a teacher who
aligns with Facts, Artifacts, and Counterfacts...
A Facts, Artifacts, and Counterfacts course would use
“Mother Tongue” as part of a larger unit on the many and diverse functions of
language in the students’ lives. Students will read “Mother Tongue” as a
counterpoint or parallel to a novel they are reading that involves immigrant
speakers and multi-generational dialogue. While reading, students will take
close annotations and keep a dialectical journal of their observations.
Before coming to class, each student will write a short
response to the essay that ties their own observations to the novel and to the
larger course inquiry. A few representative examples of this mini-essay will be
shared with the class to prompt class discussion. Students will then be
assigned to write a narrative essay that explores their own uses of English and
how their mastery of various kinds of language has evolved from childhood to
now and is—perhaps as a result of this class—still evolving. This essay will itself
evolve into a larger project as the course continues, involving several
one-on-one conferences with one of the class instructors and a few rounds of
peer review and revision.
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