, you should have ideas of some topics or keywords of your own that you are curious about. Play around with the website. Spend at least two hours just exploring and taking notes on links you might want to return to.
Curate a selection of literacy narratives/autobiographies for your group, using the My Group tab in the course. Assemble 3-4 links that you feel present a fresh or otherwise useful perspective on literacy. After introducing yourself to your group, explain in a 100-200 words preface why you think it would be beneficial for them to read the sources you have found. Post this to your group, using the Groups feature in Blackboard.
Note: Use the Blog tool to post your introduction and links to the DALN. Use email primarily to negotiate schedules, organize workflow, etc.

Literacy Autobiography One
In 4-6 organized, well-written pages, tell a story of your own experience with literacy. Think of the DALN links your group posted, as well as your interviews with group members, as "fodder" for ideas about how you will shape the story of your own unique literacy journey up to this point. End your paper in the present, and any issues about (or with) literacy that you have encountered in this class that are currently shaping you. The journey is unfinished and won't end as long as you live. So don't worry about the fact that you haven't gotten to the end of your journey! You'll be revising this paper at the end of the course anyway.

Barbara Mellix's essay, of course, is a good model to follow. One thing you should take from her is the way she provides examples and pulls quotes from her own writing, in order to show the reader how she was using literacy at any given moment in her personal history.

Keep in mind my question about how literacy can revise our identities. Looking at your own writing over the years, do you see any shifts in not just how you wrote (or read), but who you were?

Retelling My Story: Literacy Autobiography 2
For your second literacy autobiography, you will tell the story of your engagement with literacy in a completely new way. You should mostly discuss the same events, but you will make them mean something very different—new ideas, new perspective, new sentences. Think about how our place(s) in our culture(s) help determine the way we tell our stories, and why this matters. (If you are not sure why it matters, revisit the essays by Jerome Bruner and Kara Poe Alexander, as well as the stories that grabbed your attention most from the Digital Archive of Literacy Narratives). Retell your story in a way that makes you and your reader see alternative perspectives on your development as a literate being.

On each of your responses to the first literacy autobiography, I made suggestions about ways you might retell your story. These are just suggestions. Feel free to come up with a different approach!

As I mentioned, this is a new assignment. The only way you should borrow language from your original piece is by recontextualizing it, according to your current understanding of literacy and your place in it. Follow the method Barbara Mellix uses to do so: quote directly from your piece, introduce your quoted passage in a way that lets the reader know your reason for including it, and follow up the quoted passage with a discussion of your words and how you would like the reader to interpret them.

This is to be a unified essay, with a clear path and purpose. (Yes, that means a thesis and topic sentences.)

Please title your essay as follows:

Retelling My Story: ________________________
(You fill in the blank after you are sure what fits your thesis best)

Grading criteria:

Paper has a thesis (it does not need to be made clear at the end of your intro, but there needs to be a good reason why not)
Each paragraph makes its own central point
Each paragraph logically follows from the one before it
Error-free sentences (proofreading)
Unified perspective and purpose
Title reflects paper's focus
Outside sources are integrated with purpose and clarity

Page requirement: 5 page minimum.

[A caveat to teachers: Students who begin the semester excited about the opportunity to relate their history with literacy may feel that being asked to tell that story differently later on is an exercise in bad faith, a kind of bait and switch on the teacher’s part. This problem can be mitigated if teachers suggest students approach the assignment from a new standpoint. For example, students might tell their story in the third person, or from the perspective of another character in their story, such as a friend or mentor, or from an imagined perspective at some point in the future. My own (online) students have not openly resisted retelling their stories, but teachers in face-to-face classes might, and they may need to assure students that both versions of their literacy autobiography are equally valuable, and equally aspects of their “true” identities. - JS]

“Year of Living DALNgerously: Breakthrough Encounters with Archival Pedagogy” (FitzGerald & Kairis)

Appendix A: “Community and Literacy” Syllabus

Community and Literacy Syllabus (PDF)

Appendix B: “Community and Literacy” Prompt - First Encounter with the DALN

First Encounter with the DALN

Search the archive using whatever methods you wish (e.g, by date, subject, collection) but be sure to encounter at least two narratives in different formats (e.g., text, audio, video). Briefly describe these two accounts by providing their full record, a short summary of the content, and something that you found interesting that, perhaps, you might imagine asking the contributor about. (course blog post of 09/05/13)

Appendix C: “Community and Literacy” Assignment Outline - “My Literacy Log”

My Literacy Log

This semester-long assignment asks you to complete an annotated log of your own literate practices across a several month period by recording, in various media, the what, where, how, and why of your reading, writing, texting, composing, etc. and commenting on those practices with a brief, but substantive, entry (100 or so words) that locates those practices in some contexts of “community and literacy.”

