Running Head: Literacy

Narrative

Literacy Narrative
Naomi Ingram
University of Texas at El Paso

Literacy Narrative

If you desire a purpose for writing, try connecting it with a passion in your personal life.
Passion is powerful. I know this because, with the expression of emotion through art, I feel free.
Never did I expect to learn so much about myself by viewing my writing as a therapeutic tool.
Throughout my life as a military child, I changed as a person dramatically. Writing revealed my
state of being. An individuals evolution is demonstrated in their writing.
Writing as a Kid
Writing has always been a prominent interest of mine. I remember feeling excitement
when completing my first short story. My teacher required that the story be centered around a
picture pulled from a large, outdated calendar featuring puppies. Every student was given a
different puppy of the month to write about. When finishing my story, I believed that the plot,
climax, and characters were deeply and intricately developed. In actuality, the story was
confusing and misdirected. In other words, understanding this story would require my presence
for constant explanation. The majority of my intended concepts did not flow onto the paper like I
thought they did at the time. When reading the assignment several years later, I realized that my
skills did not match my enthusiasm for writing. Ever since then, I aspired to be more clear with
my writing intentions.
When I was in elementary school, I always pictured my future self in the spotlight. I
believed that I could be a well-known songwriter. I was so focused on this ambition that I
became tearfully jealous of the main character on the Disney Channel TV show called Hannah
Montana. In my eyes, she had an extraordinary and eventful existence; a double life of regular
girl and popstar. I was so consumed with this idea of fame that I began writing my own lyrics.
Little did I know that my original artistry, was almost identical to the songs on the Hannah
Montana soundtrack. Back then, I genuinely believed that I was creating something new. I was

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oblivious to the influence of my literacies at this age. Eventually, through the unexcited feedback
from family members, the concept of plagiarism became clear to me.
Writing as Therapy
After my failed attempt to become the next Hannah Montana, my writing become more
personal. I realized that I couldnt relate to the adolescent white girl living a secret life with her
loyal best friends in California. My story was different. I was a young black girl that frequently
moved with her close-knit family. This wasnt an unfortunate tale, it was just different; however,
my conclusion was that my life was off track. Towards the end of elementary school and into
middle school, I focused my writing heavily on the ways I didnt fit into the societal standards
that my peers suggested for me. Moving from place to place and changing schools was
detrimental to my sense of stability and closeness with friends. My academic writing was
improved and direct from my education, but my personal journals became heavily influenced by
the cliquey nature of my school.
Yes, I kept a diary. Once I realized that not everyone was ecstatic to read my writings, I
turned to my one true and loyal number one fan myself. My writing divided itself into separate
worlds: a strict, academic procedure and an honest depiction of my thoughts. In a way, perhaps, I
did achieve my ambition toward the Hannah Montana double life. It just wasnt as glamorous as
Id hoped.
In high school, my journal mindset overpowered my academic writings. My passion and
emotions would be incorporated in every school assignment I submitted. I continued to face the
difficultly of moving and didnt have any other adequate outlets. As a result of this, I decided to
be selfish with my writing and completely ignored my audience. The overall theme of each piece

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was nostalgia and sadness. For example, an assignment to analyze a simple poem about masks
turned into a symbolic theory about societys tendency to disguise their depression with
inauthentic smiles. It was almost like I couldn't help myself. That was what I felt compelled to
write at the time. Murray (1991) said that Yes, I confess it, I wrote, and write, for therapy.
Writing autobiography is my way of making meaning of the life I have led and am leading and
may lead (p. 70). This quote agrees with my experience as a writer. Murray and I both compose
as a method of reflection and progression in our individual lives.
Writing as a Young Adult in College
My senior year of high school, I moved (yet again) and learned a substantial amount
about my inner strength. My writing strategies followed my newfound maturity. Learning to
combine my desire to please the audience with my personal compassions, I became a more
candid writer.
Outside of high school, there is more writing freedom. My writing process now consists
of: picking topics that appeal to me, using a subjective mindset to do research and write papers,
and keeping the audience in mind. Today, I still write short stories and keep journals, hopefully
more advanced than those from my past. As an eager theater fanatic, I explore the intricate realm
of playwriting. Understanding that the script is the most essential aspect of a play, playwriting
feeds my inner child that craves a life in the spotlight.
I started off as a young writer obsessed with fame (you could argue she never left), to an
unstable and insecure journalist, to a confident and purposed writer. One consistency through
these transitions was my passion. I never gave up on expressing how I felt through writing.
Valuing relatability and originality continue to be very important to me. Writing is a cumulative

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learning process. Through revision and missteps, you grasp the potential to improve as a writer.
The same concept applies to reality, as one grows from their life experiences. Writing connects
both intellectual and cognitive worlds to expose the sincere truth.

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Reference Page
Murray, D. M. (1991). All writing is autobiography. In E. Wardle & D. Downs (Eds.),
Writing about writing: A college reader (pp. 65-75). Boston, MA: Bedford/St. Martins.