Gibson 1

Brendan Gibson
Nancy Roche
Writing 1010-013
11 December, 2014
The Art of Practicing Literacy (Polished)
No deep learning takes place unless learners make an extended commitment of self,
(Gee). In the scholarly essay, Literacy Practices, Barton and Hamilton explain the practice of
literature, and how it relates to everything that one does. The simplest practice of literacy is
reading and drawing conclusions about the reading. Different people throughout the world have
different interpretations of literacy, and which people have access to specific genres of literacy.
Barton and Hamilton use literacy practices as a typical way of utilizing literature in which people
use to expand their knowledge of society.
Barton and Hamilton explain how literacy practices are always changing. If one wants to
get to know literacy better, one must look back at the history of their countries literacy. Barton
and Hamilton depict how literacy always has and always will be fluid, meaning it is subject to
change. We need a historical approach for an understanding of the ideology, culture and
traditions on which current practices are based, (13). One must read the historical literature in
order to receive a broader understanding of the contemporary literacy. One whom has not read
historical literature many not understand the historical contexts of the contemporary literacy,
because more often than not, historical context is intertwined with contemporary literature.
Domains are everywhere, especially in literacy. There are different literacies associated
with the different domains of life, (11). Basically, Barton and Hamilton state how for every
subject known to mankind, there is a domain for it. Domain is considered an umbrella term
because it is very broad. Domains, and the discourse communities associated with them, are not

Gibson 2
clear-cut, however: there are questions of the permeability of boundaries, of leakages and
movement between boundaries, and often overlap between domains, (11). The quote proves that
domains are not clear-cut, and are very opaque. One must be able to describe what specific
domain one is in, in order to learn from it. Many subjects from domains are clear-cut and are
made purposefully. Domains are structured, patterned contexts within which literacy is used and
learned, (11). You need a domain subject in order to learn from literacy.
Literacy practices are taught and learned throughout peoples daily lives, Barton and
Hamilton explain how it is a big part of our culture. People use the practice of literacy everyday,
whether to speak, to write, or to read. It is so common; the practice is used very subconsciously,
meaning you do not have to think about it in order to do it, its natural. Literacy becomes a
community resource, realized in social relationships rather than property of individuals, (13).
Literacy becomes so involved in everyday life, that oftentimes, it becomes shared material. It is
considered community property, due to the amount of people who use it. Shifting away from
literacy as an individual attribute is one of the most important implications of a practice account
of literacy, and one of the ways in which it differs most from more traditional accounts. Again
Barton and Hamilton explain that practice of literacy is becoming more and more public, its
becoming a social norm. Literacy practices can be viewed anywhere at any time, it requires little
effort, but interpretations of literacy does take a lot of effort.
Barton and Hamilton state how practices are shaped by social rules. Professors at these
institutes of higher education shape many of the social rules. Work in the field of literacy
studies [i.e: an English major] adds the perspective of practices to studies of texts, encompassing
what people do with the texts and what these activities mean to them,(2). It is explained that
people who have a better understanding of the literacies tend to be able to do more with them,
hence changing some of the broad ideas of how practices should be changed. Many studies of

Gibson 3
literacy practices have print literacy and written texts as their starting point but it is clear that in
literacy events, people use written language in an integrated way as a part of a range of semiotic
systems any non-text based images, (2). Many of those who have studied literature are able to
invent a whole new way of understanding different literary practices. Someone who has been in
the field of music would be able to knowledgably change different social rules of music.
The practice of literacy allows for everyone to be able to communicate through different
ways. It also helps broaden the knowledge of what we already know. Barton and Hamilton
explain that practices are used in a whole bunch of different ways. There are people who are in
charge of changing the social rules, as it is always at a state of change; and someone who teaches
these practices to other people. Being from the United States we have that ability to share the
wealth and knowledge of literacy too much of the community, whether it is through sharing
literature, talking, or even reading, one is exploring the vast and incomplete knowledge of
literacy.

Gibson 4
Works Cited:
Barton David, Hamilton Mary. (2000). Literary Practices, New York and London. Routledge.
Gee, James. (1999). Literacy Myth. N/A.

