Your Name: Angie Gerber Course #: ENG 1101 Date: 1.19.

12 Project #1: Multi-Modal Literacy Narrative Part 2: Cultural Domain Analysis Instructions (Part 1 Domain Analysis Chart): When introducing the Multi-Modal Literacy Narrative project, we established that your mind is influenced by different cultural/social systems that work both separately and together to shape your ideas, beliefs, and practices as a reader and writer. To analyze these systems, your first task is to complete the domain analysis chart in which you must reflect on each of the four domains listed below and identify as many practices, ideas/values/beliefs, objects, or significant details from each cultural/social system that you think has influenced your literacy and composition skills. Home Mom, Dad, brother (younger) Parents always read to me. Understood books through images. Constant trips to the library and bookstore. Reading was always highly encouraged. Mother fleunt in Hebrew, both parents fleunt in English. Grandmother spoke broken English, raised me until I was three and a half. Although, I understand her English better than any of my family members. Language barrier with Mother's side of family, for they could all speak Hebrew and I could not even understand it. Parents did not graduate college, first Gerber child to pursue a college diploma. Music was always playing in my house. School Pre-K (P.S. 254) Learned alphabet. Elementary (254) Learned to read in one month (kindergarten) Continued through to small chapters books. Years of constant book reports/projects. Middle School (I.S. 206) Constantly teased in awkward puberty stages, causing decrease in sociality, increase in surrounding self with literature. Discovered the Harry Potter series. Work Mother's job : Manager of Waldenbooks Constantly visited her at work Exposed to an endless supply of books. Favored picture books with familiar characters. (9-10) Highschool: KB TOYS Seasonal Learning how to read stock box labels. Understanding planagrams for seasonal layouts. (Current) Highschool: Marshall's Register training (literacy via mathematics) Floor work, understanding methods to clean and restock store. Truck- unpacking and store layout training.

Neighborhood / Community / Peers Lived in a very diverse neighborhood, a mini "melting pot". Everyone lived within a few blocks from each other/the schools. (Specific zonging) Spent elementary school with the same people and Middle school with a new group. Moved to Charlotte, North Carolina summer before 9th grade. CULTURE. SHOCK. Made friends with the family's children

Took interest in Art class, focused on improving drawing and painting skills (pictorial communication). High School (Ardrey Kell) Hated reading most books required by class, but they became more interesting as the years went on. Hated writing for grades but developed love for creative writing. Gained interest in Art sophomore year because of Art teacher. Gained interest and love for theatre and performance arts.

across the street. Never kept the same group of friends for each year of highschool. Many students were too involved in the lives of partying and drugs. I turned to music and art to "express myself".

Instructions (Part 2 Domain Analysis Narrative): Now that you have completed the chart and generated some ideas about the cultural/social systems you engage with, it is time to flesh out those ideas, and analyze/explain how you think each domain has influenced your literacy and composition. For each of the systems listed below, write between 75 and 100 words to explain the major details of each cultural/social system and how the qualities of each system have influenced your literacy and composition (this means you will compose four short analyses total). You may complete your essays below. Simply type your essay next to each of the headers. 1. Home: From the time I was born, to my young adult years, my household was always pro-literacy. If I wasn't curled up with a book in my hand, I was with a magazine or reading an article on the internet. My family is what you could consider "highly literate": I was always reading on a grade level higher than other children, my brother reads on a second year college level, and he's only thirteen. I believe that because reading for joy was so greatly influenced in my household, I have been able to better comprehend any class readings that I have been presented with over the years. I find it easier to break down passages and find the main points and supporting details, even if I am just skimming the selection. 2. Work: Having a job has taught me that literacy and composition doesn't have to be in just words, but can be in numbers as well. At my job, certain codes mean different departments within the store. As a cashier, you must know these departments, what abbreviations on the register mean, and the proper ways to deal with a receipt when a return is to be made. I find this type of literacy most affective in my life, because, in a way, it is also considered a language barrier to those who do not work with us. If we are speaking of "department fifty-three" (women's pajamas) or "department nineteen" (women's handbags), the customer does not know what we are talking about. Although this made seem rude, it is an

efficient way to make sure items are priced correctly. 3. School: In school, I was always the child that perked up during English class. I enjoyed open discussions about books we were reading, and although I wasn't supposed to read ahead, I always finished the book before the rest of class. In terms of education, I believe that literacy and composition have made a huge impact. I find myself to be a better testtaker as I age; usually being the first one done with a test. For me, it was all about the reading for an exam. If you read the book and asked questions, you would pass, if you didn't take the opportunity to break down the passages or even complete the reading assignment, then you failed. 4. Neighborhood / Community / Peers: Moving from one community to a completely different one, in a way, produced a language barrier when I began high school. Even though the main language used in high school was English, I still felt confused and out of touch with the "slang" that many people in southern states use. When trying to communicate that something was "cool", up north, you would just state it as so, while in North Carolina, teenagers were using words like "beast" and "schwagg". It took a while to adjust to the language and terms within it. Coming from the North was a huge culture shock to me: people that I didn't know smiled and waved, cars actually stopped for pedestrians, people held doors open for me. Up North, the people that live their are considered rude because they don't do these things, when it reality, a lot of people are just looking out for themselves or are too pre-occupied in their work.