allison lit me m draft 3

8/17/2019 Allison Lit Me m Draft 3

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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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Most of m life $ hate# rea#ing. especiall throughout elementar an#

mi##le school& $ remem+er /rst starting to hate rea#ing %hen $ %as in a+out

the secon# gra#e& 4hat ear %e mainl focuse# on rea#ing an# rea#ing

comprehension& uring that time. $ usuall felt as if rea#ing %as a chore an#

most of the time $ foun# it +oring& $ tpicall rea# (er slo% an# %oul# fall

+ehin# in class +ecause of it& $ %as ne(er a+le to /n# anthing interesting to

me in anthing that $ %as assigne# to rea# in school an# most of the time

foun# %hat %e %ere rea#ing +oring an# uneciting& 4his is %hat $ +elie(e

pre(ente# me from rea#ing outsi#e of school +ecause $ thought it %oul# +e

the same %a&

4hroughout high school. though. man of m teachers +egan assigning

rea#ings that $ foun# actuall intereste# me& $ still ha# the initial #rea# %hen

a teacher %oul# gi(e a rea#ing assignment. +ut $ learne# to ,eep an open

min# %hen rea#ing these assignments +ecause most of the time $ foun# that

$ %oul# actuall eno rea#ing these assignments& $ learne# that ou can

usuall /n# interesting an# relata+le things in most +oo,s ou rea#. ou ust

nee# to +e %illing to /n# them&


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9o%. $ no longer hate rea#ing. +ut m feelings for it (ar #epen#ing on

the rea#ing material& $ eno rea#ing onl if %hat $ am rea#ing is interesting

to me an# unli,e %hen $ %as gro%ing up. $ /n# mself rea#ing a lot in m

free time& :ea#ing for me acts as a form of escape or a %a to #ecompress

after a long or +us #a& $ still ha(e trou+le rea#ing if it is assigne# to me

+ecause $ sometimes /n# it #i;cult to rea# things that $ ma not /n#

interesting& $f $ am gi(en an assigne# rea#ing for a class. $ usuall #rea#

rea#ing it until $ /n# something in the rea#ing that spar,s m interest&

4hrough learning to gi(e rea#ing a chance $ ha(e also foun# that $ sometimes

+ecome intereste# in things that $ ha# foun# +oring or uninteresting prior to

rea#ing an assignment&


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M fa(orite rea#ing eperience in m life so far %as #uring m senior

ear of high school in m AP English class& M teacher assigne# the the

historical /ction. 7Etremel


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stu#ents to relate to. +ut it %as complicate# enough to cause ou to rethin,

an# anal>e e(erthing&

Since initiall rea#ing it for class. $ ha(e rerea# the +oo, se(eral times

an# ha(e #eci#e# it is one of m fa(orite +oo,s& $t continues to inuence me

on a #ail +asis& Since the +oo, ha# such a uniue %a of #ealing %ith losing

a lo(e# one. gro%ing up. /n#ing an# #isco(ering ourself. an# much more

that life has to o*er. m perspecti(e of life has completel change#& $ feel

li,e $ thin,. act. an# li(e life #i*erentl +ecause of this +oo,. an# $ feel li,e

this change is #e/nitel a positi(e one& $ #e/nitel loo, at the %orl# in a ne%

%a& $ inten# to rea# this +oo, again +ecause $ feel li,e $ ha(e learne# an#

#isco(ere# something completel ne% an# #i*erent each time $ ha(e rea# it&

M feelings a+out %riting tpicall (ar #epen#ing on %h $ am %riting

or %hat $ am %riting for& $f $ am %riting on m o%n $ usuall li,e it +ecause it

allo%s me to +e epressi(e an# creati(e in a %a that is #i*erent than an

other me#ium& $ use %riting as a %a to (ent m emotions or thoughts& =or

me. %riting is also a %a for me to get all of m i#eas #o%n on paper or in

one place&

Although $ #o lo(e %riting. an# ha(e for a long time. there are a fe%

instances %hen $ am not as fon# of %riting& $f $ am assigne# a %riting

assignment. m initial feelings are not tpicall pleasant& )hen $ am %riting

for a class or in a situation %here other people %ill +e rea#ing m %or, $ get

(er self conscious an# it is har# for me to allo% mself to +e creati(e an#

epress mself full +ecause $ am not as comforta+le %ith others rea#ing m


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%riting& $ ha(e ne(er li,e# feeling li,e others are u#ging me for anthing. so

allo%ing someone else to rea# m %or, is etremel har# for me& $ feel li,e $

am (er timi# %ith m %riting +ecause $ fear %riting in a 7%rong %a or in a

%a that others #o not li,e&

$ +elie(e that these feelings stem from m %riting eperiences #uring

m senior ear of high school& Most of m AP English class #uring m senior

ear %as #e#icate# to %riting essas& E(en though in past English classes $

ha# #one uite %ell %ith %riting. $ struggle# %ith the essas that %ere

assigne# for this class& $ foun# that no matter %hat strategies $ trie# using in

%riting these essas. $ ne(er #i# (er %ell& )ith each essa $ %rote. m

scores sta the same. $ ne(er got +etter or %orse. +ut $ %as ne(er satis/e#

%ith m gra#es&

Asi#e from m eperiences %ith %riting #uring m senior ear of high

school. most of the time %hen $ am %riting in m free time or on m o%n.

