Introduction

I am passionate about writing essays. Strange as it may sound, I derive some sort of sick satisfaction from pouring over textbooks and literary resources searching for the perfect quote or fact to embellish my essay.  In fact, I have dedicated a tab on my internet browser to my favorite online thesaurus, enabling me to select each word for my essays with meticulous care.  I view the semi-colon as a priceless gift, enabling writers to create varying syntax and transform term papers into masterpieces.  I feel an indescribable joy when I find the perfect quote to supplement an argument in my essay, exuberant when I am able to seamlessly embed a quote to bolster an argument or thesis.  While I enjoy all these elements of essay writing, I believe my main preference for this type of writing stems from the fact that essay writing emphasizes fact over subjectivity. 

            

Contrary to this informative type of writing, narrative writings, poetry, and other forms of personal prose typically hinge on individuality, feelings, and emotions. Authors comprise their own quotes rather than relying on textbooks and previously written sources for citations.  I found Literature and Civilizations II a challenging course not because of the amount of writing required in the course, but rather because of the type of writing the assignments required.  I could no longer weave together quotations and references into academic masterpieces; instead, the course assignments required me to throw away my scholarly crutch and engage in deeply personal, opinionated writing.  For the first time, my grade relied on personal recollections of my own experiences and reactions, requiring me to expose my thoughts, feelings, and memories in writing.  This shift in purpose left me feeling somewhat vulnerable.  Without the external skin of facts and quotations, all that remained was the skeleton of my individual writing abilities. 

            

For me, writing the sketches and reflections for this course required more time and effort than writing assignments for other courses.  Knowing people had access to my sketches and reflections, I spent lengthy amounts of time backspacing and rewording my perspectives and opinions, attempting to produce artistic narratives and insightful observations worthy of public scrutiny.  The assignments challenged me to contemplate my own opinions and perspectives without relying on supplemental information, a difficult concept for a student preferring structure over individuality.

            

The sketches contained in this portfolio reflect unique moments in my life in which I grew and matured as an individual.  A simple game of “Kick the Can” forced me to leave innocence behind and acknowledge that you don’t always win in life.  Hiking up mountains of sandy dunes with my brother taught me the rewards of perseverance and the extent of my own inner strength and determination.  Brother Nathaniel taught me to value eccentricity, while my Dad taught me to have courage and compassion despite the opinions of others.  My Grandpa Mac taught me the real definition of a hero, not only by his legacy as a World War II pilot, but as a grandfather who fights to live and love every day.  Moving at the age of 18, from my childhood home, taught me that my real home will always be wherever my family is.  My Easter experiences led me to salvation and faith in Jesus Christ, the most important element of my life; additionally, my childhood memories from Easter reminds me of how my family has changed over time, an important aspect of my “coming-of-age” experience.  

Perhaps I will always remain a scholarly writer, capable of writing based on research yet less competent at expressing emotion and individuality.  However, this course presented me with the opportunity to explore the world of creative, narrative writing, an opportunity I will value as I continue to foster my writing techniques and enter the profession of education as an elementary school teacher.