The middle school to high school writing transition was difficult for several reasons. First, I had never been in a public school setting before the tenth grade; just having to write with other people in the room and sitting next to me during in-class essays was foreign, and I had to learn how to focus on the given task without being distracted by classroom activity. Second, I had never before been expected to follow a rubric. Through elementary and middle school my mom would say to me, “read these Chapters and write down what you think about them or any questions you have,” or she would say, “summarize this article [or chapter] and write a reflection.” Then she would read my work by the end of the week and we would have a discussion about the content. If she expected more information or a more clearly stated opinion, then I would spend the time necessary for completion. I had never even seen a grade before. Finally, I had never written anything without receiving feedback. When I entered tenth grade, most of my writing assignments were returned with a few short remarks and a final grade. But the papers were rarely, if ever, revisited, nor was I ever given the opportunity to improve my grade.
After experiencing these challenges for the first time, I also had to learn how to “figure out the teacher.” I remember my first semester at Plainwell High School when a friend from my volley ball team asked, “You have Ms. Straub for English, don’t you?” and I confirmed that I had, and so she said, “How do I have to write, and how much work do I have to do to get an A in her class?” I was so confused! What did she mean, ‘how do I write in order to get an A’?” To my benefit, I learned the system quickly. To get in A in Ms. P’s class you had to write as many pages as you possible; to get an A in Ms. W’s class you needed to use lots of detail; and in order to get an A in Ms. R’s class, you just had to be liked by her and she would tell you what you needed to know; and for Mr. C’s class, you didn’t have to write at all, just finish the worksheets.
Freshman year of college I had similar experiences so I got by just fine and received all A’s, but by the time I entered my upper level courses, so much more was expected of me than a five-paragraph essay, with at least three sources and references from the book. I actually had to think critically about topics and support my opinions and original thoughts. I am certainly thankful for this change, but it was quite a challenge.
For once, I had to write for meaning and purpose, and when I had completed my first draft I was expected to revise and edit it dozens of times before submission. I was praised for originality, creativity, research, writing development, inquiry, and then I was expected to share my work with others. I have learned a great deal these last three years of college, but it’s sad to think how much more I could have accomplished and progressed had I entered this experience as a veteran critical thinker and inquirer?
After experiencing these challenges for the first time, I also had to learn how to “figure out the teacher.” I remember my first semester at Plainwell High School when a friend from my volley ball team asked, “You have Ms. Straub for English, don’t you?” and I confirmed that I had, and so she said, “How do I have to write, and how much work do I have to do to get an A in her class?” I was so confused! What did she mean, ‘how do I write in order to get an A’?” To my benefit, I learned the system quickly. To get in A in Ms. P’s class you had to write as many pages as you possible; to get an A in Ms. W’s class you needed to use lots of detail; and in order to get an A in Ms. R’s class, you just had to be liked by her and she would tell you what you needed to know; and for Mr. C’s class, you didn’t have to write at all, just finish the worksheets.
Freshman year of college I had similar experiences so I got by just fine and received all A’s, but by the time I entered my upper level courses, so much more was expected of me than a five-paragraph essay, with at least three sources and references from the book. I actually had to think critically about topics and support my opinions and original thoughts. I am certainly thankful for this change, but it was quite a challenge.
For once, I had to write for meaning and purpose, and when I had completed my first draft I was expected to revise and edit it dozens of times before submission. I was praised for originality, creativity, research, writing development, inquiry, and then I was expected to share my work with others. I have learned a great deal these last three years of college, but it’s sad to think how much more I could have accomplished and progressed had I entered this experience as a veteran critical thinker and inquirer?
Look at where i started.
< I'm left handed. When I first began writing, I wrote every single way except the right way. If you were to hold this piece of paper up to the mirror, then maybe you would be able to read what it says! My mom told me that my dad was pretty concerned for my future, but she knew I would grow out of it eventually!
Middle School.
I don't remember keeping a journal regularly, more frequently I would ask for journals for my birthday because I thought they had cute patterns, or I liked the idea of journalling, but I found out I have quite a few saved.
<---This journal is full of poems that my 7th grade English teacher helped my class create. We each got to decorate our own and then we filled it with poems that we wrote throughout the semester.
<---This journal is full of poems that my 7th grade English teacher helped my class create. We each got to decorate our own and then we filled it with poems that we wrote throughout the semester.
High school.
As mentioned before, I did not enjoy writing in high school. I wrote more while I was homeschooled because I did not have to worry about having to show it to anybody. This particular poem was written freshman year, the year before I transferred to Plainwell High School.
College.
My college experience did not begin so well. I had originally wanted to go to MSU, and GVSU was going to be my second choice. I knew it would probably be easier to get into to GVSU but I applied to both schools anyway. Then I received this letter and I was crushed. I thought, how could I possibly not get accepted to GVSU?? and if I couldn't get into to GVSU, then there was no way I could get into to MSU.
Fortunately, my parents had a hard time accepting the matter as well, so my mom called my guidance counselor to find out why I was not accepted. I had good grades all through high school, and I was involved in every club, sport, choir, and community service project you could think of. After talking to my counselor for some time, she realized something. My transcripts had never been sent to GVSU! So, according to their records, I had not even the necessary credits to graduate from High School.
As a result, the whole situation was taken care quickly and I was soon registered to attend GVSU that fall. Boy, was I worried!
Fortunately, my parents had a hard time accepting the matter as well, so my mom called my guidance counselor to find out why I was not accepted. I had good grades all through high school, and I was involved in every club, sport, choir, and community service project you could think of. After talking to my counselor for some time, she realized something. My transcripts had never been sent to GVSU! So, according to their records, I had not even the necessary credits to graduate from High School.
As a result, the whole situation was taken care quickly and I was soon registered to attend GVSU that fall. Boy, was I worried!
Things got much better. I had a great year at Grand Valley, I was involved in many extra curricular activities, and I received a great deal of support in my writing at through the writing center and through one of my professors.
The following Fall I transferred to WMU so I could commute to school from home, and continue to train and show horses with my family. I joined the WMU equestrian club, changed my major from Business and Marketing to English and Spanish for Secondary Education, and have developed literacy skills that have helped me become a more confident reader and writer. |