though. $ seem to ha(e a much easier time +eing creati(e an# allo%ing

mself to full epress m thoughts an# emotions& $t is #e/nitel much

easier for me to %rite freel %hen $ ,no% that no one %ill +e rea#ing %hat $

ha(e %ritten. so the fear of u#gment seems #isappear&


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M %orst %riting eperiences %ere in high school in m senior ear AP

English class& 4hat ear. %e focuse# mostl on %riting essas an# %e

tpicall %rote at least one essa each %ee,& $ seeme# to reall struggle#

%ith these %riting assignments +ecause the %ere tpicall (er har# an#

ha# etremel speci/c prompts&

Although $ ne(er completel misse# the mar, on an of them. $ still

ne(er ma#e the ,in#s of gra#es $ %as use# to on %riting assignments& $

al%as recei(e# passing gra#es. +ut $ %as ne(er trul satis/e# %ith the

gra#es $ %as ma,ing on them& ?ecause of this $ struggle# to /gure out %hat


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to #o #i*erentl in m essas that %oul# impro(e m gra#es on them& $t

seeme# that it #i#nt matter ho% har# $ trie# to ma,e m %riting +etter. $

ne(er impro(e# an# mostl recei(e# the same gra#es consistentl

throughout the course of the class&

)riting these essas %ere al%as etremel stressful for me +ecause $

feare# that m %riting %oul# not impro(e or that $ %oul# not completel

un#erstan# %hat the prompt %as as,ing for& $ %ante# m essas to +e

creati(e an# fresh +ut most of the time $ felt as if $ fell short on creati(it& $

+elie(e this %as mainl +ecause $ feare# that ta,ing a ris, %ith m %riting

%oul# result in m teacher not li,ing %hat $ %rote& $ feel as if this cause# m

%riting to +e (er safe or +oring an# lac, creati(it& )hen $ #i# tr to +e

creati(e an# %rite m essas. $ foun# that it %oul# usuall +ac,/re an# result

in m teacher telling me that $ %as missing the points that the prompts %ere

as,ing for& Antime %e %oul# recei(e our gra#es on these assignments $

%oul# +e left feeling #efeate# an# #iscourage#& 4hese eperiences %ere

etremel em+arrassing +ecause it seeme# most of m frien#s %oul# ma,e

higher gra#es than me an# $ felt li,e $ %as falling +ehin#&

$ #e/nitel +elie(e that these eperiences ha(e a##e# to m #isli,e for

%riting things that others %ill rea#& $ still constantl struggle %ith %riting

assignments +ecause $ am afrai# to allo% mself to %rite freel +ecause $ #o

not %ant anone %ho rea#s it to #isli,e m %riting&


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M fa(orite %riting eperience so far %as in m freshmen English class

in high school& 4his class focuse# a lot on creati(e %riting an# $ learne# a lot

a+out mself through %riting& 4he gui#elines for each assignment allo%e# a

lot of creati(e free#om %hich $ ha# ne(er reall +een gi(en +efore so not

onl %as it a great learning eperience. +ut it %as also a challenge& $ li,e#

feeling li,e $ %as free to epress mself in an %a $ %ante# to an# %as a+le


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to ta,e ris,s %ith m %riting& 4his class %as %here $ %rote man of m +est

stories. papers. an# poems&

"ne short stor that $ %rote in this class is still m fa(orite piece of

%riting $ ha(e e(er pro#uce#& M teacher instructe# us to %rite a ghost stor

+ut that %as a+out as much instruction as %e got& )e %ere allo%e# to ta,e

our stories in a+solutel an #irection %e %ante#& $ ha# a lot of fun %ith this

assignment %hich is one of the reasons %h this is m fa(orite %riting

eperience. +ecause prior to this %riting ha# not +een the most fun to me&

"nce %e %ere /nishe# %ith our stories. %e %ere a+le to rea# our

classmates stories an# peer re(ie% them& 4his ma#e me a little uneas at

/rst +ecause $ #ont tpicall li,e others rea#ing m %or,. +ut %hen $ +egan

recei(ing fee#+ac, $ foun# that most of the comments on m stor %ere

etremel positi(e& 4his +uilt up m self con/#ence %hen it came to %riting

an# $ %as a+le to %rite the rest of the ear %ith less fear of failure an#

allo%e# mself to ha(e fun %ith %riting&

Another reason %h this %riting eperience has +ecome one of m

fa(orites is +ecause it %as etremel challenging& $ %as as,e# to %riting in a

genre an# stle that $ ha# ne(er %ritten +efore an# tpicall #i#nt rea#

much of& ?ecause of this positi(e eperience. $ ha(e continue# to %rite /ction

an# eplore other genres that $ ma not tpicall gra(itate to%ar#s&

?rain #ump

@in#ergarten


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$ 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#ingcomprehension %hich is %hat ma#e me +egin to hate rea#ing an# %ritingrea#ing especiallB$ +ecame a reall slo% rea#er an# often got +ore# rea#ing things that #i#nt

interest 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# Cth 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

Cth gra#e

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


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!th gra#e

)e %ere gi(en a lot of time in class to free rea# rea# %hate(er %e %ante#B%e %erent reall assigne# an speci/c +oo,s %e ha# to rea#

"ur main focus %as on %riting an# grammar

Dth gra#e

)e rea# a lot in Dth 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 most

inuential 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# inhe %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


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11th gra#e

in 11th gra#e %e +egan to %rite essas %here %e %ere to anal>e #i*erentarticles %e rea# in class$ #i# not eno this (er much

$ foun# it etremel har# to anal>e 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(efor 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# anal>ing 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$ 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 3

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