Another example of this can be seen in Hannah’s narrative, Expect The Unexpected. Hannah had written about the time she wrote about her brother’s death for her college essay writing assignment one year. She explains how “this simple essay was so meaningful to me. I was incredibly proud and had nothing but the utmost confidence in my work” (???).  Hannah was so confident and proud of herself and expected her teacher would feel the same way towards her paper, but she was wrong. The grade was not what she expected it to be and it crushed her to see this. She was upset at her teacher but then at the end of her paper, there was an identity shift towards teachers. She states, “ Although, we may never fully understand why, teacher’s want us to achieve more. They constantly push us to go the extra mile. They push us and get us to turn our work into something amazing” (???).  Hannah looked back and realized why her teacher gave her the grade she did and understood the reasoning, just like Alexander explains in his article.

Another example of this can be seen in Hannah’s narrative, Expect The Unexpected. Hannah had written about the time she wrote about her brother’s death for her college essay writing assignment one year. Hannah was so confident and proud of herself because she was finally able to talk about the tragedy and explains how “this simple essay was so meaningful to me. I was incredibly proud and had nothing but the utmost confidence in my work” (???).   She expected her teacher would feel the same way towards her paper, but she was wrong. The grade was not what she expected it to be and it crushed her to see this. She was upset at her teacher but then at the end of her paper, there was an identity shift towards teachers. She states, “ Although, we may never fully understand why teacher’s want us to achieve more. They constantly push us to go the extra mile. They push us and get us to turn our work into something amazing” (???).   Hannah realized the teacher’s intentions and changed the way she saw them. She did exactly what Alexander explained with looking back on their situation and rethinking different relations with characters in the narrative.  

Although it can be in any narrative, this identitiy shift is usually seen in victim narratives that transition to a more positive narrative.  The students feel attacked by the teachers, they blame them for losing their passion and in the end, they make them feel insecure about their writing. Alexander describes the victim narratives as “negative school-based literacy experiences that stigmatized and marked them, including being misread by poor or insensitive teachers, having a ‘masterpiece’ ruined by a teacher notorious red ink, or being forced to write research papers and read books fir critique rather than pleasure” (617).  The teachers in the narratives all exemplified these behaviors described by Alexander, each student felt attacked and victimized. They explain the horrible acts of their teacher, then the impact they had on their literacy learning. At the ends of these narratives though, there is often the identify shift described earlier in the paper. This tends to happen because in the moment, someone would feel victimized. But as Alexander states, when the writer looks back on his/her writing their perspective changes towards the relationships they had originally wrote about. Throughout literacy narratives, you can see a shift in how students perceive various sponsors, such as teachers. This shift is usually seen in victim narratives that transition to a more positive narrative.  In Abbey Small’s literacy narrative, Sophomore Year From Hell, she provides an example of this shift. At first, Abbey hated her teacher, but by the end of the year, she states, “But by that point, I had grown to respect Mrs. Lane. She was the only teacher that had really taken the time to help me learn and grow” (???). Abbey is reflecting back on her experience sophomore year with Mrs. Lane, and doing so, her attitude towards her changes. This is an example of Alexanders idea of shifting identities within a literacy narrative. He states, “The researchers found that a students identity often shifts … to someone who is more critical of his or her literacy practices and who sees them more connected to relationships with other-either teachers or peers” (343). Alexander explains how students change their perspectives of relationships within their narratives, especially with teachers. Abbey came to a realization that even though her teacher was being hard on her and making her do the work, she was the only one that didn’t let her give up on her self and she didn’t give up on her. .

Throughout literacy narratives, you can see a changeshift in how students perceive various sponsors, such as teachers. Although it can be in any narrative, this shift is usually seen in victim narratives that transition to a more positive narrative.  The students feel attacked by their teachers, they blame them for losing their passion and in the end, they make them feel insecure about their writing. Alexander describes the victim narratives as “negative school-based literacy experiences that stigmatized and marked them, including being misread by poor or insensitive teachers, having a ‘masterpiece’ ruined by a teacher notorious red ink, or being forced to write research papers and read books fir critique rather than pleasure” (617).  The teachers in the narratives all exemplified these behaviors described by Alexander, each student felt attacked and victimized. They explain the horrible acts of their teacher, then the impact they had on their literacy learning.

 An example of this can be seen in Abbey Small’s literacy narrative, Sophomore Year From Hell.,  she provides an example of this shift. At first, Abbey hated her teacher because she was very self rightous and not the best teacher. , but bBut, by the end of the year, she states, “But by that point, I had grown to respect Mrs. Lane. She was the only teacher that had really taken the time to help me learn and grow” (???).  Abbey is reflecting back on her experience sophomore year with Mrs. Lane, and doing so, her attitude towards her changes. This is an example of Alexanders idea of shifting identities within a literacy narrative. He states, “The researchers found that a students identity often shifts … to someone who is more critical of his or her literacy practices and who sees them more connected to relationships with other-either teachers or peers” (343). Alexander explains how students change their perspectives of relationships within their narratives, especially with teachers. Abbey came to a realization that even though her teacher was being hard on her and making her do the work, she was the only one that didn’t let her give up on her self and she didn’t give up on her.