Make a summary of this reading

 "Centering Immigrant Youth Voices: Writing as Counterstorytelling" highlights a multiyear after-school writing experience that aimed to provide space and opportunity for young immigrants/migrants to write and share their personal stories in resistance to problematic constructions of their identities, given the current political rhetoric surrounding immigration/migration in the United States. The paper describes the afterschool writing club and focuses on three student narratives to better understand the realities of immigration/migration to the United States today. The narratives reflect deeply felt familial connections, courage in the face of struggle, and a commitment to truth-telling. It also emphasizes the need to reclaim the stories of young immigrants/migrants and the importance of leveraging personal stories as tools for identity reclamation. The paper demonstrates how young people's narratives act as counterstories to challenge dominant narratives about immigration/migration, emphasizing their strength, resilience, and courage. It also highlights the need for critical attention to the narratives and how they can be internalized and reflected in the stories. The authors suggest that inviting students to explore questions related to dominant narratives about immigration/migration can open opportunities for critical understanding and empowerment. The research provides a valuable perspective on the power of storytelling as a means of resistance and self-advocacy for immigrant youth, encouraging hope, healing, and the challenge of problematic discourses. Also, the researchers provide insight into ongoing work in the field and potential areas for future research and teaching initiatives

Since the United States was

founded, what has been the main

reason for immigrants to want to

come to America?

A. to enjoy better weather

B. to vacation

C. to obtain a better life

D. to find their families

Checkpoint 6

This Cornerstone project will introduce students to the concepts of cultural hegemony and narrative through the lenses of race and colonialism. Through these lenses, students will be able to articulate ways that people in power (particularly through the media) create narratives designed to influence the thoughts, actions, and beliefs of the public without us realizing they are doing so.

Students will learn about leaders and movements that challenged racist, hegemonic ideas that spread negative narratives about African American people. Students will participate in multiple close readings, view media clips, and consider provocative quotes as they begin to think about how these early leaders eventually informed Civil Rights leaders like Malcolm X.

After students have read closely about the leaders and movements, they will select two (2) to craft an essay that responds to the question, “Explain how these leaders and movements challenged racist, hegemonic ideas and negative narratives about African American people.” In your response, cite appropriate and effective textual evidence.

Students will be graded using the PARCC writing rubric.  

https://othersociologist.com/2019/10/06/gender-race-and-ableism-in-joker/

Based on this article can you answer these questions

1. Identify the thesis of the article (pick out a line in the article that’s the thesis then explain it)

2. Identify the audience, tone, and the purpose

3. Identify the writing style and with proof (is ur narrative expository or persuasive)

4. Identify the organizational pattern

5. pick two lines in the article that is ethos

6. pick two lines in the article that is pathos

7. pick two lines from the article that is logos

8. Identify the methods of development.

9. Pick a line in the article that is all of these: Alliteration, repetition, personification, antithesis, metaphor, idiom, rhetorical question, juxtaposition, hyperbole, understatement.