Remembering Writing, Remembering Reading

Conclusion -- My Writing

This chapter (4) embraces the way in which people become literate. The author interviewed a wide variety of people with wildly diverse literacy experiences, and interestingly, many of those interviewed reflected that early writing experiences involved "feelings of loneliness, secrecy and resistance" (p. 94). The focus in this essay is on reading, but also on writing; what a person takes from this essay is that there are many ways to influence a child to begin writing, and it usually is launched from the reading experience. Yes, I write like I talk, but that is because I haven't really put my nose to the grindstone of learning what goes into a well-written essay or article. How do you influence an adult to become adept at writing well? It has to come not just from the heart, but also from the soul and the brain. I have to put myself in the shoes of others, as Kellogg points out. How far do I want to go in my career? Do I wish to have a menial job shuffling paperwork or maybe doing data entry? No. I want more than that, and I want to make a difference in this society. Writing...

To be the best I can be is my motivation. I hope it's enough.
Works Cited

Brandt, Deborah. "Literacy in American Lives: Living and Learning in a Sea of Change." In

Literacy and Learning: Reflections on Writing, Reading, and Society. San Francisco:

Jossey-Bass, 2009.

Brandt, Deborah. "Remembering Writing, Remembering Reading," in Literacy and Learning:

Reflections on Writing, Reading, and Society. San Francisco: Jossey-Bass, 2009.

Brandt, Deborah. "Writing for a Living," in Literacy and Learning: Reflections on Writing,

Reading, and Society. San Francisco: Jossey-Bass, 2009.

Kellogg, David. "The Brake of Reflection: Slowing Social Process in the Critical WID

Classroom," in Writing Against the Curriculum: Anti-Disciplinary in the Writing and Cultural Studies Classroom. Lanham, MD: Lexington Books, 2010.