Académique Documents
Professionnel Documents
Culture Documents
Nichole Buchanan
English 1103
December 6, 2010
My Path to Literacy
Looking back and remembering how I learned to read and write, I think, “Well,
that’s obvious. I went to school of course.” But digging deeper and trying to find the real
read, write, construct meaning through those processes and apply that knowledge
literacy are “any agents, local or distant, concrete or abstract, who enable, support, teach,
in some way” (Brandt 407). I’ve had access to literacy for as long as I can remember with
Early in my life, my parents had always been my main supporters. They bought
me books, computer games, Hooked on Phonics workbooks, and anything else you can
think of to teach me to read and write before I even started school. I remember as a child
having an endless amount of books. Even when I didn’t exactly know how to read, I
would pick up a book and make up stories from what I saw in the pictures. Little by
little, I could eventually make out a few words and before I knew it, I was reading entire
books. I was so excited about learning to read, that I read anything and everything I could
get my hands on. A favorite of mine when I was first learning to read was Dr. Seuss’s
The Foot Book. I couldn’t tell you how many times I’ve read that book and to this day I
Buchanan 2
can recite lines from it. I can also remember how enjoyable car rides were. I would read
out loud all the signs and billboards we drove past. I read so much, I’m sure my parents
were beginning to get annoyed. Even if it was a little irritating, they never discouraged it.
At that stage in my life, nothing was more exciting than learning a new word. I thought I
knew everything! I was really big on playing computer games called “Jump Start” that
had spelling games and made learning even more fun. One of my favorite games in the
Jump Start series was a cooking game. I was to read the ingredients and cooking
directions and create a dish within the given time. By playing that game, I learned how to
directions and measure out ingredients to help my mother cook meals in real life. My
parents also supplied me with plenty of workbooks that taught me how to spell out words
and use them correctly in sentences. I think I found a lot more enjoyment out of reading
and writing than most children my age. I was just so fascinated with books and eager to
learn how to read at a very young age and I think I owe that to my parents, who where
constantly there to support me and provide me with access to books and learning devices.
major part of my literacy as well. As I moved from school to school over the years, each
school provided me with access to a library full of books and computers. There were
designated days each week where we would go to the library and computer lab as a class.
We kept a reading log where we took note of what we read and how long we read for
each night. At this point, reading was still enjoyable to me so reading every night was
something I looked forward to. There were so many choices of what we could read and
we were encouraged to read anything we could such as: books, poems, magazines,
Buchanan 3
newspapers, online articles, etc. We were also expected to write a short story or response
daily. Usually we were given a prompt or on other occasions we could write about
Sometimes the prompt would be a little boring, so without even realizing what I was
share our writings in class and I jumped on every opportunity to do so since I loved
telling stories. Another activity I participated in from elementary to middle school was
the Accelerated Reader program. Students were required to read books on a point system
based on difficulty and how well you did on quizzes after the book was completed. As
your points added up, there were different rewards given to students that met certain
point ranges. This reward system encouraged students in a fun way to read more and
challenge them to read difficult books. I enjoyed a little competition and always tried to
get the most points by the end of the month so I could choose a prize from the treasure
chest. I’d say the reward system definitely worked in persuading me to challenge myself
As I reached high school, reading and writing wasn’t as much fun as it used to be.
We began having to read specific books not by choice, that I highly doubt any of my
peers would have picked up and read in their leisure time either. Reading became more of
a chore rather than something enjoyable. This is where my pleasure of reading and
writing went downhill. Everything was so structured and there was little room for
was to be written as a formal essay, which is definitely no fun at all. Throughout high
school, the only escape I had from this bland, structured writing was a creative writing
Buchanan 4
class I took my sophomore year. I had a wonderful teacher, who pushed us to write
outside of how we were so accustomed to writing. She inspired me to find my love for
reading and writing again and showed us how to read things in a different light. She
taught us how to read poetry and find that there could be a variety of meanings for one
poem. I wish that this type of class was offered every year of high school. That way other
students wouldn’t lose enjoyment out of writing and reading. Unfortunately, my feelings
for reading and writing are a bit pessimistic since high school. It’s become such a drag
and I’ve grown so tired of having to read books I don’t enjoy and writing formal essays
about things I don’t really care about. I really hope to get back into the swing of reading
again for fun. I definitely miss being able to pick up a book and not put it down until I’m
Over the years, I’ve had my ups and downs with reading and writing. I found so
much enjoyment out of it as a child and I owe that to my parents and teachers who I feel
and never discouraged me to expand my understanding of reading and writing. I’m very
thankful that I took advantage of the books, computers and other literary components I
Works Cited
Brandt, Deborah. “Sponsors of Literacy.” Writing about Writing: A College Reader. Eds.
Wardle and Downs. Boston: Bedford, 2011. 406-26. Print.