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Published by Austin Traylor

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Published by: Austin Traylor on Dec 07, 2010
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Traylor 1
Austin Traylor Engl 1103-024Professor Jan RiemannSeptember 14, 2010
Literacy: The Cynosure of Brilliance
The development of ones literacy, while it continues throughout their whole life, isgreatly shaped by the literate environment and their involvement with reading and writing at ayoung age. The human brain is like a sponge when it is young; it has the pre-disposition tolearning a language and becoming literate in that language. Small children quickly pick up wordsand can begin to repeat them after hearing them for short amounts of time. Accents aredeveloped depending on the area before too long as well. When the construct and learningcapabilities of the brain are taken into consideration, it isspeculated that reading and writing aremost greatly developed during ones childhood. Learning the essentials and basics of something isalways the biggest step as you can add on to it from there. Such as in the case of math, if onedoes not understand the basic concepts of operators and mathematical equations then one cannoteven understand the simplest problem such as 2+2=4. However, if we have those basics andessentials then we can slowly add onto that knowledge, expanding beyond our limits. In the caseof the analogy this could be explained by adding more variable into the equation for a greater understanding, such as 2+2=4 becoming 2+2+2=6 or 2+2-2=2. In context to literacy this could be shown by the growth of one¶s vocabulary, or a growing understanding of grammar and punctuation usage. In order for this to happen one must be able to read or write and understandwhat they are doing when they do so. That is the reasoning behind literacy being considered acrucial skill to children and being taught to them at such a young age.
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When I was a childI was quite gifted in my environment when it came to learning andreading. When I started my schooling in Texas there wasn't a public library near me but myelementary school, Stuchberry Elementary, was a block down the road and allowed students tocheck books out. My mother was very pro-active with me when it came to reading andmathematics. I was taught to read before the rest of my class and began learning algebra andvariables when I was young. She and my uncle were especially vocal in their opinions that Ishould read. Now take note that they never forced me to read as that could have been detrimentalto me wanting to read later in my life. The only thing they would ever do, other than make sure Iwas reading, would be to scold me when I ended up playing more games and slipping in myreading. I don¶t really have a good memory of my years in Texas, what I spent time doing, or even what books I read; but the point remains however that I was able to access literature andlearn from it - able to sate what thirsts I had for reading. Eventually my mom decided to move to North Carolina for specific reasons and we left my grandparent¶s house. I ±believe- I left in thirdgrade. Now in North Carolina I've moved three times, but each time have been within a mile of a library. The first time I moved I ended up in Mooresville, North Carolina. It¶s a quaint littletown 25 miles to the north of Charlotte. I spent up tosixth grade here. During that time I wascompeting for top of the class with four to five others from my year and actively participating inthe Accelerated Reader program. I almost always had the most points when it came time to tallyeveryone¶s points, but I always tried to only stay a slight margin ahead of everyone because alittle bit of competition is always good. That and I didn¶t want everyone else to give up beingfirst and stop reading ha-ha. A few of the books I can remember reading during this time, other than the bibliographies, were books like Old Yeller and Big Red. At first I picked them up
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 because they had dogs on the cover and I¶m a sucker for dogs. After a while of reading these books though I realized an important lesson: nine out of ten dog books end with the dog dying.At first I would always be extremely upset and it felt like I was burying my own dog. Theemotions the books made me feel were extremely strong. Overtime I got hooked to that feelingand ended up reading fiction after fiction. The world of fiction was so much better at expressingideas, creating imaginative worlds, or even making the reader experience emotions based on thechoice of words and text. I was hooked. My reading range became diverse. To stimulate my brain I would read detective novels and thrillers like Nate the Great or Goosebumps. For thosedays where my imagination was reeling I would read sci-fi/ fantasy novels like Dune or theRedwall series. I was having fun everyday reading and attending classes. Then unexpectedly weended up moving again.This time we moved all the way across Lake Norman, to West Lincoln. I was still readingand had access to books again, but I also got my own computer around that time, so I was able toread online and retrieve and store information from another source. My reading level was still pretty impressive, but was slowly starting to come to a halt. The new school didn¶t have anamazing selection in it library nor did it really use the AR system. I was disappointed. Even inthe advanced placement classes I was ahead of everyone; by more than one course level. I wasn¶t being challenged at all. I grew bored of school and its redundant lessons. I turned more towardsgaming and my enthusiastic reading turned into just me reading whatever fantasy books Ithought looked interesting or my uncle suggested. I didn¶t make very many friends in WestLincoln; I can only remember four of them today. I was turning into somewhat of a secluded person. At this point I was beginning to ask myself what the point of really challenging

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