Jason Pollock

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Instructor: Malcolm Campbell
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UWRT 1101
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October 9, 2014
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Personal Narrative

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It was one of those late nights during the third week of the second semester, my Junior
year of high school. I remember sitting down in my maroon office chair with my Carolina
Tarheel snuggie against my body. In my left hand I grasped my neon stack of vocabulary flash
cards while my right hand tightly held the mouse of the computer. I stared mindlessly at the
monitor wondering how I could possibly fathom transforming my rough draft into a final product
worthy of an exemplary grade.
I quickly shuffled through the conglomeration of cards. Written neatly on the front side
of each card contained a scholarly word and underneath that word, a dichotomy which separated
into synonyms and antonyms of the specified word. On the back of the card, was an easy to
understand definition and a sentence using the word. This methodology was my contrivance to
integrate a higher tier of vocabulary into my colloquial writing. Although arduous, it was a
prodigious way to achieve an expanse of vocabulary, greater than I previously had.
Earlier that year, the second day in the first semester of my junior year to be exact.
English III, my favorite as well as my best subject taught by, Mrs. Price, a short lady with bob
haircut. Good, morning class, she said enthusiastically. I understand many of you are sick
and tired of vocabulary, but it is a part of the curriculum and we will memorize and study a set of

twenty words and take a quiz on the words at the end of the each week. This is great, I
thought to myself. My vocabulary wasnt up to par and this was my opportunity to learn a
variety of new words.
The semester became a simplistic routine. Mrs. Price would pass out the set of
vocabulary words and then read aloud the correct pronunciation. This was my favorite time
during the class. During this time, I whipped out my neon flash cards and expeditiously copied
each word.
The flash cards became an study tool, rather than a onerous chore. During every class, I
would would sit towards the back of the classroom and peruse through my cards until I
memorized them front to back. Not only did I memorize the cards, but I incorporated the words I
learned in my writings.
I specifically recollect our summer reading assignment during the second week of Mrs.
Prices class. We were assigned to articulate our perspective on questions related to the book,
Into the Wild. After that, we were required to comment on each others responses. Please be
respectful to your colleagues responses. This assignment is designed to give each other a better
understanding of the book. said Mrs. Price. Being competitive, I scrutinized the ideas of my
colleagues. I strongly disagree with your perspective. Chris Mcandles deviated from the life of
affluence and materialism because he yearned to explore the ambiguity of the world that
surrounded him, I commented towards one of my colleagues.
The following day Mrs. Price walked around the classroom to show us our grades. She
revealed my grade which revealed a 100%. Right below the grade, there was a note that read, I
loved how you incorporated the Unit 1 vocabulary in your in your responses and comments. I

began to use the use as many vocabulary words in all of my writings. What I as well as many of
my colleagues viewed as scholarly writing was, in reality jumble of confusion.
So there I was back sitting in front of the desk top attempting to make my writing for AP
Language to appear intellectual. This was our first writing assignment for the class, and after
staring at the screen for nearly thirty minutes, I began to replace many of the words many of my
words with synonyms to bring my writing to the next level. I nailed it, I thought to myself as I
stapled the paper.
A few weeks went by, and finally the day was here, it was the day the we received our
essays. This is the first major writing assignment. Do no be discouraged about the grade
received. This should be seen as a learning experience, said Ms. Justice. What do I have to
worry, I spent a fair amount of time on this writing assignment and I even went on to replace
many of many of the words with stronger words, I though to myself.

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After much anticipation, she placed the writing on my desk. To my dismay, the grade
read, 84% and on the back was an overall analysis of my writing. I skimmed down until I saw a
quoted which read, Never use a large word when a diminutive one will suffice. How could
this be. Using larger words should make my writing more complex, therefore making it better.

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Later that night I read through the writing and came to realize that there was a lot of truth
to her quote. I even had trouble understanding what I was attempting to articulate. The cloth was
finally lifted from my eyes and I finally saw that my writing was so focused on sounding
complex that it shifted from the main purpose, which was the content of the writing.