Assignment Prompt & Instructions
attached
**files (3)**
– ## Assignment3Template-SummaryGeneratingMessyWritingFreewrite.docx
– ## StudentExample-ElementarytoHighSchool-1.docx
– ## Assignment3.docx
**## Assignment3Template-SummaryGeneratingMessyWritingFreewrite.docx**
**STUDENT TEMPLATE**
**Assignment 3: Summary & Messy Writing Freewrite**
**(**
**Step 1 of 4 for your Literacy Autobiography Assignment)**
**Part 1: Summary. This will become part of the introduction (first paragraph) of your five-paragraph paper:** Write one or two complete sentences next to each part of the story below (Beginning, Middle, End) that report(s) what you found in the
[student essay](https://canvas.south.edu/courses/57833/files/13158589?wrap=1) you read. Then, summarize the main idea of the story. Remember, your job is to report objectively and in your own words. Do not add your feelings, opinions, or judgments. State the facts as best you can.
· In a sentence or two, tell what happened in the beginning.
·
**Beginning**:
· In a sentence or two, tell what happened in the middle.
·
**Middle**:
· In a sentence or two, tell what happened at the end.
·
**End**:
· Write the point that the writer hoped that the story conveyed to the reader.
·
**Main idea of story**:
**Part 2: Your Messy Freewriting. We will turn this into three of the four paragraphs of your five-paragraph paper.**
The
[student essay](https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629) you read started as freewriting. Like you, those students set a timer for 15 minutes and responded to a prompt like the ones below.
Remember: When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated.
**Choose one of these prompts** and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)? Once you have selected, set your timer and
**write for 15 minutes without stopping**.
Remember, this writing receives no grade for organization, spelling, grammar, or punctuation. So, get messy and, most importantly, write!
1.
**Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?
2.
**Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.
3.
**My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning boring or difficult. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.
4.
**Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.
**_Save this template with a new name (for example, “YourLastName_Assignment3”), and submit it to Canvas for grading._**
## image1.png
**## StudentExample-ElementarytoHighSchool-1.docx**
1
**Elementary to High School: My Educational Journey**
Candice Johnson
Program, South College
ENG1201: English Composition
Professor
January 26, 2025
**Elementary to High School: My Educational Journey**
In “Grandma’s Hands,” Fredericks (2024) tells of how her grandmother helped bring her back to education after she had spent years no longer caring about it. In the beginning of her story, Fredericks (2024) talks about how important her grandmother made education feel when she was little. Then, she talks about falling in with the wrong crowd and education no longer mattering. However, after the birth of her daughter, Fredericks’ grandmother allowed she and her daughter to move in with her while Fredericks returned to school. As Fredericks (2024) shows, one’s life teaches many lessons. My journey taught me that there isn't just one path to education, and that each step in my story strengthened me to be successful now.
From an early age, my parents taught me the importance of academic excellence through their unwavering support. Their high expectations shaped my attitude toward education. In kindergarten, I was ahead of my classmates because my mother taught me to count to ten and spell my name. However, when I met a classmate who could count to twenty and spell her name, I wanted to learn even more. The motivation continued through elementary school, where my parents expected nothing less than good grades. In fourth grade, however, I struggled academically, and my grades dropped to all C’s. My parents sat me down and told me how disappointed they were, which made me work harder. Over the next two years, I improved my grades and finished sixth grade with As and Bs. My parents’ disappointment taught me that success requires a lot of effort and dedication. I did not realize it then, but their expectations were not meant to pressure me but to push me to reach my full potential. Although I did not always meet their high standards, their belief in my abilities kept my focus on success.
My struggles in junior high and high school showed me that academic success is not only about intelligence but also about strength. In seventh grade, I was suspended after getting into a fight with a classmate. I was not allowed to receive any credit for the work I had missed. I let my parents down, but I took responsibility and asked my teachers for extra credit opportunities. Correcting my mistakes helped me rebuild my reputation. High school, however, brought even greater challenges. In tenth grade, I was diagnosed with depression and anxiety following the loss of my grandmother. I lost motivation, my grades declined again, and I isolated myself from the people around me. It was during this time that a classmate constantly reached out to me, offering friendship and support. I finally gave in, and she became my study partner. With her help, I slowly regained my focus. By the end of tenth grade, my grades had improved, but they were not up to my parents’ expectations. The challenges I faced, from getting suspended to emotional difficulties, made me take responsibility for my future.
