My Story And I'm Sticking To It: Light English 100 Its

Lightenglish 100its My Story And Im Sticking To Itour First Unit

Light/English 100 It’s my story, and I’m sticking to it! Our first unit is centered on the personal literacy narrative. This essay asks you to peer into your past and ponder who or what has influenced your reading and writing practices (either positively or negatively). In essence, the personal literacy narrative is a retrospective look at your literacy development and experiences. Hopefully, through reflection on your literacy experiences, this exercise will provide both you (the writer) and me (the audience) with a deeper understanding of who you are as a writer and reader now.

There are two ways in which you can approach this essay: Option 1— Identify up to three literacy sponsors (people, books, institutions, etc.) that have had a positive or negative influence on your growth as a reader and/or writer. In a well-developed essay, explain the influence each of these things has had on your development as a literate person. Analyze how your interaction with the literacy sponsor is significant to you now.

Option 2— Choose one scene from your past which accurately represents an important part of your literacy experience. In a story-like fashion recreate this scene for your audience and then analyze why and how this experience influenced your personality as a reader and writer. If you choose this option, remember that character development, setting, and plot are all important parts of a story.

For this paper, your audience is me. Your job is to inform me about these influences and use enough information and detail to be convincing. Using examples and clear explanations will make your writing more believable. If you are going to examine a negative impact someone had on your literacy experience, step back and examine the situation from another perspective in order to understand the person’s motivation.

Since this is a reflective piece of writing, you may use the first person “I.” Be careful, though, to avoid using clauses like “I think,” “I feel,” or “I believe.” These are vague clauses that weaken any point or argument you are trying to make. Also, you should avoid using second person.

Questions to Think About:

• How did I learn to write/read?
• Where do I think my attitudes toward writing/reading originated?
• How did I get to where I am as a writer/reader?
• What kinds of writing/reading did I enjoy/dislike in the past?
• What kind of writing/reading do I enjoy/dislike now?
• Who in my past has helped and/or hindered my literacy development?
• What in my past has made me the kind of literate person I am today?

Essay Format

• 3-4 pages
• Double-spaced
• 1-inch margins
• Interesting Title
• Times New Roman, 12 pt.

Paper For Above instruction

Throughout my life, my literacy development has been shaped by a variety of influences, including family members, educational experiences, and personal encounters with books and writing. Reflecting on these influences reveals how my reading and writing practices originated and evolved, providing insight into my current identity as a reader and writer.

One of the earliest literacy sponsors was my mother, who fostered a love of storytelling and reading from a young age. She regularly read bedtime stories to me, igniting a curiosity about language and narrative structures. Her encouragement created a positive attitude towards reading, which persisted into my school years. This foundational experience demonstrated to me that reading could be a source of comfort and adventure, shaping my desire to explore diverse texts later on.

In addition, my high school English teacher played a significant role in my literacy development. She emphasized the importance of critical analysis and encouraged me to express my ideas clearly through essays and creative writing assignments. Her constructive feedback helped me develop confidence and a more sophisticated writing style. This mentorship illuminates how guidance from educators can profoundly influence a student's attitude towards writing and critical thinking skills.

However, not all influences were positive. During early adolescence, I encountered peer pressure that led me to dislike certain types of reading, such as poetry, which I initially found inaccessible and intimidating. This negative experience temporarily hindered my engagement with certain texts but ultimately prompted me to seek out alternative genres that suited my interests, like science fiction. This adversarial influence underscored the importance of finding personal relevance in reading materials for sustained engagement.

A pivotal scene from my past encapsulates my literacy journey. During my middle school years, I was hesitant to join the school book club, fearing judgment for my limited reading skills. One afternoon, after a school assignment, my English teacher praised my essay, emphasizing my potential as a writer. Her words reassured me and motivated me to participate more actively in class discussions and reading activities. This experience revealed the power of positive reinforcement and the impact of supportive mentors in shaping my confidence as a reader and writer. It also marked a turning point where I began to view reading as a source of personal growth rather than an intimidating task.

This scene illustrates the transformation from self-doubt to confidence, driven by encouragement from a trusted adult. The setting—middle school classroom—and the character—an empathetic teacher—became catalysts for my evolving literacy identity. Analyzing this moment shows how social interactions and supportive environments are crucial in fostering a lifelong love for reading and writing.

Today, my attitudes toward reading and writing continue to evolve. I now enjoy exploring diverse genres, including contemporary fiction and essays that challenge my perspectives. Writing has become a tool for self-expression and reflection, allowing me to articulate my thoughts clearly and critically. My literacy journey demonstrates that influences—positive or negative—can serve as catalysts for growth when approached with reflection and resilience.

In conclusion, my literacy development has been shaped by a blend of nurturing support, challenging experiences, and personal determination. Recognizing these influences offers valuable insight into my current literacy practices and underscores the importance of mentorship, perseverance, and finding personal relevance in reading and writing. Understanding these facets helps me appreciate the ongoing nature of literacy growth and motivates me to continue exploring new texts and honing my writing skills.

References

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• Langer, J. A. (2011). Envisioning literacy: Literacy learning across the school years. Routledge.
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• Roth, W.-M. (2008). Teaching scientific inquiry: Supporting students’ thinking and understanding. University of Wisconsin-Madison.
• Street, B. (1993). Cross-cultural perspectives on literacy. Cambridge University Press.
• Paris, S. G., & Paris, A. H. (2003). Assessing and supporting literacy development in middle and high school. Educational Psychologist, 38(4), 251-264.
• Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
• Gambrell, L. B., & Morrow, L. M. (2019). Foundations of literacy: A balanced approach. Pearson.
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