P1:

Child Prodigy narratives often introduce the narrator as being an exceptional example of a literacy prodigy and this relationship with literacy is most likely fostered by a facilitating sponsor. These students have “…portrayed themselves as child prodigies, they [have] conceived of themselves and their literacy abilities as exceptional or highlighting moments when their literacy skills were put on display to amaze and astonish their audience” (Alexander 619). The narratives that have markers of being a child prodigy show students that were confident in their work as a child. This displays a sense of self accomplishment that either continued to grow or that was stopped short of developing. An example of a narrative that incorporates child prodigy markers is one from Sam Michaud’s narrative. “To say I was hooked was an understatement. Everyday, I was excited to get back to school so I could write a new story in Miss. Foster’s class” (Michaud). In this narrative, Michaud develops a positive story where his literacy skill blooms even as he continues through the education system. This signals that a sponsor is facilitating his literacy and allowing him to grow and develop his skills.

P2:

Those who believe they are successful will produce narratives that encourage the idea of literacy success. Williams shows this when he says “the researchers have also shown how powerful this heroic identity is for students who consider themselves to be successful writers” (343). The hero identity is adopted by those who are already considered successful. This idea is also supported by sponsors that help facilitate learning in literacy. In Cali Wood’s narrative she says, “In my learning, I continue to look forward. Because it’s my choice to” (Wood). Wood’s narrative began as a prodigy narrative and after overcoming personal struggles, it turned into a hero story. This supports Williams’ idea that those who see their success early will demonstrate a heroic identity.