You are asked to provide 25 separate entries. Some portion of these entries may turn the focus onto others’ literate practices, especially as they stand in relations of similarity and difference to your own. This assignment will be due twice during the semester: on October 17 (at least half) and December 3 (the rest). (course blog page)

Appendix D: “Community and Literacy” Prompt—Literacy Interview with a Classmate

Literacy Interview with a Classmate

Based on the series of prompts from the DALN website, interview someone in class for 20-25 minutes. You can record the interview or simply write up some responses. Either way, the interviewer will give the interviewee any materials generated. (This exercise continues from Thursday, September 19, when interviewers were interviewees.)

Appendix E: “Community and Literacy” Assignment Outline—Literacy Narrative 2

Literacy Narrative 2

A brief (1-2 page) well-constructed anecdote about your life in literacy in textual or audio form. Unlike the broader canvas of Literacy Narrative 1, this second effort is intended to be a small window into one significant moment, experience, or abiding interest. It should cover new ground from your previous effort. It should be focused on one subject and rely on supporting details to develop that subject. Perhaps you will talk about a particular activity of reading or writing. Or discuss learning a new technology or digital practice in academic or non-academic contexts.

Appendix F: “Community and Literacy” Assignment Outline—Fieldwork Project

Fieldwork Project: Report + Presentation

What: a 6-10 page (or equivalent) research report based on fieldwork interviewing subjects about their literate lives grounded in the scholarship of literacy and literacy narratives. This report can take the form of a multi-part paper or mini-website and draw on text, audio and video. Feel free to chose an appropriate and jazzy title or subtitle for this work. Feel free to use relevant subtitles instead of “methods”, etc.

When: due Monday, December 16 at noon (Sakai dropbox or emailed link). Drafts completed before Thursday will be happily read by me in conversation with you.

How: This final team assignment is a description and analysis of your primary research interviewing subjects about their literate lives, based on notes, recordings and, where successful in that invitation, actual contributions to the DALN. These 3 to 8 interview subjects will be the anchor of the 6 to 10 page report in which your team crafts an introduction (1-2 pp); a “methods” section (1-2 pp.) describing the who, what, when, where, etc. of your combined research activities; a “results” section (4-5 pp.) detailing the substance of your interviews and solicited narratives with appropriate framing and commentary; a “conclusion” or “findings” section (1-2 pp.) identifying implications and questions for further research, significant grounded in issues and relevant scholarship featured in our course. Project includes a list of Works Cited and a research log documenting who did what and when.

Evaluation: The successful report is clear and economical in its prose; rich in supporting details; well-organized and substantive; fairly free of error; imagining your audience.

Support: again, you can find the material to do this work in Rose and other authors and the resource of the DALN

Appendix G: “Research Methods in Composition and Literacy” Syllabus

Research Methods in Composition and Literacy Syllabus (PDF)

Appendix H: “Research Methods in Composition and Literacy” Assignment Outline - Practitioner Report

Practitioner Report

Working in groups of 2 or 3, code and analyze literacy narratives located on the DALN (Digital Archive of Literacy Narratives). After developing a testable hypothesis, argue for the significance of a larger project (based on pilot work) in a one-page proposal that responds to a “call for papers” on the affordances of the DALN as a site for research in composition/literacy. In this module, you will refine your understanding of empirical research methods in composition and literacy; learn to code and analyze data collected from human subjects; practice methods based in grounded theory.

III. Literacy

“Religion, Remediated: Engaging Religious Literacies with the DALN” (Bahl)

Appendix A: Remediation Research and Media Sources

Poem

Anonymous. “East and West.” Digital Archive of Literacy Narratives, 19 November 2011, http://www.thedaln.org/#/detail/b1d65170-8dde-4291-ae7b-c34d369e735d.
Kriya Yoga, Kriya Yoga Institute, 15 June 2016, kriya.org.
Leeman, Lisa and Paola di Florio. Awake: The Life of Yogananda. Netflix. Self-Realization Fellowship, 2014.
Self-Realization Fellowship, Self-Realization Fellowship, 15 June 2016, www.yogananda-srf.org/Default.aspx.
Yogananda, Paramahansa. Autobiography of a Yogi. 1946. Self-Realization Fellowship, 2014.
Yogananda, Paramahansa. God Talks With Arjuna: The Bhagavad Gita: Royal Science of God-Realization. Self-Realization Fellowship, 1999.
Yogananda, Paramahansa. “Prayer at Dawn.” From Whispers from Eternity. Ananda Sangha Worldwide, 15 June 2016, www.ananda.org/free-inspiration/books/whispers-from-eternity/11-prayer-at-dawn/.

