Each folder held about 6 work assignments inside them, I panicked even more when I couldn’t find the book we needed for this class I didn’t want to make the same mistake as the last time. I ordered my book late and our first essay was due within the second week. All I needed to do was relax and stop overthinking everything, I thought to myself maybe this class isn’t as bad as the first English class I took. After opening the first assignment folder and seeing that it really wasn’t so much work it was actually videos and articles of what we will be learning that week I felt relieved, the first folder was actually nice. I was able to see who I was as a writer and actually sit down and see what needs more work I also wrote about my MBTI, I found out I was a big procrastinator and that helped me figure out many things.
My senior year I took AP English, so this required a lot of books. Thinking back to that year of school I remember finishing maybe one or two of those books. Although, I didn’t read all of those books, I still got a good grade in the class. One thing I did learn from that class about not reading all the books was reading the summaries is not good enough because, they leave out all the
My junior year of high school, I preferred to sit in the middle of my AP English Language class to avoid being called on by my teacher, Mr. Johnson. Mr. Johnson was a mature, relatively little man with an advanced vocabulary and an awkward humor. I was quite intimidated by this teacher like no other teacher. I would feel intimidated to speak or to submit my work. When I first stepped into the class, I was able to feel the high expectations towards my work once we were handed the scoring rubric for the produced in this class; I had a feeling I would be unable to meet that criteria.
The Dreadful Scoring Rubric My junior year of high school, I used to sit in the middle of my AP English Language class to avoid being called on by my teacher, Mr. Johnson. He was an old man with an advanced vocabulary and an awkward humor. I was quite intimidated by this teacher like no other teacher. I would feel intimidated to talk or to submit my work. Stepping into the class, from the first day, I was able to feel the the high expectations of my work once we were handed the scoring rubric for the writing produced in the class and I had a feeling I was unable to meet that criteria.
no excitement. regardless of what the teacher says, this is not a new challenge"(158). Rose shows how he felt abut his early high school as his teacher were supposed to be teaching exciting subject, but ruin subject by just reading out from the book. making it harder for any to really pay attention in class. " No wonder how so many student finally attribute their difficulties to something inborn, organic: That part of my brain just doesn 't work"(158).
Going through the alphabet day after day, practicing each letter of the alphabet, is probably what made me dislike writing so much. The summer after third grade, my parents, made me work in reading and writing books to help me improve, but I hated doing them so my skills never really improved. Ever since then, my ability to comprehend what I read has been very difficult. My favorite class during seventh grade was English, only because my teacher did not make me do too much writing. Towards the end of the year, she made the class write a book and it was really a fun assignment.
As I grew up I did not like the material that had to be read or the papers that was required to be written; but since I knew the work had to be done accurately in order for me to pass the class I learned to tolerate the subject. Throughout high school, the English courses were very time consuming and over whelming resulting in me disliking the subject even more. The assignments and readings that were usually given took up the majority of my time; this resulted in work from my other courses being left unfinished. My last two years of school consisted of research papers and in class compositions. But nothing compared to the tedious work that I encountered my junior and senior year when I decided to challenge myself by taking AP English courses.
I am currently enrolled in my second semester at Elgin Community College, and one of the classes that I am currently taking is an online class that is about fiction literature. I have always had mixed feelings about reading when I was younger, but now I like it more. I am always reminded about when I was a young child, I thought of reading more of a burden because I was not interested in it. I am not sure if you picked up on that, but it was something that I always thought of being boring, and would think it would take up too much time. I still remember how one of my elementary teachers had each of us complete a reading log at the end of the week.
Many times, I did not comprehend what I was reading and would have to re-read passages over and over again. Now starting my senior year in high school, I am a better reader. My peers can read just as well as I can. I am still not as confident as I would like to be, but I am working on it. Reading out loud makes reading it class easier.
Little did I know that the start of high school caused for not only the shift from fiction to nonfiction books, something I never really enjoyed, but also dull and repetitive writing prompts we constantly had to elaborate on. Though I still enjoyed writing, reading quickly changed from a source of enjoyment to constant work and long hours unengaged. I remember the first book I was assigned to read in high school was To Kill a Mockingbird. After reading the first few chapters, I realized I wasn 't thrilled by the book at all and after a long struggle trying to understand that story, I did not attempt to read another full book through my whole high school experience. I feel that this was partly because I had no time with all the tedious schoolwork and extra boring books.