While my parents initially set high expectations, my determination led me back to school. After high school, I lacked direction, but my experiences taught me how important education was. When I graduated high school in 2002, I did not immediately go to college. Unlike before, my parents did not pressure me to continue my education. Looking back, I wish they had. Without a clear plan, I struggled to find a job, and after years of frustration, I decided to enroll in an online program. Eight years after graduating high school, I earned a degree in medical assisting. I knew I wanted to become a nurse, but fear kept me from applying to nursing school. It wasn’t until the end of 2024 that I finally overcame my fears and enrolled at South College to pursue my dream of becoming a registered nurse. My journey to higher education was a crooked path, but every experience along the way prepared me for this moment. Even though my father is no longer here, I am committed to beating the standards he set for me by proving that I can achieve my goals.
Throughout my educational journey, I faced challenges, setbacks, and moments when I doubted myself. My parents’ high expectations laid the foundation for my work ethic. At the same time, my personal struggles tested my ability to do well. I overcame the obstacles and continued to push forward. Now, as a student at South College, I am determined to succeed. I refuse to be defined by the difficulties I encountered throughout my educational journey, and I will prevail. We all struggle throughout different times in our lives, but the key is not to give up. Think of every challenge as a chance to strengthen your mind.
**References**
Fredericks, A. (2024, June 8).
_Grandma’s hands_. ENG1201 course. Your story will include the provided URL here.
**## Assignment3.docx**
Assignment 3: Summary & Generating Messy Writing Freewrite
**Summary & Generating Messy Writing Freewrite (Step 1 of 4 for your Literacy Autobiography assignment)**
**We will learn two skills in this exercise:**
**1. How to organize a story (your summary) and**
**2. How to generate material for your story (the messy stuff)**
**[**Download this template**](https://canvas.south.edu/courses/71399/files/17458452?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458452/download?download_frd=1) **to complete your work and submit it for this week’s assignment.****
****Part 1: Summary****
**In your classes at South (yes, even in your majors), and in your professional life beyond college, you will need to be able to accurately report what someone else has said. A wonderful way to practice this skill is through writing summaries. A summary challenges the writer to read thoroughly and to report completely and objectively to others.**
****The ability to report accurately is a huge part of every profession.****
**To do this exercise, you should practice the techniques for critical reading and taking notes found in your weekly lecture. As you read the**
**[student essay](https://canvas.south.edu/courses/71399/files/17458689?wrap=1) [Download student essay](https://canvas.south.edu/courses/71399/files/17458689/download?download_frd=1), identify its beginning, middle, and end (Hint: these sections should be broken up into separate paragraphs).**
**The directions for the exercise tell you to write one or two complete sentences about each part of the story. At the end, write a sentence that gives the main point of the entire story.**
****Part 2: Your Messy Story.** The student essay you read started as freewriting. Like you will, those students set a timer for 15 minutes and responded to a prompt like the ones below.**
**· Remember: → When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated**
**· Part 2 of this assignment receives no grade for organization, spelling, grammar, or punctuation.**
**_So, get messy and, most importantly, write!_**
****Freewriting prompts:****
****Choose one of these prompts and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)?****
**1.**
****Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?**
**2.**
****Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.**
**3.**
****My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning torturous. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.**
**4.**
****Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.**
****_Just write and tell what you know about it or have experienced on your way to your college enrollment._****
**Rubric**
****Assignment 3 Rubric****
**| | | |**
**| — | — | — |**
**| Assignment 3 Rubric |**
**| **Criteria** | **Ratings** | **Pts** |**
**| This criterion is linked to a Learning OutcomeSummary | **25 to >20.0 ptsAdvanced** Summary section meets all of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**20 to >16.0 ptsProficient** Summary section is missing one or more of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**16 to >0 ptsDeveloping** Summary section is missing elements of each of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read. | 25 pts |**
**| This criterion is linked to a Learning OutcomeReflections | **25 to >20.0 ptsAdvanced** Student demonstrates a dedicated attempt at freewriting for 15 minutes to one or more of the provided prompts.<br> <br>**20 to >16.0 ptsProficient** Student’s attempt at freewriting does not show full dedication to the process as outlined.<br> <br>**16 to >0 ptsDeveloping** Either no attempt is made, or the attempt is minimal. | 25 pts |**
**Total Points: 50**
**## Assignment3.docx**
Assignment 3: Summary & Generating Messy Writing Freewrite
