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James Nance
Ashley Marcum
UWRT 1103
15 February 2016
Culture vs. Literacy: My Memoir
If you look up the word Sonder on Google, you are directed to sites
that all give a similar definition: The realization that every person on Earth is
living a life as complex and vivid as your own. In relevance to this topic, if
every passerby is living his/her own complex life, filled with unique memories
and stories, each of their literacy backgrounds are unique as well. Ones
cultural background plays a huge role in shaping the literacy of that
individual. Being brought up in cultures that teach reading and writing
differently will cause ones outlook on learning to differ from anothers.
Ones literary identity is shaped by the countless everyday life experiences
that one must face. Given that there are eight billion people on the planet
and several hundred thousand different cultures worldwide, everyone out
there has a unique story to tell about how they learned to read and write.
A literacy memoir is a tool that writers use to help better understand
their literacy and distinguish the causes and effects of past experiences on
their literacy. Usually, these will be unique to the writer in almost every way,
due to the fact that all people live unique lives. This means that those of
different cultures will have different memories of their literacy, having lived
in a totally different section of the world, with different customs, habits, and

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even language. In his brief literacy memoir, Cultural Schemas and
Pedagogical Uses of Literacy Narratives: A Reflection on My Journey with
Reading and Writing, Ghanashyam Sharma writes about the difference in
learning between India and the United States. As a child, he remembers
being told that reading and thinking have no use; plowing your field will
bring you food. This shows the extreme cultural difference between his
childhood and mine. In his culture, one is expected to physically provide for
his/her family before worrying about becoming the most intelligent scholar in
the world. He states that in India, schools taught in a learn by heart
attitude and that children had to demonstrate understanding in
examinations and that even as an English teacher in Nepal, he had never
gone as far as asking students to reflect on and say something in their own
voice about how they learned to read and write. Clashing with most
Western teaching strategies, this cultural obstacle is evidence that people
have unique learning experiences. For example, in the United States,
creative writing strategies are adopted by kids as young as six, and are
pushed on them up until they graduate from University, if they are fortunate
enough. Such different views on learning by both cultures allow for the
variety and diversity of todays world.
Similar to ones learning foundation, ones dialect also shows the
uniqueness of his/her literary upbringing. Slang and accents make up ones
dialect, or the way one writes and speaks. Ones dialect is a sensitive
subject and is often used as a basis when insulting ones intelligence. This,

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however, should not be the case. Dialect does not reflect intelligence, but
reflects ones cultural background. Lisa Delpit expresses similar views in her
article, No Kinda Sense, when she says language is one of the most intimate
expressions of identity. This statement expresses that language, and in turn
dialect, are what individualized each and every one of us as human beings.
After all, have you ever heard any two people share the exact same voice?
There may be similar voice comparisons, but there are always hints of
difference between them. Delpit also states that if schools were to recognize
childrens dialect, or unique language, and embrace it, the children will
more readily learn the standard dialect. Yes, the children will learn it, but I
believe that they will continue to speak and write in their own home
language that has become a normal custom for them. I have a life policy
that I was raised by, and that is: As long as I keep up my grades, I am free to
do whatever I please. This goes in hand with dialect: As long as you
maintain intelligence, if does not matter how you choose to speak and write.
Political biases also influence ones literacy. For example, in her article,
The Classroom and the Wider Culture: Identity as a Key to Learning English
Composition, Fan Shen states that her upbringing in a Chinese Communist
culture caused her to write differently than expected in a United States
University. One of her professors asked why she used we instead of I
and that she wrote in a passive voice. Growing up in that society, she was
always taught to think of societys needs as a whole instead of her own.
Pertaining to her literary identity, she divides it up as ideological and

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logical. The ideas and customs she was taught as a kid are considered her
ideological identity and the way she expresses her own individual thoughts
in writing is considered her logical identity. There are so many instances of
when political views and customs effect the way an individual expresses
those views. Shens idea of logical identity gives a sort of Freedom of
Speech to those when expressing their own views.
As for myself, my cultural upbringing was that of a normal, middleclass Southern American. I was pushed through school by my parents to
achieve high marks and establish a solid GPA for college. As a child I was
taught how to read and write in English at the age of six, right around the
time I was in first grade. And ever since then, I have been on top of the
learning game, making sure to achieve on all assignments. Throughout my
whole life, I have not been a very big fan of writing. I am the person that
would avoid all work pertaining to reading or writing in all my English
classes, skimming by at the last minute for every essay or assigned reading.
Though I was always making it hard on myself, this did not hinder me, as I
was always told that I had a unique writing style and tone. My teachers said
that they could see me as if I was actually speaking the words on the paper.
This gave me a sense of confidence that saved me throughout my years in
English classes. Although confident, I was not ecstatic about the act of
writing.
I used to write stories of my own when I was in lower grade school. I
remember delving deep into my imagination and type all about castles,

