Stretch Composition

ARSC 198 November 4, 2013 Kenyata Walton kwalton@unm.edu

ITHUT N! "Never #to$ %earn&n'( )It*uten'+ mean, never ,to$ learn&n' &n #out* -.r&/an0 one $er,on t*at I *ave /ome to know t*at l&ve, and breat*e, by t*&, ,ay&n' &, my mot*er, %enell Walton. %enell wa, born to 1rent&, and 2ary 3one, &n 1452 &n !allu$, New 2e6&/o and moved to -lbu7uer7ue &n 1454. #*e knew at an early a'e t*at *er .am&ly wa, very edu/at&on or&ented and &t wa, &t e6$e/ted o. everyone to e&t*er attend /olle'e or obta&n a 8ob &n t*e med&/al .&eld or a/adem&a. #*e would ,*y away .rom edu/at&on .eel&n' t*at ,*e wa, obl&'ated by *er .am&ly to do w*at wa, e6$e/ted, w*&/* meant attend&n' /olle'e a.ter 'raduat&n' .rom *&'* ,/*ool and not $ur,u&n' *er own dream,. -.ter 'raduat&n' .rom 2an9ano *&'* ,/*ool and .a&l&n' *er .&r,t ,eme,ter o. /olle'e at t*e Un&ver,&ty o. New 2e6&/o, ,*e d&d t*e une6$e/ted and 8o&ned t*e Un&ted #tate, -rmy a, a 'enerator me/*an&/ ":2;(, .eel&n' l&ke t*at wa, ,omet*&n' ,*e wanted and needed to do. -.ter be&n' &n t*e m&l&tary .or .&ve year,, ,*e de/&ded to /all &t 7u&t, a.ter *av&n' *er .&r,t /*&ld ,ay&n',

) It wa, t&me .or me to be a mom and be&n' &n t*e m&l&tary wa,n<t a o$t&on anymore.+ -.ter *er /*&ld wa, born &n 144:, ,*e de/&ded to return ba/k to ,/*ool &n *o$e, to $rov&de a better l&.e .or *er and *er .am&ly. #*e be'an tak&n' ba,&/ /la,,e, at T=I, w*&/* &, now known a, >N2, be/au,e ,*e .elt ,*e needed to learn or relearn t*e ba,&/ /on/e$t, t*at ,*e d&d learn &n *&'* ,/*ool. #*e d&d enroll &n ,ome /orre,$ondent /our,e, w*&le &n t*e m&l&tary, but t*at wa, to o//u$y *er t&me0 ,o w*en ,*e be'an taken /our,e, at T=I &t wa, a .re,* ,tart. ;ur&n' *er t&me at T=I %enell took ,everal /our,e, "&.e., -r/*&te/tural ;ra.t&n', >ert&.&ed Nur,&n' -,,&,tant ">N-((. #*e re/e&ved *er -,,o/&ate, &n -r/*&te/tural ;ra.t&n' &n 1445 .rom T=I, but not be&n' able to 'et a 8ob w&t* *er de'ree be/au,e t*e demand wa, ,o low ,*e wa, .or/ed to look .or em$loyment &n ot*er .&eld,. #*e wa, able to obta&n a 8ob w&t* %ovela/e Ho,$&tal a, a 1*arma/y Te/*n&/&an. -.ter work&n' a, a te/*n&/&an ,*e de/&ded to take a te,t to be/ome a /ert&.&ed Te/*n&/&an, w*&/* ,*e re/e&ved &n 1444. In 2001, %enell be'an >N- /la,,e, at T=I and w&t*&n ? mont*, ,*e re/e&ved *er /ert&.&/ate. @rom 2002 to 200: ,*e be'an tak&n' $rere7u&,&te /our,e, to a$$ly .or t*e Nur,&n' $ro'ram o..ered at T=I, w*&/* lead *er to 'ett&n' *er re/e&v&n' *er Aa,&/ mer'en/y 2ed&/al Te/*n&/&an " 2T( l&/en,e &n t*e .all o. 200:. In t*e ,$r&n' o. 200? %enell tran,.erred all *er /red&t, .rom T=I to t*e Un&ver,&ty o. New 2e6&/o d&,/over&n' ,*e wa, a ,eme,ter and a *al. away .rom be&n' able to re/e&ve *er ba/*elor, &n 1,y/*olo'y. In t*e ,$r&n' o. 2005 %enell re/e&ved *er A- &n 1,y/*olo'y and de/&ded to a$$ly to t*e >olle'e o. du/at&on and $art&/&$ate &n an &ntern,*&$, w*&/* wa, a $artner,*&$ between du/at&onal #$e/&alt&e, and t*e -lbu7uer7ue 1ubl&/ #/*ool, d&,tr&/t &n t*e ,ummer o. 2005. W*en a,ked w*at &n,$&red *er to re/e&ve a de'ree &n edu/at&on ,*e ,a&d, )-.ter re/e&v&n' my ba/*elor, du/at&onal #$e/&alt&e, &n t*e /olle'e o. edu/at&on wa, a//e$t&n' a$$l&/ant, .or t*e&r UN2B-1# 1artner,*&$ 1ro'ram. T*ey ,a&d &. I wa, w&ll&n' to tea/* ,tudent, re/e&v&n' ,$e/&al