Gibson 1
Brendan Gibson
Nancy Roche
Writing 1010-013
23 October 2014
The Art of Practicing Literacy (Graded Draft)
No deep learning takes place unless learners make an extended commitment of self,
(Gee). In the scholarly essay, Literacy Practices, Barton and Hamilton explain the practice of
literature, and how it relates to everything that one does. The simplest practice of literacy is
reading and drawing conclusions about the reading. Different people throughout the world have
different interpretations of literacy, and which people have access to specific genres of literacy.
Barton and Hamilton use literacy practices as a typical way of utilizing literature in which people
use to expand their knowledge of society.
Barton and Hamilton explain how literacy practices are always changing. If one wants to
get to know literacy better, one must look back at the history of their countries literacy. Barton
and Hamilton depict how literacy always has and always will be fluid, meaning it is subject to
change. We need a historical approach for an understanding of the ideology, culture and
traditions on which current practices are based, (13). One must read the historical literature in
order to receive a broader understanding of the contemporary literacy. One whom has not read
historical literature many not understand the historical contexts of the contemporary literacy,
because more often than not, historical context is intertwined with contemporary literature.
Domains are everywhere, especially in literacy. There are different literacies associated
with the different domains of life, (11). Basically, Barton and Hamilton state how for every
subject known to mankind, there is a domain for it. Domain is considered an umbrella term
because it is very broad. Domains, and the discourse communities associated with them, are not

Gibson 2
clear-cut, however: there are questions of the permeability of boundaries, of leakages and
movement between boundaries, and often overlap between domains, (11). The quote proves that
domains are not clear-cut, and are very opaque. One must be able to describe what specific
domain one is in, in order to learn from it. Many subjects from domains are clear-cut and are
made purposefully. Domains are structured, patterned contexts within which literacy is used and
learned, (11). You need a domain subject in order to learn from literacy.
Literacy practices are taught and learned throughout peoples daily lives, Barton and
Hamilton explain how it is a big part of our culture. People use the practice of literacy everyday,
whether to speak, to write, or to read. It is so common; the practice is used very subconsciously,
meaning you do not have to think about it in order to do it, its natural. Literacy becomes a
community resource, realized in social relationships rather than property of individuals, (13).
Literacy becomes so involved in everyday life, that oftentimes, it becomes shared material. It is
considered community property, due to the amount of people who use it. Shifting away from
literacy as an individual attribute is one of the most important implications of a practice account
of literacy, and one of the ways in which it differs most from more traditional accounts. Again
Barton and Hamilton explain that practice of literacy is becoming more and more public, its
becoming a social norm. Literacy practices can be viewed anywhere at any time, it requires little
effort, but interpretations of literacy does take a lot of effort.
The practice of literacy allows for everyone to be able to communicate through different
ways. Barton and Hamilton explain that, unfortunately not all people are able to share the wealth
and knowledge of literacy because in many cultures it is shunned for women, and other minority
groups. Being from the United States we have that ability to share the wealth and knowledge of
literacy too much of the community, whether it is through sharing literature, talking, or even
reading, one is exploring the vast and incomplete knowledge of literacy.

Gibson 3
Works Cited:
Barton David, Hamilton Mary. (2000). Literary Practices, New York and London. Routledge.
Gee, James. (1999). Literacy Myth. N/A.

Gibson 1
Brendan Gibson
Nancy Roche
Writing 1010-013
8 October 2014
The Art of Practicing Literacy (Peer Review)
No deep learning takes place unless learners make an extended commitment of self,
(Gee). In the scholarly essay, Literacy Practices, Barton and Hamilton explain the practice of
literature, and how it relates to everything that one does. The simplest practice of literacy is
reading and drawing conclusions about the reading. Different people throughout the world have
different interpretations of literacy, and which people have access to specific genres of literacy.
Literacy practices are typical ways of utilizing literature in which people use to expand their
knowledge of society.
Literacy practices are shaped by social rules across the world, which regulate how texts
are used and who is able to use them. Most countries in the world allow equal access to
education for all, but of coarse there are places like the Middle East and most of Africa that still
do not allow equal access, especially to women and minority groups of the area. Literacy
practices prescribe who may produce and have access to them, (8). As stated literacy is
prescribed to people who have access, much of the western world has access to literacy, while
many African countries have limited access, especially to women.
Literacy practices are always changing. If one wants to get to know literacy better, one
must look back at the history of their countries literacy. Literacy always has and always will be
fluid, meaning it is subject to change. We need a historical approach for an understanding of the
ideology, culture and traditions on which current practices are based, (13). One must read the
historical literature in order to receive a broader understanding of the contemporary literacy.