Audio

Curtis, Edward E., IV. “African-American Islamization Reconsidered: Black History Narratives and Muslim Identity.” Journal of the American Academy of Religion, vol. 73, no. 3, September 2005, pp. 659-684.
Eero (Martin Eero Köressaar). “3 Years (Thoughtful/Calm.” SoundCloud, 2014, soundcloud.com/eero/3-years-thoughtfulcalm.
Hammer, Juliane. “Complicating the Story of Women in the Nation of Islam.” Review. Women’s Review of Books, vol. 32, no. 4, July/August 2015, pp. 7-9.
Harris, Rachel. “‘The Oil is Sizzling in the Pot’: Sound and Emotion in Uyghur Qur’anic Recitation.” Ethnomusicology Forum, vol. 23, no. 3, 2014, pp. 331-359.
Muhammad, Charissa Coleman. “Im Still Here.” Digital Archive of Literacy Narratives, 12 February 2010, http://www.thedaln.org/#/detail/096ad0dc-7cc6-46cd-a324-a71a112cc5d3.
Ries, Julien. “Islam.” In Religions of the World: An Introduction to Culture and Meaning. Ed. Lawrence E. Sullivan. Fortress Press, 2013, pp. 265-282.
Rouse, Carolyn Moxley. Engaged Surrender: African American Women and Islam. University of California Press, 2004.
Scholz, Jan, Tobias Selge, Max Stille, and Johannes Zimmerman. “Listening Communities? Some Remarks on the Construction of Religious Authority in Islamic Podcasts.” Die Welts des Islams, vol. 48, 2008, pp. 457-509.

Image

Boadt, Lawrence, Richard Clifford, and Daniel Harrington. “A Reconstruction of Ancient Hebrew Cosmology.” In Reading the Old Testament: An Introduction, 2nd Edition. Paulist Press, 2012, p. 92.
“The Book of Genesis.” The New Revised Standard Version Bible, Harper Bibles, 2009.
Goldstein, Lauren. “Imagining New Media as a Religious Experience.” Digital Archive of Literacy Narratives, 7 April 2011, http://www.thedaln.org/#/detail/19ddcb1d-a1ab-4124-b5f9-7ff7a65b14c3.
Logos Bible Software. “Ancient Hebrew Conception of the Universe.” Logos 5 Software, 2012, patheos.com/blogs/exploringourmatrix/2012/11/ancient-hebrew-cosmology.html.
Mermelstein, Ari. Creation, Covenant and the Beginnings of Judaism: Reconceiving Historical Time in the Second Temple Period. Brill, 2014.
Paukner, Michael. “Ancient Hebrew Cosmology.” 11 November 2009, flickr.com/photos/michaelpaukner/4077736695.
Plaskow, Judith. Standing Again at Sinai: Judaism from a Feminist Perspective. Harper San Francisco, 1990.
Sullivan, Lawrence E. “Judaism.” In Religions of the World: An Introduction to Culture and Meaning. Ed. Lawrence E. Sullivan. Fortress Press, 2013, pp. 177-198.