edu/at&on ,erv&/e,0 not only would t*ey $ay .or my 2a,ter,<, but I would al,o re/e&ve C1:00.00 $er mont*. Ae&n' a ,&n'le mot*er and *av&n' a de,&re to tea/* ot*er,, &t made ,en,e.+ In t*e .all o. 2005 ,*e be'an tea/*&n' &n an aut&,m ,$e/&.&/ /la,,room. W*&le tea/*&n' %enell wa, ,t&ll attend&n' UN2 and tak&n' /la,,e, to re/e&ve *er 2a,ter, &n #$e/&al du/at&on. %enell a, ,*e ,ay,, ),tu/k &t out+ and re/e&ved *er 2a,ter, &n t*e ,$r&n' o. 2004. In 2012 ,*e re/e&ved a Inten,&ve #o/&al, %an'ua'e, and Ae*av&oral Need, "I#%A( 'raduate /ert&.&/ate .rom t*e Un&ver,&ty o. New 2e6&/o. #*e &, now a 'raduate .rom UN2 andUN2 and work&n' on *er /om$, to re/e&ve *er 1*; ne6t ;e/ember. I<m $retty ,ure t*e 7ue,t&on be&n' a,ked now, &, w*y am I tell&n' t*&, ,toryDT*ere were ,o many $eo$le I /ould *ave /*o,en to &nterv&ew .or t*&, $a$er "&.e., /lo,e .r&end,, old tea/*er,, older relat&ve,(, but I /*o,e to &nterv&ew and wr&te about my mot*er, %enell Walton. Eut o. all t*e .amou, $eo$le I /ould *ave e&t*er /*o,en to &nterv&ew andBor wr&te a $ro.&le about, I /*o,e %enell Walton. I /*o,e *er be/au,e I am &ntr&'ued by *er l&.e ,tory. -.ter *av&n' many /onver,at&on, w&t* *er about d&..erent to$&/, I knew t*ere wa, more to %enell t*an w*at meet, t*e eyeI wanted to *ear ea/* adventure ,*e e6$er&en/ed t*rou'*out *er l&.e and *ow ,*e 'rew &nto t*e ama9&n' $er,on t*at ,*e &,. %&ke $eel&n' away t*e layer, o. an on&on, w&t* ea/* /onver,at&on *er l&.e be/ame more .lavor.ul.%&ke 8ud'&n' a book by &t, /over, on/e you ,tart to read, you t*en d&,/over t*&n', t*at may *ave been &ntere,t&n' or even ,*o/k&n' to you. In 2WF1 we were to wr&te about a d&,/our,e /ommun&ty &n w*&/* we belon'ed to, my d&,/our,e /ommun&ty be&n' -.r&/an -mer&/an I &ntrodu/ed *ow we a, a /ulture were looked at d&..erently &n ,o/&ety. Now &n 2W-F we were to /*oo,e ,omeone t*at &, al,o $art o. t*e d&,/our,e /ommun&ty we belon' to and /reate a $ro.&le on t*em. I /*o,e %enell a, my $ro.&le ,ub8e/t, be/au,e ,*e belon', to a un&7ue ,ub/ulture0 ,*e &, an -.r&/an -mer&/an, ,*e tea/*e, &n an aut&,m