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dragons, knights, superheroes, romance, comedy, wizards, and even fantasy.
I tried to adapt my writing style to the books I read, whether they were
childrens stories or educated literature. Even though the stories did not
compare in structure with stories written by professionals, I was confident
that my writing was the best of the best. I unveiled each new work to my
mom, always being greeted with smiles and compliments. Assigned papers
in high school were always a dreary task. I was always so concerned with
being professional, and making sure everything was done the right way. Yes,
I got high grades on these papers, but they were in no way fun. The only
time I like to write is when I can express myself completely, without having
to worry about correctness.
I would have to say that my favorite writing experiences were my
College Application essays. That was the first time that I actually had to
write about things that did not necessarily have answers. I could completely
open up to a topic and express my own views and thoughts without having to
worry about whether I was right or not. This encouraged me to write as best
as I could so that whomever would be reading my essay would think highly of
my intelligence and writing skills. To receive any extra feedback on these
essays, I consulted in my grandmother. Being a retired teacher, principal,
and superintendent, I thought that she would give the best advice
concerning my writing. Also, given the fact that she was an English major at
UNC Charlotte, she could give me advice that would help me succeed. Just
look at me now.

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I cannot lie and say that I have been an avid reader throughout my life.
In fact, I have not read a book cover-to-cover in about 2 years. I am not
saying that I hate to read, rather I seem to find myself never having the time
to sit down and read. When I was younger, however, I was a reading fool. I
would read books every day after I got home from school. I even found
myself trying to write my own stories, hoping that they would suffice in the
real world of literature. I read books of all sizes, including those that are less
than one hundred pages and those greater than five hundred. The pictures
and scenes would form vividly in my mind, encouraging me to read more.
One series of books stands out in my memory. When I was in the fourth
grade, I read every single Harry Potter book in its series. It was as if I could
not put them down. It took me almost the entire school year, but I read
every book cover-to-cover, eager to pick up the next one after another. I fell
in love with the characters and the setting of the Wizarding World. I even
pretended to be a wizard who could cast spells and obtain anything I
pleased.
My parents praised me for being so dedicated to my reading. Even now,
they question why I am not as psyched to read as I once was. That is a
question I, myself, have pondered in my mind countless times. If only I could
rekindle the fire that once drove me to read every book I got my hands on.
As a child, however, this fire blazed out of control. I remember back in
my younger years when I was obsessed with the Magic School Bus stories.
They were read to me in school by my teachers I even checked them out

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from the library to read at home. Being within the age of four and six, my
young mind became fascinated with the characters and their adventures.
The super powers that the bus possessed made me read more and more
books, just to see what power it used each time. And Mrs. Frizzle was always
saying something that made us kids laugh out loud.
For me, being raised as a Southern American, my political views have
also shaped the way I write and speak. There is a sense of professionalism
as well as a sense of respect present every time I say or write something.
Yes maam and No sir are always included in my conversations, as I have
been taught to be courteous throughout my childhood. Also, my views on
the world and government have been shaped by my upbringing, causing my
ideas and thoughts to sway slightly with bias. Although I strive to keep any
slang or dialect out of my papers, the mere fact that I am from the South is
shown whenever I let a Southern phrase or word slip while writing.
Texting, FaceTime, Twitter, Instagram, Facebook, Vine, and YouTube are
all ways that people, including myself, use literacy and literary techniques
every single day. Typing conversations over various forms of social media
used many literacy skills. Because people usually text how they would talk,
the senders tone can be distinguished. Also, the syntax of sentences is
unique to every person. You can distinguish personality through how
someone chooses to type in their texting conversations. While on the topic
of social media, we should also recognize video media as a form of literature.

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Video composers or directors use literacy and literary skills to film videos.
Based on how the actors in the video act, we see different levels of literacy.
Everyone on this planet is unique in their own way, having different
stories and experiences of their past. Similarly, everyone has a unique
literary background, composed of various experiences dealing with reading
and writing. This literary background shapes and molds the way we act,
speak, and live. For myself, I hope that my life takes me down a path full of
positive literacy memories, enabling me to further expand my intelligence
and professionalism when it comes to my writing and reading. I will not
forget, however, that I must grasp on to that idea that I am unique, and that
nobody on this planet becomes literate the same way.

Works Cited

Sharma, Ghanashyam. "Cultural Schemas and Pedagogical Uses of

Literacy Narratives: A Reflection on My Journey with Reading and
Writing." College Composition and Communication 67.1 (2015): 104-

10. Sept. 2015. Web. 28 Sept. 2015.

Shen, Fan. "The Classroom and the Wider Culture: Identity as the Key
to Learning English Composition." College Composition and
Communication 40.04 (1989): 459-66. Dec. 1989. Web. 28 Sept. 2015.

Delpit, Lisa. "No Kinda Sense." Writing about Writing: A College Reader.
By Elizabeth A. Wardle and Doug Downs. Boston: Bedford/St. Martins,
2014. N. pag. Print.