**Summary & Generating Messy Writing Freewrite (Step 1 of 4 for your Literacy Autobiography assignment)**
**We will learn two skills in this exercise:**
**1. How to organize a story (your summary) and**
**2. How to generate material for your story (the messy stuff)**
**[**Download this template**](https://canvas.south.edu/courses/71399/files/17458452?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458452/download?download_frd=1) **to complete your work and submit it for this week’s assignment.****
****Part 1: Summary****
**In your classes at South (yes, even in your majors), and in your professional life beyond college, you will need to be able to accurately report what someone else has said. A wonderful way to practice this skill is through writing summaries. A summary challenges the writer to read thoroughly and to report completely and objectively to others.**
****The ability to report accurately is a huge part of every profession.****
**To do this exercise, you should practice the techniques for critical reading and taking notes found in your weekly lecture. As you read the**
**[student essay](https://canvas.south.edu/courses/71399/files/17458689?wrap=1) [Download student essay](https://canvas.south.edu/courses/71399/files/17458689/download?download_frd=1), identify its beginning, middle, and end (Hint: these sections should be broken up into separate paragraphs).**
**The directions for the exercise tell you to write one or two complete sentences about each part of the story. At the end, write a sentence that gives the main point of the entire story.**
****Part 2: Your Messy Story.** The student essay you read started as freewriting. Like you will, those students set a timer for 15 minutes and responded to a prompt like the ones below.**
**· Remember: → When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated**
**· Part 2 of this assignment receives no grade for organization, spelling, grammar, or punctuation.**
**_So, get messy and, most importantly, write!_**
****Freewriting prompts:****
****Choose one of these prompts and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)?****
**1.**
****Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?**
**2.**
****Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.**
**3.**
****My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning torturous. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.**
**4.**
****Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.**
****_Just write and tell what you know about it or have experienced on your way to your college enrollment._****
**Rubric**
****Assignment 3 Rubric****
**| | | |**
**| — | — | — |**
**| Assignment 3 Rubric |**
**| **Criteria** | **Ratings** | **Pts** |**
**| This criterion is linked to a Learning OutcomeSummary | **25 to >20.0 ptsAdvanced** Summary section meets all of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**20 to >16.0 ptsProficient** Summary section is missing one or more of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**16 to >0 ptsDeveloping** Summary section is missing elements of each of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read. | 25 pts |**
**| This criterion is linked to a Learning OutcomeReflections | **25 to >20.0 ptsAdvanced** Student demonstrates a dedicated attempt at freewriting for 15 minutes to one or more of the provided prompts.<br> <br>**20 to >16.0 ptsProficient** Student’s attempt at freewriting does not show full dedication to the process as outlined.<br> <br>**16 to >0 ptsDeveloping** Either no attempt is made, or the attempt is minimal. | 25 pts |**
**Total Points: 50**
**## Assignment3Template-SummaryGeneratingMessyWritingFreewrite.docx**
**STUDENT TEMPLATE**
**Assignment 3: Summary & Messy Writing Freewrite**
**(**
**Step 1 of 4 for your Literacy Autobiography Assignment)**
**Part 1: Summary. This will become part of the introduction (first paragraph) of your five-paragraph paper:** Write one or two complete sentences next to each part of the story below (Beginning, Middle, End) that report(s) what you found in the
[student essay](https://canvas.south.edu/courses/57833/files/13158589?wrap=1) you read. Then, summarize the main idea of the story. Remember, your job is to report objectively and in your own words. Do not add your feelings, opinions, or judgments. State the facts as best you can.
· In a sentence or two, tell what happened in the beginning.
·
**Beginning**:
· In a sentence or two, tell what happened in the middle.
·
**Middle**:
· In a sentence or two, tell what happened at the end.
·
**End**:
· Write the point that the writer hoped that the story conveyed to the reader.
·
**Main idea of story**:
**Part 2: Your Messy Freewriting. We will turn this into three of the four paragraphs of your five-paragraph paper.**
The
[student essay](https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629) you read started as freewriting. Like you, those students set a timer for 15 minutes and responded to a prompt like the ones below.
