allison lit me m draft 2

8/17/2019 Allison Lit Me m Draft 2

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Allison HamptonProfessor MarcumEnglish 1103-Section 05228 Januar 201!

"ne #iscourse communit that $ am personall familiar %ith is the

colorguar# communit& 'olorguar# is an e(er gro%ing communit in %hich

communication an# language acts as a huge factor in the success of a

colorguar# team an# the communit as a %hole&

)ithin this communit there are man #i*erent forms of language

use# to +oth ena+le communication +et%een guar# mem+ers as %ell as to

#escri+e an# name the man #i*erent s,ills an# techniues nee#e# in or#er

to create a sho%& )or#s such as #ou+le. #rop spin. fort-/(e. toaster. ripple.

sail. an# much more are use# to refer to speci/c techniues an# s,ills that

ma,e up a colorguar# sho%& All of these %or#s are a form of communication

+et%een mem+ers of this communit that allo% con(ersations a+out

colorguar# to o% easil an# %ithout misun#erstan#ing&

uring a performance or competition. most colorguar# mem+ers #ont

spea,. unless it is to communicate %ith other mem+ers the are performing

%ith in or#er to insure e(erone is %or,ing as a team& uring practices.

mem+ers of colorguar# teams communicate %ith each other an# their

instructors in or#er to learn an# teach %or, for their sho%s& "utsi#e of

performances an# practices. mem+ers also ,eep in touch through social

me#ia an# tet an# email& $t is also (er common for man of the mem+ers

of a team to +ecome close frien#s. so mem+ers often ,eep in touch outsi#e

of colorguar#&


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$nstructors are the ones %ho spea, an# %rite the most %ithin the

colorguar# communit& 4he are the hea#s of their teams an# the #ictate

ho% practices are run an# %hat %or, goes into each sho%& $nstructors are

also in charge of teaching ne% techniues an# s,ills to the mem+ers of their

teams& 4eam captains also ha(e similar roles as the instructors&

$t is etremel eas to oin this communit& 4here are t%o +asic %as to

enter the colorguar# communit6 either + oining a guar# an# performing

an# competing. or + ha(ing a lo(e for the marching arts an# atten#ing

sho%s an# competitions an# supporting each group&

'olorguar# has a great sense of famil an# each person %ho oins this

communit ine(ita+l gains another 7famil& Mem+ers of this communit

+ecome close %ith their fello% marchers an# +uil# relationships %ith other

people %ithin this communit that last a lifetime&

4here is not much that $ can imagine %oul# ,eep someone a%a from

this communit as it is such a close ,nit communit& 4he onl thing that $ can

imagine %oul# ,eep a person out is if the feel colorguar# is too har# or

confusing so the are too scare# to enter the communit an# tr it& $ feel that

once a person is in this communit. it is har# to get out. +ecause there is not

much that %oul# ma,e a person %ant to lea(e&


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9rain #ump

:in#ergarten

$ remem+er learning the alpha+et an# the #i*erent soun#s each of theletters ma#e

1st gra#e

$ #ont remem+er much a+out learning to rea# in 1st gra#e. +ut $ ,no% $ #i#ntha(e much trou+le +ecause $ #ont remem+er ha(ing trou+le$ learne# to rea# complicate# %or#s li,e %or#s %ith silent letters

2n# gra#e

this %as the ear $ +egan to hate rea#ing an# %ritingm teachers in 2n# gra#e focuse# so much on rea#ing an# rea#ing

comprehension %hich is %hat ma#e me +egin to hate rea#ing an# %riting;rea#ing especiall<$ +ecame a reall slo% rea#er an# often got +ore# rea#ing things that #i#ntinterest me so rea#ing starte# to feel li,e a chore to me an# $ +egan to #rea#rea#ing$ often put rea#ing o* En# of uarter testing +egan this ear an# most of the time $ %as so slo% atta,ing these tests $ #i# not get to complete them

3r# gra#e

%e starte# %riting a lot in 3r# an# =th gra#e$ actuall enoe# %riting +ecause it allo%e# me to +e creati(e an# ga(e mea +rea, from ha(ing to rea# an# comprehen# %hat $ %as rea#ing