Gibson 1
One whom has not read historical literature many not understand the historical contexts of the
contemporary literacy, because more often than not, historical context is intertwined with
contemporary literature.
Domains are everywhere, especially in literacy. There are different literacies associated
with the different domains of life, (11). Basically, for every subject known to mankind, there is
a domain for it. Domain is considered an umbrella term because it is very broad. Domains, and
the discourse communities associated with them, are not clear-cut, however: there are questions
of the permeability of boundaries, of leakages and movement between boundaries, and often
overlap between domains, (11). The quote proves that domains are not clear-cut, and are very
opaque. One must be able to describe what specific domain one is in, in order to learn from it.
Many subjects from domains are clear-cut and are made purposefully. Domains are structured,
patterned contexts within which literacy is used and learned, (11). You need a domain subject in
order to learn from literacy.
Literacy practices are taught and learned throughout peoples daily lives, it is a big part of
our culture. People use the practice of literacy everyday, whether to speak, to write, or to read. It
is so common, the practice is used very subconsciously, meaning you do not have to think about
it in order to do it, its natural. Literacy becomes a community resource, realized in social
relationships rather than property of individuals, (13).Literacy becomes so involved in everyday
life, that oftentimes, it becomes shared material. It is considered community property, due to
the amount of people who use it. Shifting away from literacy as an individual attribute is one of
the most important implications of a practice account of literacy, and one of the ways in which it
differs most from more traditional accounts. Again Barton and Hamilton explain that practice
of literacy is becoming more and more public, its becoming a social norm. Literacy practices
cam be viewed anywhere at any time, it requires little effort, but interpretations of literacy does

Gibson 3
take a lot of effort.
The practice of literacy allows for everyone to be able to communicate through different
ways. Unfortunately not all people are able to share the wealth and knowledge of literacy
because in many cultures it is shunned for women, and other minority groups. Being from the
United States we have that ability to share the wealth and knowledge of literacy to much of the
community, whether it is through sharing literature, talking, or even reading, one is exploring the
vast and incomplete knowledge of literacy.

Gibson 1
Brendan Gibson
Nancy Roche
Writing 1010-013
8 October 2014
The Art of Practicing Literacy (First Draft)
No deep learning takes place unless learners make an extended commitment of self,
(Gee). In the scholarly essay, Literacy Practices, Barton and Hamilton explain the practice of
literature, and how it relates to everything that one does. The simplest practice of literacy is
reading and drawing conclusions about the reading. Different people throughout the world have
different interpretations of literacy, and which people have access to specific genres of literacy.
Literacy practices are typical ways of utilizing literature in which people use to expand their
knowledge of society.
Literacy practices are shaped by social rules across the world, which regulate how texts
are used and who is able to use them. Most countries in the world allow equal access to
education for all, but of coarse there are places like the Middle East and most of Africa that still
do not allow equal access, especially to women and minority groups of the area. Literacy
practices prescribe who may produce and have access to them, (8). As stated literacy is
prescribed to people who have access, much of the western world has access to literacy, while
many African countries have limited access, especially to women.
Literacy practices are always changing. If one wants to get to know literacy better, one
must look back at the history of their countries literacy. Literacy always has and always will be
fluid, meaning it is subject to change. We need a historical approach for an understanding of the
ideology, culture and traditions on which current practices are based, (13). One must read the
historical literature in order to receive a broader understanding of the contemporary literacy.

