For Monroe’s last case study, she chose another diverse group of students to study their writing through their level of access. This chapter’s location of the schools are most likely located in Washington based on the description, which features a school of primarily Latinos, Plateau Indians, whites, and Filipinos. What’s different is that all the students are together and Monroe is analyzing their writing from selected narrative prompts. This is the youngest group Monroe analyzes and should key examples to how generations can change and technology use and writing styles have changed. Keeping in theme of diversity, there were many prompts assigned to these young students to analyze many distinctions of their types of writing.
The last prompt gave the most insight with the students writing a fictional story about a two dimensional picture. Monroe had given the teachers points to follow so that they hadn’t generalized all of the writing as the same, factored bias, and realized that ethnicity isn’t a predictive value. From the narratives based off a two dimensional image, the Latino children wrote literal descriptions and didn’t elaborate upon their generated stories. The Plateau Indians wrote similarly but added dialogue with use of their own form of speaking determinant of their age group. The white students would use the strategy of “show, don’t tell,” with much more elaborate descriptions, dialogue, and formulation of a plot. The next part of the chapter tells of a most of the students would use television or other media used to inspire some of their narrative writing upon. Some could argue that technology has “dumbed down” our brains so that we are losing finding our own inspiration. The choices these students make how they converse in school is also partial to how they converse in their homes with their families.
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