Remember: When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated.
**Choose one of these prompts** and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)? Once you have selected, set your timer and
**write for 15 minutes without stopping**.
Remember, this writing receives no grade for organization, spelling, grammar, or punctuation. So, get messy and, most importantly, write!
1.
**Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?
2.
**Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.
3.
**My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning boring or difficult. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.
4.
**Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.
**_Save this template with a new name (for example, “YourLastName_Assignment3”), and submit it to Canvas for grading._**
## image1.png
**## StudentExample-ElementarytoHighSchool-1.docx**
1
**Elementary to High School: My Educational Journey**
Candice Johnson
Program, South College
ENG1201: English Composition
Professor
January 26, 2025
**Elementary to High School: My Educational Journey**
In “Grandma’s Hands,” Fredericks (2024) tells of how her grandmother helped bring her back to education after she had spent years no longer caring about it. In the beginning of her story, Fredericks (2024) talks about how important her grandmother made education feel when she was little. Then, she talks about falling in with the wrong crowd and education no longer mattering. However, after the birth of her daughter, Fredericks’ grandmother allowed she and her daughter to move in with her while Fredericks returned to school. As Fredericks (2024) shows, one’s life teaches many lessons. My journey taught me that there isn't just one path to education, and that each step in my story strengthened me to be successful now.
From an early age, my parents taught me the importance of academic excellence through their unwavering support. Their high expectations shaped my attitude toward education. In kindergarten, I was ahead of my classmates because my mother taught me to count to ten and spell my name. However, when I met a classmate who could count to twenty and spell her name, I wanted to learn even more. The motivation continued through elementary school, where my parents expected nothing less than good grades. In fourth grade, however, I struggled academically, and my grades dropped to all C’s. My parents sat me down and told me how disappointed they were, which made me work harder. Over the next two years, I improved my grades and finished sixth grade with As and Bs. My parents’ disappointment taught me that success requires a lot of effort and dedication. I did not realize it then, but their expectations were not meant to pressure me but to push me to reach my full potential. Although I did not always meet their high standards, their belief in my abilities kept my focus on success.
My struggles in junior high and high school showed me that academic success is not only about intelligence but also about strength. In seventh grade, I was suspended after getting into a fight with a classmate. I was not allowed to receive any credit for the work I had missed. I let my parents down, but I took responsibility and asked my teachers for extra credit opportunities. Correcting my mistakes helped me rebuild my reputation. High school, however, brought even greater challenges. In tenth grade, I was diagnosed with depression and anxiety following the loss of my grandmother. I lost motivation, my grades declined again, and I isolated myself from the people around me. It was during this time that a classmate constantly reached out to me, offering friendship and support. I finally gave in, and she became my study partner. With her help, I slowly regained my focus. By the end of tenth grade, my grades had improved, but they were not up to my parents’ expectations. The challenges I faced, from getting suspended to emotional difficulties, made me take responsibility for my future.
While my parents initially set high expectations, my determination led me back to school. After high school, I lacked direction, but my experiences taught me how important education was. When I graduated high school in 2002, I did not immediately go to college. Unlike before, my parents did not pressure me to continue my education. Looking back, I wish they had. Without a clear plan, I struggled to find a job, and after years of frustration, I decided to enroll in an online program. Eight years after graduating high school, I earned a degree in medical assisting. I knew I wanted to become a nurse, but fear kept me from applying to nursing school. It wasn’t until the end of 2024 that I finally overcame my fears and enrolled at South College to pursue my dream of becoming a registered nurse. My journey to higher education was a crooked path, but every experience along the way prepared me for this moment. Even though my father is no longer here, I am committed to beating the standards he set for me by proving that I can achieve my goals.
Throughout my educational journey, I faced challenges, setbacks, and moments when I doubted myself. My parents’ high expectations laid the foundation for my work ethic. At the same time, my personal struggles tested my ability to do well. I overcame the obstacles and continued to push forward. Now, as a student at South College, I am determined to succeed. I refuse to be defined by the difficulties I encountered throughout my educational journey, and I will prevail. We all struggle throughout different times in our lives, but the key is not to give up. Think of every challenge as a chance to strengthen your mind.