Gibson 1
One whom has not read historical literature many not understand the historical contexts of the
contemporary literacy, because more often than not, historical context is intertwined with
contemporary literature.
Domains are everywhere, especially in literacy. There are different literacies associated
with the different domains of life, (11). Basically, for every subject known to mankind, there is
a domain for it. Domain is considered an umbrella term because it is very broad. Domains, and
the discourse communities associated with them, are not clear-cut, however: there are questions
of the permeability of boundaries, of leakages and movement between boundaries, and often
overlap between domains, (11). The quote proves that domains are not clear-cut, and are very
opaque. One must be able to describe what specific domain one is in, in order to learn from it.
Many subjects from domains are clear-cut and are made purposefully. Domains are structured,
patterned contexts within which literacy is used and learned, (11). You need a domain subject in
order to learn from literacy.
Literacy practices are taught and learned throughout peoples daily lives, it is a big part of
our culture. People use the practice of literacy everyday, whether to speak, to write, or to read. It
is so common, the practice is used very subconsciously, meaning you do not have to think about
it in order to do it, its natural. Literacy becomes a community resource, realized in social
relationships rather than property of individuals, (13).Literacy becomes so involved in everyday
life, that oftentimes, it becomes shared material. It is considered community property, due to
the amount of people who use it. Shifting away from literacy as an individual attribute is one of
the most important implications of a practice account of literacy, and one of the ways in which it
differs most from more traditional accounts. Again Barton and Hamilton explain that practice
of literacy is becoming more and more public, its becoming a social norm. Literacy practices
cam be viewed anywhere at any time, it requires little effort, but interpretations of literacy does

Gibson 3
take a lot of effort.
The practice of literacy allows for everyone to be able to communicate through different
ways. Unfortunately not all people are able to share the wealth and knowledge of literacy
because in many cultures it is shunned for women, and other minority groups. Being from the
United States we have that ability to share the wealth and knowledge of literacy to much of the
community, whether it is through sharing literature, talking, or even reading, one is exploring the
vast and incomplete knowledge of literacy.

Gibson 1
Brendan Gibson
Nancy Roche
Writing 1010-013
11 December, 2014
Portfolio Analysis
My first semester in college has been truly amazing, meeting new friends, going to
parties, doing homework, (I love doing Dr. Nancy Roches homework the most), and studying
for tests. This assignment requires me to look back at my past essays over the last semester and
explain my corrections, I had to polish three essays and do a major revision on one of the essays.
The assignment I decided to make my major revision on is the Argument Summary #1, because I
received a 50 out of 100 on it, I felt as if it needed the most revisions. After looking through all
my essays I did do some major polishing on all my essays.
On my first essay, Narrative Summary #1, I was marked a C+ because I did not add much
information. Of coarse I reread my essay, and yes I did notice that there was some information
that I could have put in there that I did miss out on. I decided that change all minor spelling and
punctuation, but most importantly I decided to add to the final paragraph, it was too short. I
explained how my first essay changed my literary experience, I didnt go into much detail before
I wrote my essay about how it changed my experience.
My second essay I did my major revision on, because it was the essay I got the lowest
grade on. I understood why I got my 50 points out of 100, it was very incomplete and was
chronological. I decided to move my paragraphs around to make it less chronological. I noticed
that one of my paragraphs about Protestant education was written fairy poorly, so I decided to
change the whole paragraph around; I included why the catholic countries did not spread
education to its ordinary citizens. I changed the spelling and grammar of my essay; but the most

Gibson 2
important thing I did was change my thesis. After rereading the article, I learned that my old
thesis was not adequate. So I changed my other paragraphs to match my thesis. I think I ended up
changing my essay for the better.
On the third essay, Argument Summary #2, I did not have to change much of my essay,
because I did receive a 70 out of 100, because I talked to much about Gee. So what I decided to
do was add another paragraph to it and explain in further detail what the article was explaining, nothing major-. I did look over my essay and I noticed some spelling and grammar mistakes, so I
changed them around. Overall I think it was one of the easier essays to polish.
On my fourth essay, Major Literacy Report, I polished it the least, because I did receive
an 80 out of 100. All I really did was add a title to my report, and switch my claim to the second
paragraph as requested. I looked over my essay and fixed my spelling and grammar, but other
than that, no major revision was necessary.
I learned a lot through my semester here. I am now able to sight my problems with my
essay on the spot, and change it. I now take notes on every reading of the most important facts of
the article, which in return makes writing my essay a whole lot easier for me. I learned a lot of
good strategies in this course, and I couldnt do it without Nancy Roche. I learned a lot through
her, and I know I will carry what I learned with her throughout the rest of my undergraduate
years.