Video

Cau, Arianna. “#CAUtion Snowboarding in Stubai.” 8 December 2015, YouTube, www.youtube.com/watch?v=qjLz31bD5-c.
Chaîne de jinkaz74. “Combe de Torchère (La Clusaz) en randonnée raquettes/snowboard—Le 18 Novembre 2012.” 18 November 2012,
YouTube, www.youtube.com/watch?v=x3ZT7DZ8HQY.
Daehn, Werner. “Snowboard Extreme Carving Hand-Cam.” 15 March 2015, YouTube, www.youtube.com/watch?v=sEYPyt03Gi4.
Drescher, Elizabeth. Choosing Our Religion: The Spiritual Lives of America’s Nones. Oxford University Press, 2016.
Drescher, Elizabeth. “The Gospel According to the ‘Nones.” America: The National Catholic Review, June 8-15 2015, americamagazine.org/issue/gospel-according-nones.
Frank, Adam. “Does Being ‘Spiritual But Not Religious’ Really Mean Anything?” National Public Radio, 21 October 2014, www.npr.org/sections/13.7/2014/10/21/357770909/does-being-spiritual-but-not-religious-really-mean-anything.
Glenn, Heidi. “Losing Our Religion: The Growth of the ‘Nones.’” National Public Radio, 13 January 2013, www.npr.org/sections/thetwo-way/2013/01/14/169164840/losing-our-religion-the-growth-of-the-nones.
Jones, Elizabeth. “Variations on a Theme of Literacy.” Digital Archive of Literacy Narratives, November 2012, http://www.thedaln.org/#/detail/e2853705-eabe-423a-b29f-04ec5857619a.
Lipka, Michael. “A closer look at America’s rapidly growing religious ‘nones.’” PewResearchCenter, 13 May 2015, www.pewresearch.org/fact-tank/2015/05/13/a-closer-look-at-americas-rapidly-growing-religious-nones/.
Mercadante, Linda A. Belief Without Borders: Insides the Minds of the Spiritual but not Religious. Oxford University Press, 2014.
“‘Nones’ on the Rise.” Pew Research Center, 9 October 2012, www.pewforum.org/2012/10/09/nones-on-the-rise/.
TomaHawk Production. “Pomerelle SnowBoarding 2014.” 1 March 2014, YouTube, www.youtube.com/watch?v=gqnaSBuY-tA.
Sunshine Village. “ | Sunshine Village | Ski & Snowboard Banff, Canada.” 15 December 2014, YouTube, www.youtube.com/watch?v=hprj5ead6UU.
Wahlström, Stella. “Snowfall.” Soundcloud, 2013, soundcloud.com/stellawahlstrom/snowfall.

Sub-categories	Example	Source
Goal Projection	I wanted to persuade her that I was really happy. We decided to cook sushi and boiled fish.	107 A 111 A
Goal Process	My father and I went to the market to buy fish my mother and grandmother prepared all of ingredients at home	111 A 111 A
Goal Retrospection	After a while, the red barrel was full of fish. I made specific study plan for the college and decided to follow it in the next 4 years.	121 F 123 A
Initial View	I wanted to change to my topic. We were both confused because we never saw Oreo been fried before	107 A 119 F
Final View	I thought it is a good choice to listen to her because she was different from my other friends and it is worth knowing more about her. Now I have the answer to these questions. I would try my best to be a Mom that could make my child proud.	107 A 123 F
Lesson	I think we need talk more with people who have meal face to face, not the people in the phones. I have not realized how important and precious is to eat with them.	131 F 111 F
Analysis	it was not only just a delicious food, but also a sense of emotion, a traditional culture, and ingenuity. I miss their boring joking and stories; I miss talking between us; I miss their care and hug	115 F 111 F

CATEGORY	UNACCEPTABLE 0 points	ACCEPTABLE 1 point	GOOD 2 points	EXCELLENT 3 points
1. Essential or Guiding Question	The guiding question is not addressed.	The guiding question was not completely addressed.	The guiding question is addressed.	The guiding question is addressed and exceeds expectations.
2. Content	Content is minimal OR there are several literacy-based errors.	Includes essential information about literacy, but there are 1–2 literacy-based errors.	Includes essential knowledge about literacy. Subject knowledge is relevant.	Covers literacy in-depth with details and examples. Literacy-based knowledge is exemplary.
3. Mechanics	More than four errors in spelling or grammar in the narrative.	Four misspellings and/or grammatical errors appear in the narrative.	Three or fewer misspellings and/or mechanical errors appear in the narrative.	No misspellings or grammatical errors appear in the narrative.
4. Presentation and Appeal	Uses font, color, graphics, and effects, but these often distract from the presentation of the content.	Makes use of font, color, graphics, and effects, but occasionally these detract from the presentation of the content.	Makes use of font, color, graphics, and effects to enhance to presentation of the content.	Makes excellent use of font, color, graphics, and effects, to enhance the presentation of the content.
5. Citations and Credits	The information is often incorrect OR there are major errors in formatting, MLA-style guide, and credits list.	Information in almost all MLA-style source citations is correct, and there are minor errors in formatting and the credits list.	Information in all MLA-style source citations is correct, but there are minor errors in formatting and the credits list.	Information in all MLA-style source citations and the formatting is correct with an inclusive credits list.