Original:
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. Miss. foster is allowing Michaud to develop his skills as a writer and now as he looks back on this event, he highlights his literacy ability.
Revised:
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. This development pattern is generally attributed to sponsors, regardless as to whether they facilitate or withhold literacy. 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. Miss. Foster as a facilitating sponsor is taking his literary ability and pushing him to better his skills. Without her help or her assignment, it is likely that Michaud would not have discovered his love for writing or if he did it would be later in his life. Miss. Foster is allowing Michaud to develop his skills as a writer and now as he looks back on this event, he highlights his literacy ability.
Original:
Students with withholding sponsors typically turn their child prodigy stories into victim narratives. In Skylah Buchanan’s narrative she talks about her childhood, growing up and loving to read with her family. When she was in middle school she had a teacher that allowed them to read but the stories they read were about hard subjects like The Boy in the Striped Pajamas. “Maybe I wouldn’t have hated those books so much if I had a more nurturing teacher who talked us all through it” (Buchanan). Buchanan’s relationship with reading failed because of her teacher’s inability to explain the background information or debrief the book. Brandt might approach this problem though by saying that Buchanan’s sponsor may not be entirely at fault. “The sponsored can be oblivious to or innovative with this ideological burden” (Brandt 32). The ideological burden Brandt discusses is general information that is made available by the sponsor. It is up to Buchanan to take her teacher’s words and learn from them. However, if the sponsor truly did not share this information, literacy acquisition becomes more difficult.
Revised:
Students with withholding sponsors typically turn their child prodigy stories into victim narratives. In Skylah Buchanan’s narrative she talks about her childhood, growing up and loving to read with her family. When she was in middle school she had a teacher that allowed them to read but the stories they read were about hard subjects like The Boy in the Striped Pajamas. “Maybe I wouldn’t have hated those books so much if I had a more nurturing teacher who talked us all through it” (Buchanan). Buchanan’s relationship with reading failed because of her teacher’s inability to explain the background information or debrief the book. Brandt might approach this problem by saying that Buchanan’s sponsor may not be entirely at fault. “The sponsored can be oblivious to or innovative with this ideological burden” (Brandt 32). The ideological burden Brandt discusses is general information that is made available by the sponsor. Essentially, it is up to Buchanan to take her teacher’s words and learn from them. However, if the sponsor truly did not share this information, literacy acquisition becomes more difficult. Buchanan states that she feels as though she would not have hated reading as much if she had a sponsor that talked through the meaning of the books with her. The books she was reading have deep, cultural and historical resonance and can be confusing if you are not educated on its significance. While I agree with Brandt that the entire weight of a student’s literacy acquisition is not entirely on the sponsor, it is also the sponsor’s job to allow for literacy comprehension.