**References**
Fredericks, A. (2024, June 8).
_Grandma’s hands_. ENG1201 course. Your story will include the provided URL here.
**## Assignment3.docx**
Assignment 3: Summary & Generating Messy Writing Freewrite
**Summary & Generating Messy Writing Freewrite (Step 1 of 4 for your Literacy Autobiography assignment)**
**We will learn two skills in this exercise:**
**1. How to organize a story (your summary) and**
**2. How to generate material for your story (the messy stuff)**
**[**Download this template**](https://canvas.south.edu/courses/71399/files/17458452?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458452/download?download_frd=1) **to complete your work and submit it for this week’s assignment.****
****Part 1: Summary****
**In your classes at South (yes, even in your majors), and in your professional life beyond college, you will need to be able to accurately report what someone else has said. A wonderful way to practice this skill is through writing summaries. A summary challenges the writer to read thoroughly and to report completely and objectively to others.**
****The ability to report accurately is a huge part of every profession.****
**To do this exercise, you should practice the techniques for critical reading and taking notes found in your weekly lecture. As you read the**
**[student essay](https://canvas.south.edu/courses/71399/files/17458689?wrap=1) [Download student essay](https://canvas.south.edu/courses/71399/files/17458689/download?download_frd=1), identify its beginning, middle, and end (Hint: these sections should be broken up into separate paragraphs).**
**The directions for the exercise tell you to write one or two complete sentences about each part of the story. At the end, write a sentence that gives the main point of the entire story.**
****Part 2: Your Messy Story.** The student essay you read started as freewriting. Like you will, those students set a timer for 15 minutes and responded to a prompt like the ones below.**
**· Remember: → When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated**
**· Part 2 of this assignment receives no grade for organization, spelling, grammar, or punctuation.**
**_So, get messy and, most importantly, write!_**
****Freewriting prompts:****
****Choose one of these prompts and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)?****
**1.**
****Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?**
**2.**
****Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.**
**3.**
****My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning torturous. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.**
**4.**
****Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.**
****_Just write and tell what you know about it or have experienced on your way to your college enrollment._****
**Rubric**
****Assignment 3 Rubric****
**| | | |**
**| — | — | — |**
**| Assignment 3 Rubric |**
**| **Criteria** | **Ratings** | **Pts** |**
**| This criterion is linked to a Learning OutcomeSummary | **25 to >20.0 ptsAdvanced** Summary section meets all of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**20 to >16.0 ptsProficient** Summary section is missing one or more of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**16 to >0 ptsDeveloping** Summary section is missing elements of each of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read. | 25 pts |**
**| This criterion is linked to a Learning OutcomeReflections | **25 to >20.0 ptsAdvanced** Student demonstrates a dedicated attempt at freewriting for 15 minutes to one or more of the provided prompts.<br> <br>**20 to >16.0 ptsProficient** Student’s attempt at freewriting does not show full dedication to the process as outlined.<br> <br>**16 to >0 ptsDeveloping** Either no attempt is made, or the attempt is minimal. | 25 pts |**
**Total Points: 50**
**## Assignment3Template-SummaryGeneratingMessyWritingFreewrite.docx**
**STUDENT TEMPLATE**
**Assignment 3: Summary & Messy Writing Freewrite**
**(**
**Step 1 of 4 for your Literacy Autobiography Assignment)**
**Part 1: Summary. This will become part of the introduction (first paragraph) of your five-paragraph paper:** Write one or two complete sentences next to each part of the story below (Beginning, Middle, End) that report(s) what you found in the
[student essay](https://canvas.south.edu/courses/57833/files/13158589?wrap=1) you read. Then, summarize the main idea of the story. Remember, your job is to report objectively and in your own words. Do not add your feelings, opinions, or judgments. State the facts as best you can.
· In a sentence or two, tell what happened in the beginning.
·
**Beginning**:
· In a sentence or two, tell what happened in the middle.
·
**Middle**:
· In a sentence or two, tell what happened at the end.
·
**End**:
· Write the point that the writer hoped that the story conveyed to the reader.
·
**Main idea of story**:
**Part 2: Your Messy Freewriting. We will turn this into three of the four paragraphs of your five-paragraph paper.**
The
[student essay](https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629) you read started as freewriting. Like you, those students set a timer for 15 minutes and responded to a prompt like the ones below.
