LITERACY NARRATIVE

Literacy narrative involves the first-hand information of narrative that relates to reading or composing of any context. This narrative can be experienced by a small child, a teenager, and even an adult or a senior. This involves the use of description, a voice, its scene and the significant. It is supposed to capture the attention of the audience not only because it is a story but there is also something that one can learn from the story. The story should be enjoyable to both the teller and the audience. Literature narrative has become common because it explores and reflects on the past experiences in language (Poe, 43).

I am sited on my desk in the class alone wondering how I have reached this point. I was having an overview of my past life especially in academic since I was young. It has not been a smooth journey so far, I told myself. There have been numerous obstacles in every grade that I have even done. To have come this far I have had to sacrifice a lot since there not every lesson is simple. I had one of my biggest obstacles that I cannot forget in any near future. I have encountered a difficult moment in reading and writing. I could write but I was never near any point of my other classmates. It was a frustrating moment of my life. I kept asking myself why I was not like other kids. They could read out loud and well but I could not. I could take more than fifteen minutes reading a simple page will other students could do it in five minutes. I had no idea why it used to happen to me and yet we were all age mates (Poe, 45). At times, it would get even more frustrating when a teacher would point me out to read a page in a book and all I could do was to shake. I could stammer while reading and this was humiliating enough. Another student would laugh at me and I ended up crying. That is how I began my narrative to the audience.

The writing was also a big challenge. I remembered when we were given an essay to write by our English teacher I would be caught up with time and that only means I was only able to write only a few sentences that were not grammatically correct. At other instances, a teacher would read a story and tell us to summarize the story in our own words (Poe, 45). The twenty minutes summary to me was like a whole year because all I could do was to check other students. I had no idea what to write. Well, all the literature lessons stressed me out and I was trying all I could in order to improve. I tried listening attentively because I was focused on changing my story. It is true to say that it did not work out so well for me more so because I was afraid to try. Due to this fear I lost track in the classroom. Then came the time to read what we had written. I was called out first by the lecture. Shaken and worried with an increase in my heartbeat I began to read what I had written. When I was done the lecture just asked in a impolite and inconsiderate tone “why have you not finished writing the summary as required?” All student in that class rolled their eyes to me. I responded reluctantly “I have finished”. Every other student was waiting to see what the lecture would do. He asked me further what I was doing when he was reading the story and as it is supposed to be I had to give an answer. Humiliated and ashamed I said very attentively this made every student burst into laughter.

That was one of my many incidents with my literature teacher. I can simply say that my life was full of defeat, embracement, humiliation, and frustrations due to my inability to read and write well. At one point in during grade three, I was tempted to give up. I hated literature with a passion because of these obstacles. After keenly analyzing what I needed to do I approached my grade three teachers and explained everything to him. He was moved by my determination to be better and was willing to assist me. He would give me extra assignments and monitor me at a close range. He also advised me to get online and have a check of all the information on the internet regarding literature. Since I was determined I would do that at my free time. I would also have evaluation tests from time to time that increased my confidence and made me tackle every new literature program with a positive mind. This did not come easy as I was at a point discourage when my teacher was disappointed with me for not meeting his expectation. I felt like I could run and never come back but that was only for a while. I was expected to do more work by myself. I also did look for assistant from those students who were good in literature. They were so supportive and this made me feel more at easy and I was able to learn even more (Dunbar, 87).

Few months down the line I was done, I was so happy and felt relieved. I could breathe once again. My fear was gone and I could write well and I could read without stammering. My anxiety had subsided and I could see the results of my work through the test that we did. We did an evaluation and I was happy and contented with the results. My teacher was also happy that all he did was not in vain. After so many reading motivational articles I come to learn that I was not stupid neither inept. As I conclude, I came to understand and see why I was like and why I am like this today and I was justified in having an issue with my learning (Brockermier, Olson & Wang, 200).

However, it is true to say that my learning curve about the literature did not end there. In order to actualize my initial goals of not being left behind by allowing people to pass me and to change how I felt about English, is something I have to continuously work for. Being determined gives one a label of focus but has to be enhanced by actions. Instead of viewing these challenges as obstacles they should be used stepping stones that will increase an individual to work better. These obstacles should be used as a instrument to discovery the tactics that will make me a better student who knows how to read and write at the same time (Dunbar, 90).

Even with the achievement in my literature the urge for me to learn more is still there because I want to better than I am today. Currently, I am still a work in progress and am still continuing with my online learning and students discussions that will equip me with better learning methods and techniques to make me a better student than I am (Johnstone, 92). It is true to say that my determination has paid off and has increased my learning capability ever since grade three. My results grade can attest to that because I am from a grade C- student to a grade B+ student in my English class.

It is true to say that it has not been a rosy journey as there have been hiccups here and there. It is always better to first believe in yourself for others to believe in you. Self-acceptance place a great role in which I can attest to that. “It always seems impossible until it is done” that my encouragement to you. It is a decision you have to make since no one will make a decision for you (Poe, 66). In order to achieve and be successful in what you do you have to better your best. Lastly, it has been a long journey for me and I can see the fruits of my hard work don’t just lie there and say you have been defeated because a journey of a thousand miles starts with a single step.

 

 

 

 

 

 

Reference

 

Brockermier jens, olson david r & wang min; literacy, narrative and culture; routledge 2013  287

Dunbar-Odom, Donna. Defying the Odds: Class and the Pursuit of Higher Literacy. Albany:       State University of New York Press, 2007. Internet resource 87

Johnston, Elva. Literacy and Identity in Early Medieval Ireland. , 2013. Woodbridge ; Rochester,            New York : Boydell Press Print 92

Poe Alexander, Kara. "From Story To Analysis: Reflection And Uptake In The Literacy   Narrative Assignment." Composition Studies 43.2 (2015): 43-71. Academic Search   Premier.          Web. 24 May 2016.