Finally, I got the hang of reading and writing but I could not understand what I was reading or writing. This became really frustrating to me because my parents and teachers wanted to keep in second grade for an extra year. However, my parents did not want me to feel different or weird and they also did not want me to loose my friends. So, I went on to third grade where I struggled even more with my writing capabilities. I have always been on step behind in my writing classes.
In the beginning of the semester, my reading and writing was a complete chaos. I would mainly spite reading because I would lose my patience really fast. Writing on the other hand was adequate, but my vocabulary did not match my capacity. An example I could use would be when I began to do the essays. My first essay was the “Memoir” and I could honestly say my writing was not very good, luckily I had a few things to guide me by while writing this essay.
Disappointedly I haven’t had much experience with reading and writing. The only experience I would count with reading and writing is when it came to schoolwork. Having to write papers I didn’t want to write. Reading boring books I was not interested in. I think since I was graded in doing these assignments I didn’t have a liking in reading a book or writing in my free time.
I didn’t want to learn how to read and risk mispronouncing a word I should have known. This fear followed me all the way through high school and to be perfectly honest, I still hate speaking in front of the class. I would do what I had to and force myself to read the assignments given to me in English class. I remember feeling different like there was something wrong with me for not wanting to read. I felt imprudent for not excelling in reading and writing, watching my friends surpass me was devastating.
So when that one link was regulated as well, things began to fall apart. My only recovery from such a cataclysmic event was tenth grade Honors English. I read, and I wanted to read more, and more. My freedom wasn’t restored to me through choice, but through perspective. I read because I knew that if I didn’t, I wouldn’t have the freedom I so
It is an incredible thing to be able to delve into the minds of those that we may never meet. Through my study of English on the Leaving Certificate course, among other great poets, I was introduced to the work of Sylvia Plath. After studying the required poems on the course, I was eager to explore more of Plath’s works. It is evident that Plath’s poetry is filled with raw and honest emotion, reflecting the mental turmoil that she suffered from throughout her life. Plath’s use of
I have always considered myself to be an introvert as I prefer to listen to others than converse in front of a sizable audience. Since grade school, I had always been told by my teachers to present my ideas and participate often in class discussions. Sometimes, I used to like expressing my thoughts during a in class discussion but I soon learned than this was more often dependant on the topic that was being discussed. Sometime around the end of my junior year I had perfected the topics that interested me and had almost told myself to shutdown during class discussions that revolved around a specific topic which I did not like. Most of the topics that I rarely shared my thoughts about were connected to our society and its cultural values.
For some, indeed, school was tidious and, in a way, a waste of time; but for me, it was the base it was meant to be. Sadly, I could not retain most of the valuable information, but I have the base to proceed further studies; and some irrelevant-to my-major-yet-interesting things remain from those good old days. This lecture made me think maybe I’m not an ‘adult’ in the educational-related matters. When my classmates complain of our college studies (especially the preparatory year’s subjects) not being related to our majors, I almost never had that complaint at all. However, whenever I reflect on that thought, my instant reply is that these courses are indeed important but others do not seem to realise it.
Homework has been around for a long time, but do the growing numbers in homework really help students, or would they be better off without it? Homework generally stresses students, and the stress isn’t good for their health. A teacher (Dan Gottlieb) did a survey and asked her students if any of them were stressed from their homework and 90% of her students admitted to being stressed from their homework. Homework also deprives students from sleep, sometimes they have other things to do after school and end up doing homework until late at night. Even students who have good sleep habits are generally sleep deprived.
This style has caused them to carry it over to formal academic writing projects. Student’s writings are little to no depth, terrible grammar, and are abbreviating almost every word they write. In addition, even though a lot of people are concerned over text messaging affecting literacy, (McIntyre 2009) suggested that these people are forgetting how our writing can change as a result of what kind of circumstances we are involved. If children are really using text-message shorthand (or ‘textisms’) in their academic work they need to master ‘the more appropriate register of English (McIntyre