Literacy Narrative
Question
Short Write #2: Literacy Narrative TYPE YOUR RESPONSES (double spaced, two full pages, with the appropriate header), save them back as a pdf, and submit via eCampus. 1. Over the course of your life, what has been your relationship to reading and writing? What are your earliest memories of reading and writing? What place do they have in your life now? What changes have taken place in that relationship? 2. Summarize how reading and writing have been involved in your college experience so far. What has worked well? What hasn’t? If you ruled the world, what changes would you make to the ways in which reading and writing are used in education? |
Answer
Name of Student
Name of Professor
English 101 Paper
23 January 2014.
Literacy Narrative
I have fond memories of reading and writing, which date back to my formative school years. During this time, I enjoyed reading as much as I did writing. However, as far as I can remember, I was better at reading than writing. In most cases, the tendency to read was more readily acceptable to me than the will to write. I always found it easier to read what other people had written than to try to pass a message to people in just the same manner through written work.
While reading books, magazines, newspapers, letters, poems, narratives, and novels, I always marveled at how excellently writers were able to communicate their thoughts through writing. I even started thinking that writing was an easy task. However, when my turn came to try and write, I would suddenly realized that it was not as easy as I had initially thought it to be. This reality dawned on me during my fourth grade year. At this time, one of the required subjects was composition writing, whereby the English teacher would provide a topic and instruct every student to write a two-hundred-word composition about it. I was suddenly confronted with the harsh reality of the difficult task that is writing. In most cases, I would just remain seated and motionless for about ten minutes, not knowing where to start.
Many aspects of this relationship between reading and writing have changed a lot since my days in fourth grade. For instance, I have realized that unlike reading, writing is an elaborate process that requires a lot of preparation. However, both reading and writing are similar in certain respects. For example, when reading a good piece of written work, the reader easily gets immersed in the reading activity; similarly, a writer who has prepared well for the task easily gets immersed in the writing process. Whenever I prepared well for a story writing task, I would easily find the ideal starting point and even go ahead to complete the task without struggling to bring together numerous loose ends of a plot.
So far, reading and writing have been at the heart of my college experience. I enjoy reading not just what other people have written, but also what I have written as well. During my early days in school, I was always hesitant to go back to what I had written as part of the editing process. Today, things have changed; as a college student, I am always eager to proofread whatever I have written with a view to critique it. At the same time, writing has enabled me to examine the various ways in which I could have communicated a specific message. This approach has ended up spilling over to all the reading tasks I engage in, whereby I always seek to examine the different ways in which the writer could have delivered his or her message to the audience. What has not worked well is that I always find it difficult to get started in writing whenever I fail to prepare well for it. In contrast, I am always ready to read anything any time. Thus, just like during my first days in school, reading to me is easier than writing.
If I were to rule the world, I would introduce an education system in which more emphasis is on writing than reading. This is because writing is an important skill that every student should master. I would make writing a subject on its own, meaning that it would be taught independently of all language subjects. Although students would be required to master writing skills to be able to demonstrate their linguistic abilities, they would still be required to excel in writing as a fully-fledged disciplined. I think that once students have acquired advanced writing skills, it would be easier for them to gain an equivalent mastery of reading skills.
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