Remember: When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated.
**Choose one of these prompts** and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)? Once you have selected, set your timer and
**write for 15 minutes without stopping**.
Remember, this writing receives no grade for organization, spelling, grammar, or punctuation. So, get messy and, most importantly, write!
1.
**Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?
2.
**Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.
3.
**My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning boring or difficult. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.
4.
**Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.
**_Save this template with a new name (for example, “YourLastName_Assignment3”), and submit it to Canvas for grading._**
## image1.png
**## StudentExample-ElementarytoHighSchool-1.docx**
1
**Elementary to High School: My Educational Journey**
Candice Johnson
Program, South College
ENG1201: English Composition
Professor
January 26, 2025
**Elementary to High School: My Educational Journey**
In “Grandma’s Hands,” Fredericks (2024) tells of how her grandmother helped bring her back to education after she had spent years no longer caring about it. In the beginning of her story, Fredericks (2024) talks about how important her grandmother made education feel when she was little. Then, she talks about falling in with the wrong crowd and education no longer mattering. However, after the birth of her daughter, Fredericks’ grandmother allowed she and her daughter to move in with her while Fredericks returned to school. As Fredericks (2024) shows, one’s life teaches many lessons. My journey taught me that there isn't just one path to education, and that each step in my story strengthened me to be successful now.
From an early age, my parents taught me the importance of academic excellence through their unwavering support. Their high expectations shaped my attitude toward education. In kindergarten, I was ahead of my classmates because my mother taught me to count to ten and spell my name. However, when I met a classmate who could count to twenty and spell her name, I wanted to learn even more. The motivation continued through elementary school, where my parents expected nothing less than good grades. In fourth grade, however, I struggled academically, and my grades dropped to all C’s. My parents sat me down and told me how disappointed they were, which made me work harder. Over the next two years, I improved my grades and finished sixth grade with As and Bs. My parents’ disappointment taught me that success requires a lot of effort and dedication. I did not realize it then, but their expectations were not meant to pressure me but to push me to reach my full potential. Although I did not always meet their high standards, their belief in my abilities kept my focus on success.
My struggles in junior high and high school showed me that academic success is not only about intelligence but also about strength. In seventh grade, I was suspended after getting into a fight with a classmate. I was not allowed to receive any credit for the work I had missed. I let my parents down, but I took responsibility and asked my teachers for extra credit opportunities. Correcting my mistakes helped me rebuild my reputation. High school, however, brought even greater challenges. In tenth grade, I was diagnosed with depression and anxiety following the loss of my grandmother. I lost motivation, my grades declined again, and I isolated myself from the people around me. It was during this time that a classmate constantly reached out to me, offering friendship and support. I finally gave in, and she became my study partner. With her help, I slowly regained my focus. By the end of tenth grade, my grades had improved, but they were not up to my parents’ expectations. The challenges I faced, from getting suspended to emotional difficulties, made me take responsibility for my future.
While my parents initially set high expectations, my determination led me back to school. After high school, I lacked direction, but my experiences taught me how important education was. When I graduated high school in 2002, I did not immediately go to college. Unlike before, my parents did not pressure me to continue my education. Looking back, I wish they had. Without a clear plan, I struggled to find a job, and after years of frustration, I decided to enroll in an online program. Eight years after graduating high school, I earned a degree in medical assisting. I knew I wanted to become a nurse, but fear kept me from applying to nursing school. It wasn’t until the end of 2024 that I finally overcame my fears and enrolled at South College to pursue my dream of becoming a registered nurse. My journey to higher education was a crooked path, but every experience along the way prepared me for this moment. Even though my father is no longer here, I am committed to beating the standards he set for me by proving that I can achieve my goals.
Throughout my educational journey, I faced challenges, setbacks, and moments when I doubted myself. My parents’ high expectations laid the foundation for my work ethic. At the same time, my personal struggles tested my ability to do well. I overcame the obstacles and continued to push forward. Now, as a student at South College, I am determined to succeed. I refuse to be defined by the difficulties I encountered throughout my educational journey, and I will prevail. We all struggle throughout different times in our lives, but the key is not to give up. Think of every challenge as a chance to strengthen your mind.
