Reflective Essay On Returning To School
For my personal reflection story I choose to focus on returning to school after a long period of time in order to become self-supporting and show my children the importance of an education. This reflection was important to me to show the class that no matter the length of time one is absent from gaining a higher education, they can always return to school and start again. Also it was important to say or imply, never stop working on oneself or become fully reliant on somebody for support in this life. I disclosed a brief history of myself and the fact that I had started my family early in life and become basically stagnant in personal growth while also having the opportunity to raise my children. This blessing was to become my demise when
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According to Sarah Trenholm in “The Communication Tradition”, during the medieval and renaissance time period communication began to be thought as “a process whereby a sender transmits signals to a receiver who interprets and acts on them [and] is close to the view of many modern theorists” (Trenholm 9). Other ideas from the reading were a rhetorician’s use of logic, emotions, and credibility of a spokesman shown through the knowledge of the topic he/she were speaking upon. During our in class transition performances, I saw firsthand use of all of those styles. As discussed by Langellier, personal narrative performances “are within the forces of discourse that shape language, identity, and experience” (Langellier 127). While students spoke of their own experiences they too painted a picture of their identity and life’s experiences. Some were more emotional than others; nonetheless, the uniqueness of each student’s character was portrayed through the story in which they chose to tell the class. Langellier also states, “when people engage in personal narrative they do not leave their daily lives behind but transform and extend social relationship” (Langellier 132). This exercise was definitely an extension of people’s experiences and a building block for relationships among
According to Sarah Trenholm in “The Communication Tradition”, during the medieval and renaissance time period communication began to be thought as “a process whereby a sender transmits signals to a receiver who interprets and acts on them [and] is close to the view of many modern theorists” (Trenholm 9). Other ideas from the reading were a rhetorician’s use of logic, emotions, and credibility of a spokesman shown through the knowledge of the topic he/she were speaking upon. During our in class transition performances, I saw firsthand use of all of those styles. As discussed by Langellier, personal narrative performances “are within the forces of discourse that shape language, identity, and experience” (Langellier 127). While students spoke of their own experiences they too painted a picture of their identity and life’s experiences. Some were more emotional than others; nonetheless, the uniqueness of each student’s character was portrayed through the story in which they chose to tell the class. Langellier also states, “when people engage in personal narrative they do not leave their daily lives behind but transform and extend social relationship” (Langellier 132). This exercise was definitely an extension of people’s experiences and a building block for relationships among