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2 min read

When I first went to the Identity module of this curriculum, I did my usual pondering of the readings. When I actually opened both readings, I realized that I have already read and annotated them. I'm still a bit confused on how I actually did that because this is the second to last module but here is one summary about the the first reading.

Donna Alvermann wrote the article, Reading Adolescents' Reading Identities: Looking Back to See Ahead. Alvermann wrote about how culture and identity molds us to overall the reader and person we are today. She then went on discussing what types of readers there are such as slow, avid, struggling, and the reader that's in between.From what I read, it seems like each student judges themselves from what they see as the standard they should be at and either feel disappointed in themselves or get motivated to do better. Alvermann continued on and discussed how culture and identity is a big role in making the type of reader they are. I beg to differ because someone's upbringings can make someone possibly struggle but then again can sometimes be totally opposite. In example, my close friend lost her father in middle school. She had a hard time focusing on her school work but still managed to pass. In high school, her mother decided to date again and actually met an awesome man. Even if she didn't have an ideal uprising, she continued to strive for success in school. She currently is half way finished studying dental hygiene and from what I know, reading is a big factor in studying and memorizing important topics. So I don't believe that culture and identity have a way of controlling a person's reading speed, but their overall reaction of these two topics ake them who they are.

So just as Chandler Bing shows his anger towards his book, I too feel repulsed by Alvermann's outlook and article.