**References**
Fredericks, A. (2024, June 8).
_Grandma’s hands_. ENG1201 course. Your story will include the provided URL here.
**## Assignment3.docx**
Assignment 3: Summary & Generating Messy Writing Freewrite
**Summary & Generating Messy Writing Freewrite (Step 1 of 4 for your Literacy Autobiography assignment)**
**We will learn two skills in this exercise:**
**1. How to organize a story (your summary) and**
**2. How to generate material for your story (the messy stuff)**
**[**Download this template**](https://canvas.south.edu/courses/71399/files/17458452?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458452/download?download_frd=1) **to complete your work and submit it for this week’s assignment.****
****Part 1: Summary****
**In your classes at South (yes, even in your majors), and in your professional life beyond college, you will need to be able to accurately report what someone else has said. A wonderful way to practice this skill is through writing summaries. A summary challenges the writer to read thoroughly and to report completely and objectively to others.**
****The ability to report accurately is a huge part of every profession.****
**To do this exercise, you should practice the techniques for critical reading and taking notes found in your weekly lecture. As you read the**
**[student essay](https://canvas.south.edu/courses/71399/files/17458689?wrap=1) [Download student essay](https://canvas.south.edu/courses/71399/files/17458689/download?download_frd=1), identify its beginning, middle, and end (Hint: these sections should be broken up into separate paragraphs).**
**The directions for the exercise tell you to write one or two complete sentences about each part of the story. At the end, write a sentence that gives the main point of the entire story.**
****Part 2: Your Messy Story.** The student essay you read started as freewriting. Like you will, those students set a timer for 15 minutes and responded to a prompt like the ones below.**
**· Remember: → When freewriting, write anything that comes to mind in response to the questions. Do not edit or pause. As Lamott explained, this writing is for you! You won’t share it with anyone except your instructor who will help you take the next step with what you have generated**
**· Part 2 of this assignment receives no grade for organization, spelling, grammar, or punctuation.**
**_So, get messy and, most importantly, write!_**
****Freewriting prompts:****
****Choose one of these prompts and tell your story. How did it begin? How did it develop? Where did it end (or has it ended)?****
**1.**
****Expectations on me.** For good or bad, family or society can expect something of you regarding your education. What was the family or social background that gave rise to those expectations? What were the expectations? How did you deal with them? How does that story end?**
**2.**
****Influences that shaped me as a learner.** Often friends, family members, teachers, or other mentors help shape your introduction to reading, writing, or education. Tell your story about the impact one such influence had on your academic life.**
**3.**
****My learning journey.** Some of us found reading and learning to be an escape or experiences in our lives that made us feel empowered. Some of us found reading and learning torturous. Some found it a bit of both. But we all wound up here. So how did that happen? Where did it start and what happened along the way? Think about how you got to South and tell your story.**
**4.**
****Choose your own educational story.** As you read the student essay, maybe you felt a story about your education and the importance of learning that doesn’t fall into the prompts above. You can write that story here.**
****_Just write and tell what you know about it or have experienced on your way to your college enrollment._****
**Rubric**
****Assignment 3 Rubric****
**| | | |**
**| — | — | — |**
**| Assignment 3 Rubric |**
**| **Criteria** | **Ratings** | **Pts** |**
**| This criterion is linked to a Learning OutcomeSummary | **25 to >20.0 ptsAdvanced** Summary section meets all of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**20 to >16.0 ptsProficient** Summary section is missing one or more of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read.<br> <br>**16 to >0 ptsDeveloping** Summary section is missing elements of each of the following criteria: 3 main ideas are provided and written in 1 or 2 complete sentences. Sentences are objective (do not share student’s personal opinion). Sentences accurately reflect the beginning, middle, and end. The student has given an overall point of the essay that is accurate to the story read. | 25 pts |**
**| This criterion is linked to a Learning OutcomeReflections | **25 to >20.0 ptsAdvanced** Student demonstrates a dedicated attempt at freewriting for 15 minutes to one or more of the provided prompts.<br> <br>**20 to >16.0 ptsProficient** Student’s attempt at freewriting does not show full dedication to the process as outlined.<br> <br>**16 to >0 ptsDeveloping** Either no attempt is made, or the attempt is minimal. | 25 pts |**
**Total Points: 50**