=th gra#e

%e +egan +eing teste# on our %riting s,ills


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although $ enoe# %riting. $ %as a (er slo% %riter +ecause $ sometimes ha#trou+le +eing creati(e an# coming up %ith things to sa$ li,e# +eing creati(e. +ut $ thin, part f m pro+lem %as that $ %as scare#that m i#eas %oul# not +e goo# enough or +e %hat the teacher %ante# 4here %ere a fe% time# %riting tests that $ #i# not /nish

>ea#ing starte# +ecoming easier to me an# $ +egan enoing rea#ing if it %asa +oo, $ %as intereste# in$ hate# rea#ing if it %as an assignment or something that %as not interestingto me

5th gra#e

$ #ont remem+er much a+out m rea#ing or %riting gro%th an##e(elopment #uring 5th gra#e)e %ere still teste# on rea#ing comprehension an# %riting

!th

gra#e

)e %ere gi(en a lot of time in class to free rea# ;rea# %hate(er %e %ante#<%e %erent reall assigne# an speci/c +oo,s %e ha# to rea#"ur main focus %as on %riting an# grammar

?th gra#e

)e rea# a lot in ?th gra#e$ ha# man rea#ing assignments an# +oo, reports $ ha# to #o)e ha# to %rite papers a+out +oo,s %e rea#

)e %ere assigne# +oo,s to rea# as %ell as gi(en allo%e# to pic, some +oo,s%e %ante# to rea#)e ha# a lot of class #iscussions a+out our rea#ingsproects

8th gra#e

)riting %as our main focus in 8th gra#e)e %rote a lot of essa a+out articles %e rea# an# +oo,s %e rea#)e #i#nt ha(e man rea#ing assignmentsMost of our home%or, %as %riting +ase#

@th gra#e

m @th gra#e English teacher %as one of the teachers that %as mostinuential to mehe %as the one %ho ma#e me open up to rea#ing an# start to li,e it e(en if itha# nothing to #o %ith things $ %as intereste# in


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he %as a %riter so he also ha# us focus a lot on creati(e %riting %hich is%hat ma#e me +egin to lo(e creati(e %ritinghe ma#e the %riting process fun an# since he %as a %riter himself. he %asa+le to help us more than an other teacher coul# +ecause he ha# personaleperiences %ith things li,e %riting processes. %riters +loc,. etc

10th gra#e

in 10th gra#e $ ha# one of m fa(orite teachers $ ha(e e(er ha#m 10th gra#e English teacher has +een the most inuential to me +oth as anEnglish teacher an# as a teacher in generalshe %as so passionate a+out literature %hich ma#e me passionate a+out it%e also focuse# on creati(e %riting an# rea#ing comprehension. +ut there%as something a+out the %a she taught that %as #i*erent than an otherteacher $ ha# ha# thus far

11th

gra#e

in 11th gra#e %e +egan to %rite essas %here %e %ere to anale #i*erentarticles %e rea# in class$ #i# not eno this (er much$ foun# it etremel har# to anale articles an# /n# the %riters purpose$ also ha# a teacher that ear that #i# not seem to li,e to teachShe #i# not teach (er much an# mostl ha# us #o in#i(i#ual %or, %hich $foun# etremel har# to #o %ithout an instruction or help$n 11th gra#e $ also too, a Sha,espeare class 4his class intro#uce# me to Sha,espeare an# his %or,s an# lea# to m lo(e

for Sha,espeare$ reall enoe# this class an# $ enoe# rea#ing his plas an# sonnets>hetoric)e ha# man assigne# rea#ings that $ #i# not en# up li,ing$ foun# mself not +eing a+le to /nish the +oo,s that %ere assigne# +ecause$ %oul# +ecome to +ore# %ith them

12th gra#e

in 12th gra#e %e focuse# mainl on rea#ing an# analing un#erlingmeanings %ithin the +oo,s %e %ere assigne#

%e %rote a lot of essas a+out %hat %e %ere rea#ing an# the #i*erent %asauthors use rhetoric to con(e meanings%e ha# a lot of assigne# rea#ings an# $ actuall foun# that $ enoe# most ofthe +oo,s that %ere assigne#

college

#uring m /rst semester in college $ too, a Sha,espeare class


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$ enoe# this class an# the rea#ings that %e %ere assigne#)e ha# to %rite essas a+out some of these rea#ingsthis %riting classso far %e ha(e focuse# on literac%e ha(e %ritten man essas an# papers. etc

allison lit me m draft 2

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