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I still remember how proud I was of all the praise I received from Mrs. I enjoyed the attention so much, I wanted more of it and so every vocabulary assignment thereafter was a new story filled with drama, intrigue, and lexical variety. Its demands on my time were such that free time for writing was a luxury I did not have.
I didn’t submit this assignment because I was done writing it; I submitted it because the deadline had come.
There are still quite a few parts of the essay that I’m dissatisfied with, so many changes I’d make if I still had the time.
This ability to write is just as essential to the definition of literacy as the ability to read is.
Without it, a person's freedom is impinged upon; a person is left exposed to realities created by others without having the ability to refute them, much less the ability to create a new one.
If you can give your essay to someone and they can tell you what you were supposed to write about without ever having seen your original essay prompt, then you have succeeded in answering the prompt.
(That doesn’t necessarily mean you FULLY answered the prompt, just that you stayed on topic.) The essay is also an example of how the writing process is ever ongoing.
My father had me reading the classics as soon as I was able to hold a book in my hands.
An intellectual who had served seventeen years in concentration camps during the Bolshevik invasion of Romania, he understood just how powerful and liberating the written word could be.
The following essay was an assignment I had to complete for my graduate Composition class.
Despite it being an academic paper, it lacks a thesis statement because it is a narrative essay (one of the only academic essay types informal enough to allow for implicit theses statements).