,$e/&.&/ /la,,room, ,*e &, a do/toral ,tudent at t*e UN2, and al,o a ,&n'le mot*er. edu/ator and I .eel -.r&/an -mer&/an, are v&ewed &n a d&..erent l&'*t /om$ared to t*e&r $eer, t*at are o. a d&..erent et*n&/&ty. -.ter d&,/u,,&n' w&t* %enell w*at a d&,/our,e /ommun&ty &, I /ondu/ted an &nterv&ew. @&'ure 1 $rov&de, t*e .ollow&n' &nterv&ewGI a,ked %enell a .ew 7ue,t&on, on w*at d&,/our,e /ommun&ty ,*e .elt ,*e wa, a member. Eur d&,/u,,&on &, $rov&ded &n t*e .ollow&n' $ara'ra$*,. I was curious to know if Lenell felt she Do you believe you belong to a discourse community, and if so what discourse community did sheo you belong to?

Being a teacher I believe that I belong to a secular discourse community. It is sad to admit that when I have to communicate with other professionals about individuals with disabilities, that are conversations will acknowledge the disability more than the individual. I asked her how she became an educator and she replied!

"fter I graduated from #$% with my B.&. in psychology the college of education had a partnership program with the "lbu'uer'ue (ublic &chools district. )he program offered to pay for my %aster*s degree and would also receive a +,-..... stipend. I was interested to know if she felt she was

Do you feel that you get looked at differently among other educators, because of heryour race? &he stated, /es, not only from other educators but

also parents I feel that I am looked at differently because of my color. I feel that they see me, as not being confident and that I are lucky to have the 0ob that I have. Lenell told me a story of a parent that asked her child who she was and appeared shocked when told that she was the teacher for the autistic kids. Because my ears are gauged, I have tattoos, and might sport a %ohawk, it is so funny to see the e1pression on peoples* faces when they find out that I am a special education teacher and working towards my (hD in special education. I actually get a kick out of their reaction. &o, that led me to ask her what she has gained from being an "frican "merican educator?

Being an "frican "merican educator I am part of a uni'ue group of individuals that I feel may have an advantage compared to my 2aucasian counterparts. I feel I have the advantage of interacting with parents of color with a little more understanding and the parents have more trust in me. &he took great pride in telling me what contributions she has made to the community of educators, since becoming one herself.

I have 0oined organi3ation and participated in conference to educate other educators, parents, and service providers about individuals with mild to severe disabilities. I have also begun to teach at the college level and teach classes that aid in molding young, motivated people that want to change the

world. I was curious to know did she see educators differently from when she was a student? &he stated,

,. Do you see educators differently for when you were a student to know being an educator?

I really and truly understand how difficult it is to be an educator. It takes a special person to make an impact on the lives that they become responsible for. I understand that educators have to do things that don*t even make sense to them, but are re'uired to do. 4ven though I had observed her in her classroom working with her students on various occasions, I wanted to know how she thought she has helped her students?

5. 6ow do you think you*ve helped your students?

