• Category:
  • Document type:
    Term Paper
  • Level:
  • Page:
  • Words:

Personal concepts of literacy

Personal Concepts of Literacy

A personal experience I had which stood out for me till this day although it has been more than a decade is at the age of eight, my parents bought their first mobile devices and I was deeply fascinated by just their mere existence. My father happened to call my mother one day and she was unavailable at that moment. For fear of answering, I waited till it stopped ringing and drafted a text message ‘mum is in the bathroom and cannot pick your call at the moment’ and hit send to my father. A few minutes later, my father was at the door asking who wrote him the text. I confidently jumped up and answered in the affirmative that it was indeed my doing. He was so proud but at the same time shocked that at my age I could be able to send text messages and use a device that no one taught me how to use. That is also the story of how I landed my first toy mobile.

The second experience happened when I was in high school. It was during a business class and the teacher had asked for reasons as to why the government needs to protect consumers. I had read the previous night and a point stood out for me because of the word ‘unscrupulous’. I quickly raised my hand and answered ‘to protect consumers from unscrupulous business people who would like to take advantage of them’. My teacher as well as my class were shocked. The word was repeatedly jabbed in class and from that day henceforth, whenever such a question appeared in the tests, everyone’s first answer would have ‘unscrupulous’ in their sentence.

Writing is one of the literacy skills I can confidently use. I tend to remember a lot of words and they spin in my head begging to be used. It must have developed back in primary school when I used to write compositions. Putting a story in my own words always seems to have originality and I can twist the story line to fit my own imaginations. Since I am an avid user or abuser (as others would call it) of the dictionary, I don’t pass the chance to throw in a few new strange and uncommon words in my writing.

My writing has improved over the years and when I got to high school, when writing creative essays, mine barely had spelling mistakes. My literature teacher once stood beside me a whole forty minutes because she thought I was using a dictionary during a writing test. I choose writing because I have the time to correct or even perfect the art. I pay attention to the language used when watching TV programs and how they are used in a sentence to perfect my own writing skills. There is always a constant battle for me to use the most appropriate words whenever I’m writing any piece of work including this one. I always feel confident when I write because it will be entirely my opinion on how I feel about particular issues and have no intimidation.

I would like to improve on my speaking skills. I can speak fluently and audibly but the content matter is normally an issue. I usually have it all planned out in my head on the series of delivery of content but when it comes to speaking it somehow vanishes or just slips my mind. I even normally have a range of examples but usually end up giving one that is vague. There is this one time I was doing a class presentation on placement and induction. I had it all planned on the examples of formal and informal induction but ended up not giving any. I have to admit that nervousness plays a big part but I am able to shake it off within the first few seconds of speaking.

I tend to use complex words that in my opinion I should use in writing hence get stuck and leave my audience confused. I also assume that my audience is at par with my level of understanding on the topic and just vaguely explain some concepts.

Writing and representing is one important skill of language and literacy that students at the end of stage 3 primary should know and be able to demonstrate. This skill requires students to be able to engage personally with texts. By understanding that texts are shaped by using different language form and features they will come to appreciate the idea by experimenting and composing their own to enhance learning and make it enjoyable.

They can also identify, develop and apply contextual knowledge. This especially applies in imaginative texts where they can analyze the text and identify the themes. Given educational books/novels to study, the student can breakdown the various themes used in the book and apply them in real life situations.

Responding and composition of texts. Students should be able to compose both imaginative and informative texts based on the content gathered. They can represent their opinions based on the literary texts by reflecting on the views of others.

The students also need to develop a handwriting style that is legible and attracts attention suitable for various audiences. They should also be able to experiment with the language structures, features and ideas of different authors to project their own.

I think this skill is important because one tends to develop the other literally skills with time such as grammar and punctuation. By reviewing different texts, one is able to get a grasp of how vocabulary is used, complex sentences and punctuation to make a text interesting and captivating.

It will also help one in the spelling department since a lot of writing means an encounter with an array of different words that will sharpen the spelling skill.

One is also able to think imaginatively, creatively and critically. A lot of writing exposes one to many ideas and perspectives that opens up the mind and be able to think in different dimensions.


NSW English K-10 syllabus for the Australian curriculum. P. 98-99