1 LeViere

Hannah LeViere Noah Tysick ENG 111 4 December 2013 Critical Re lection !a"er Lookin# back at ho$ % $rote the m&lti'so&rce "a"er( % look at it as a car ri)e( a *o&rney o+er hills an) +alleys( there are #oo) times an) ba), !art o my brain yellin# -%s it )one yet./( $hile another "art is rea)y to *&st &se it as a tar#et an) a thir) "art is tryin# to stay in control an) oc&se), 0ith e+erythin# #oin# on stayin# oc&se) is not as easy as one mi#ht think, 1&t as the "a"er starts to come to#ether an) it starts to look like a "a"er an) not *&st a b&nch o $or)s on "a"er, 2 ter the ma*ority o the "a"er is )one my brain starts to slo$ )o$n an) then % am able to start to really be able to think an) oc&s on the )etails, 0hen startin# to $rite a "a"er the irst ste" $as to i#&re o&t $hat it $as that % $ante) to say an) then to i#&re o&t $hat articles $ere best s&ite) or my "a"er, 2s % starte) to look at $hat % $ante) to $rite( % o&n) it easier to $rite i % $as not *&st intereste) in the s&b*ect b&t i % $as( as one mi#ht say( -en#rosse)/ in it, 2 ter % reali3e) that % $ante) to talk abo&t the school systems an) ho$ they are orcin# chil)ren to learn too ast % tho&#ht o ho$ that $o&l) $ork or my "a"er an) sa$ that it $ent han) an) han)

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$ith +is&al literacy in to)ay4s schools, % )i) research an) o&n) that there $ere 5&ite a e$ articles $ith this s&b*ect % "icke) ones that % tho&#ht best it $hat % $ante) to say b&t % also "icke) some that tho&#ht that schools nee)e) to teach more so that it $as not all one si)e), 2s % $rite % cannot "&t my eelin#s an) belie s asi)e( as some )o( b&t % &se them to hel" #i+e eelin# to my "a"er so that there is a )ee"er meanin# to it, 6y belie s are more than *&st $hat % belie+e b&t they are so m&ch more than that( they are a h&#e "art o $ho % am, Comin# orm a Christian home $here % ha+e learne) that )oin# thin#s or my o$n bene it is not as re$ar)in# as )oin# it or 7es&s Christ( the one $ho has sa+e) me an) #i+en me eternal li e, 2s % $rite the "a"er % in) mysel bombar)e) $ith all sorts o in ormation( some % a#ree $ith an) other in ormation that % )o not a#ree $ith, % )o not see thin#s as black an) $hite comin# rom a amily o ele+en an) bein# the yo&n#est yo& i#&re o&t real 5&ick that e+eryone has a si)e or their o$n +ersion o the story, 0hen all my siblin#s an) % #et to#ether an) start to talk abo&t -the #oo) ol) )ays/ it is interestin# to see ho$ )i erent the stories are b&t i "&t all to#ether the can make a 3D "ict&re( instea) o *&st a one si)e) "ict&re, 2 m&lti'so&rce "a"er is e8actly that( e+eryone4s story4s comin# to#ether to make one bi# story( each o them illin# in a blank that has been le t o&t o the story,