I think I have helped my students by learning to become more independent. I have taught my students how to communicate, write, read, and make friends, which their parents, former teachers, family, and friends never thought that they were capable of doing. 6aving lived in both the state of 7eorgia and the state of $ew %e1ico, I wanted to know if there was a difference in teaching in both states. &ince she had only taught in the state of $ew %e1ico she replied, I am not 'ualified to answer that 'uestion. 8ith that response it led to my ne1t

'uestion, which asked if she thought being a particular race helped in one state than it does in the other?

I think me being "frican "merican and the state of 7eorgia having an enormous "frican "merican population, I feel that I would be more in tuned culturally with the students that I would be teaching. 9inally I asked her what was it that she wanted to change?

%y professional goal is to change the way that professionals :i.e., physicians, teachers, administrators, diagnosticians, and related service providers; interact, collaborate, and, and provide services to children of color with mild to severe disabilities within the school system. I would like for them to become more culturally and linguistically sensitive to the parents and children of color for which they serve.

ven t*ou'* %enell &, /lo,e to end&n' anot*er /*a$ter &n *er edu/at&on, ,*e &, )look&n' .or ot*er avenue, or 'rowt* &n a/adem&a.+ -, I *ave ment&oned &n t*e be'&nn&n' o. t*e $a$er t*rou'*out *er l&.e, ,*e l&ve, and breat*e, t*e word ITHUT N!. @or ,ome $eo$le w*en one door /lo,e, anot*er one o$en,, .or *er ,*e ,ay,, ) W*en one book /lo,e, anot*er one o$en,.

Element

Description and Point Value

T&tle

5 points The title is creative, attentiongrabbing, and clearly indicates what the profile

4 points T*e t&tle &, ,omew*at attent&onH'rabb&n', and &nd&/ate, w*at t*e $ro.&le w&ll d&,/u,,. 7-8 points T*e &ntrodu/t&on draw, reader,< attent&on w&t* a *ook. It ,omew*at an,wer, t*e reader<, &m$l&ed 7ue,t&on, )W*y are you tell&n' t*&, ,tory nowD+

1-3 points T*e t&tle &nd&/ate, w*at t*e $ro.&le w&ll d&,/u,,.

0 points T*ere &, no t&tle, or t*e t&tle doe, not &nd&/ate w*at t*e $ro.&le w&ll d&,/u,,.

Introdu/t&on

will discuss. 9-10 points The introduction draws readers attention with an attentiongrabbing hoo . !t clearly suggests an answer to the readers implied "uestion, #$hy are you telling this story now%&

3-6 points T*e &ntrodu/t&on attem$t, to draw reader,< attent&on but need, ,&'n&.&/ant rev&,&on.

0-2 points T*e &ntrodu/t&on &, m&,,&n' or doe, not .&t w&t* t*e re,t o. t*e $ro.&le.

>on/lu,&on

'( 5 points The conclusion leaves the reader

4 points T*e /on/lu,&on leave, t*e reader

2-3 points T*e /on/lu,&on attem$t, to leave

0-1 points T*e /on/lu,&on &, not ev&dent or doe,

with an interesting #ta e-

w&t* a )takeHaway+ $o&nt about t*e

t*e reader w&t* a )takeHaway+ $o&nt, but need, rev&,&on.

not .&t t*e re,t o. t*e $ro.&le.

away& point about ,ub8e/t t*at al&'n, the sub)ect that clearly aligns with the chosen angle. Narrat&on and -n'le 5 16-20 points - /lear and /om$ell&n' narrat&on o. ,&'n&.&/ant a,$e/t, o. t*e $ro.&le ,ub8e/t &, $rov&ded and /learly .o/u,e, on a ,$e/&.&/ an'le. In/or$orat&on o. 7uote, 13- 15 points Intere,t&n' 7uote, .rom t*e &nterv&ew are well &nte'rated &nto t*e narrat&on and /learly /onvey t*e &nterv&ewee<, 12-15 points * clear narration of significant aspects of the profile sub)ect is provided and focuses somewhat on a specific angle. '+ 10-12 points ,uotes from the interview are ,omew*at w&t* t*e /*o,en an'le.

