Technology Literacy Narrative Reflection

I have always primarily used technology for reading and writing, and I am the reader and writer I am today because of the way the internet shaped my childhood. In the process of writing my technology literacy narrative, I realized how standoffish I’ve been my entire life about making real connections online. I knew I never had any internet friends, but I never really reflected on how I specifically went out of my way to¬†avoid making friends in an environment where so many people found solace with others. Considering how extroverted I am in the real world, it’s interesting that I was the opposite online. I’m unsure if this behavior was rooted in anxiety around strangers or if it was due to a sincere lack of interest in using the internet to connect with people.

The writing process for my technology narrative was more difficult than I expected it to be, mostly because the only narrative style first person writing I’ve done since the 5th grade has been my college essays. I found myself double guessing my word choice, my structure, and my own thoughts. My writing process for this paper was three pronged: ponder, write, fix. First, I let my ideas stew in my head for a few days until they’re fully fledged and legible. I find that committing anything to paper before this process does me more harm than good, because instead of letting my thoughts congeal into a narrative I get stuck on a single thought I’ve written down. Next, I wrote. Usually, I like to do this step all in a single sitting, as once I get into a good writing flow it’s difficult to recreate that at a later point. For the first part of my technology literacy narrative, I had to divide up my writing into two different time periods; this ended up being fine, as the writing was so chronological I could very easily pick it back up. The third step is to fix. I prefer the term “fix” to “proofread” or “revise” because it’s a combination of proofreading and revising; I fix both language and ideas, sentence structure and thought processes. I would say my tried and true three-step method worked very well for this assignment. I was able to produce a work I am proud of that I believe responds to the prompt in a meaningful way, which is the goal of any essay.

I’m usually a very formal writer. I love em dashes and semicolons and polysyndeton (as evidenced by this sentence). I attempted to make my writing in my narrative a bit less formal than my usual style, as Pullman suggests. I’m not entirely sure how well I succeeded, however, considering I still ended up using a fair amount of em dashes, semicolons, and polysyndetons. Learning to write for an audience that isn’t interested in grading or judging me is difficult, but I’m trying my best.

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