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2 ter % #ot all the in ormation to#ether the ne8t ste" $as to start makin# somethin# o it, !&ttin# $hat is in my min) into $or)s an) on to "a"er is easier sai) than )one, 9o many $or)s an) each one can ha+e many )i erent meanin#s, Lookin# or the ri#ht $or)s to relay $hat is on my heart is not easy or me, Those that ha+e the ability to $rite $hat is on their hearts ha+e been blesse) b&t or me that is somethin# that % lack, 0ritin# or me is like tryin# to "&ll a tooth that is not rea)y( b&t $hen the $or)s )o start they come $ith meanin# an) #reat tho&#ht, 0hen $ritin# a m&lti'so&rce "a"er % in) mysel thinkin# abo&t a con erence $ith all the a&thors in one room an) listenin# to them talk an) ha+in# them listen to me as $ell, %t is one bi# )isc&ssion $here % #et to )isc&ss an) try to "ro+e my "oint, Comin# rom a bi# amily an) bein# the yo&n#est % learne) to *&st be 5&iet an) let e+eryone else talk so that % )i) not #et acc&se) o either bein# $ron# or i#norant b&t $ith a m&lti'so&rce "a"er % can ha+e my say an) % $ill not be critici3e), 0ith the )isc&ssion ra#in# in my min) % in) mysel $ith more than one to"ic on the brain at one time an) tryin# to #et them )o$n on "a"er be ore % lose them, 2 ter % #et the irst "ara#ra"h )one an) it is time to start on the bo)y o my "a"er the con+ersation starts, Each o the a&thors has so m&ch to say that it can #et o+er$helmin#, % ha+e to take them a"art an) )i#est them one at a time so that % can i#&re o&t as % #o $hat nee)s to be sai) an) $hat can be )iscar)e), 2s each o the bo)y "ara#ra"hs come to#ether an) % start to

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"&t them in the or)er % $ant them( it starts to so&n) like a con+ersation an) less like an act&al "a"er, 2skin# or hel" is ne+er a ba) thin# b&t % rarely )o it *&st beca&se o the act that % )o not $ant to acce"t that % cannot )o somethin#, Goin# to the 0ritin# Rea)in# Center $as hel" &l as % #ot another o"inion on my "a"er, %t is al$ays hel" &l to #et o"inions no matter $hat it is or( as or me % #et bombar)e) $ith them as my sisters eel that they nee) a say in $hat % )o, Ha+in# back &" is somethin# that e+eryone sho&l) ha+e $hether it be amily or rien)s, :sin# so&rces to back &" my "a"er $as hel" &l as the a&thors ha+e the cre)entials that "eo"le look or $hen rea)in# an article, 0hen rea)in# an article i the a&thor )oes not ha+e cre)entials or the ty"e o article that they ha+e $ritten( then ho$ is one to belie+e that $hat they are rea)in# is tr&e, 2s the "a"er start( to come to a close an) % can see the inish line % #et a b&rst o ener#y as i % am a r&nner in a race, 2s % #et closer to the en) o the "a"er % start to $on)er i the "a"er really says all that % $ant it to say, % start to secon) #&ess mysel an) $on)er i % am tr&ly #ettin# my "oint across, % ha+e my sister rea) the "a"er, % kno$ she $ill tell me the tr&th an) not beat aro&n) the b&sh, 9he tells me e8actly $hat she eels is $ron# $ith it an) $hat % can )o to make it better, Goin# to someone % )o not kno$ is har) beca&se % #et $orrie) that they are *&st tryin# to be nice an) not tellin# me e8actly $hat is $ron# $ith the "a"er,

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The last "ara#ra"h is the easiest or me to $rite as it is a reca" o e+erythin# that % ha+e alrea)y $ritten, 1e ore % $rite the last "ara#ra"h % rea) the "a"er a#ain % $rite )o$n the main i)ea o each "ara#ra"h an) then % make s&re that they #o $ith the thesis;main i)ea o the "a"er, Then % start to $rite the inal "ara#ra"h o the "a"er, 0hen $ritin# the last "ara#ra"h % take the main i)eas o each "ara#ra"h an) % see $hat % $ant to )o $ith them, Do % $ant to &se them all or can % s&m them &" so that % am not &sin# them $or) or $or) an) makin# it re"etiti+e( yet not a))in# ne$ i)eas in the "rocess, The last "ara#ra"h is like ha+in# the last say in a con+ersation makin# s&re that it is stron# yet smooth hel"s the rea)er kno$ that % am con i)ent in $hat % am $ritin#, 9&mmin# e+erythin# &" so that there is nothin# le t to say that is ho$ % )e ine the last "ara#ra"h o my m&lti' reso&rce "a"er, 6akin# it all come to#ether so that the rea)er has no 5&estion abo&t $hat the "&r"ose o the "a"er $as, 0hen the rea)er has inishe) % ho"e that they either ha+e an &r#e to learn more or that it has hel"e) them make a )ecision or themsel+es,