8-11 points - narrat&on o. ,&'n&.&/ant a,$e/t, o. t*e $ro.&le ,ub8e/t &, $rov&ded, but need, ,ome rev&,&on. T*e /*o,en an'le &, not /lear. 5-9 points #ome 7uote, .rom t*e &nterv&ew are

0-7 points - narrat&on &, not $rov&ded, or t*e narrat&on veer, too .ar .rom t*e $ro.&le ,ub8e/t.

0-4 points Iuote, are not &n/luded &n t*e narrat&on or do not .&t w&t* t*e re,t o. t*e narrat&on.

integrated into the &n/luded but more narration and somewhat convey the interviewees are ne/e,,ary. T*ey ,omew*at /onvey t*e

$er,onal&ty and $er,$e/t&ve. -ud&en/e 13- 15 points T*e tone, an'le, level o. deta&l, and re'&,ter are 'eared ,$e/&.&/ally toward reader, o. t*e Alibi "or ot*er $rev&ou,ly a'reed u$on $ubl&/at&on.( Er'an&9at&on and >lar&ty 13-15 points The paragraphs and sentences progress logically from one idea to the ne/t. *ll sentences are easy to follow. The writer provides sufficient detail to e/plain his or her

personality and perspective. '( 10-12 points The tone, angle, level of detail, and register are appropriate for readers of the Alibi -or other previously agreed

&nterv&ewee<, $er,$e/t&ve. 5-9 points T*e tone, an'le, level o. deta&l, and re'&,ter are ,omet&me, but not alway, a$$ro$r&ate .or reader, o. t*e Alibi "or ot*er 0-4 points T*e tone, an'le, level o. deta&l, and re'&,ter are not a$$ro$r&ate .or reader, o. t*e Alibi "or ot*er $rev&ou,ly a'reed u$on $ubl&/at&on.( 0-4 points T*e &dea, la/k /lar&ty due to .law, &n ,enten/e ,tru/ture and or'an&9at&on and

upon publication.. $rev&ou,ly a'reed '( 10-12 points u$on $ubl&/at&on.( 5-9 points

T*e $ara'ra$*, and #ome o. t*e ,enten/e, $ro're,, lo'&/ally .rom one &dea to t*e ne6t .or t*e mo,t $art. 2o,t ,enten/e, are ea,y to .ollow. T*e wr&ter 'enerally $rov&de, ,u..&/&ent $ara'ra$*, and ,enten/e, $ro're,, lo'&/ally .rom one &dea to t*e ne6t.

#ome ,enten/e, are la/k o. deta&l. ea,y to under,tand, but many are un/lear. T*e wr&ter

deta&l to e6$la&n *&, $rov&de, ,ome

main points. '0

or *er ma&n $o&nt,.

deta&l to e6$la&n *&, or *er ma&n $o&nt,, but more &,

!rammar and 2e/*an&/,

5 points The profile is free of distracting spelling, punctuation, and grammatical

4 points T*e $ro.&le /onta&n, at lea,t one ,enten/eHlevel error.

ne/e,,ary. 2-3 points T*e $ro.&le /onta&n, two to t*ree ,enten/eH level error,.

0-1 points T*e $ro.&le /onta&n, .our or more ,enten/eH level error,.

@&r,t ;ra.t

errors. : 10 points T*e wr&ter *ad a rou'* dra.t o. *&,B*er $ro.&le ready .or $eer rev&ew at t*e be'&nn&n' o. /la,, on $eer rev&ew day.

0 points The writer did not have a rough draft of his1her profile ready for peer review at the beginning of class on peer review day. ( 0 points T*e wr&ter d&d not *ave a rou'* dra.t o. *&,B*er $ro.&le ready .or $eer

#e/ond ;ra.t

10 points The writer had a rough draft of his1her profile ready for peer

editing at the beginning of class on peer editing day. '( J3B110

ed&t&n' at t*e be'&nn&n' o. /la,, on $eer ed&t&n' day.