Professional Documents
Culture Documents
ENG 313
Personal Narrative – Rough Draft
February 18th, 2009
Memories from a Different Point of View
This cold January morning, just like any other, Taylor Swift belted from my phone “I’m
not a princess, this ain’t a fairy tale”. It’s my friendly reminder that regardless of the ungodly
hour that she sings, I am, in fact, not a princess, there is no crown around my head or servants to
get me ready for my day. I swing myself out of my short, stunted bed, one that I have not slept
in for the last twelve years of my life. I retreat to the bathroom, where everything feels short and
uncanny. The only water that is turned on is hot, in hopes to wash and burn away all the
memories of this house, flooding my already packed mind. My nerves feel claustrophobic as
they have barely any room to move. The buzzing of the blow dryer and clamping of the hair
straightening device don’t seem to happen fast enough as the time continues to tick by. Button
the collared shirt bottom-to-top in order to ensure no button is skipped in lost thoughts, as the
bizarre morning is one that can be left unexplained to the world. Walking quickly in stilettos is
like running across a bed of needles, it’s slightly painful during the act but the quicker the
movement is over the better. I feel like the small white rocks in the driveway have never gotten
dirty, and I still stumble over them as I try and climb into my car and drive the block and a half
to the school.
Pulling into the parking lot, the steering wheel leads itself to the same row that it used to,
a mere three-and-a-half years ago. I gazed out across the yard towards the school, where it has
doubled in size with new renovations, the addition of windows and a new paint job can not
remove the feeling and memories that rest in peace inside. Upon entering the building there is a
bittersweet feeling when I’m recognized; being asked to sign in like a guest is almost a sign of
being completely removed from something that I sometimes wish I hadn’t experienced, yet
knowing all the while without the experience and the recognition, my character would be
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drastically different. I listen to the click-click beneath my feet and know that being a stranger
isn’t what distinguishes adult from child, teacher from student, alumna from current, but this
does. The loud noises of the hallway can’t drown out the feeling of adulthood; click-click-tap-
click-click and “Everyone say hello to Ms. McCracken. We are lucky enough to have her with us
today to observe and ask me some tough questions about how ya’ll get your grades.”
The sign above my designated seat says “Co-Captain” as it always does, and I begin to
write. Questions fly through my mind as I revamp what was slated to soar from between my
lips during my research interview. How do we grade objectively? Equal vs. Equitable?
writing expression? How does grading affect a student’s motivation for the next assignment?
Looking out at the students, who I remember being inches smaller and in middle school during
my senior year, my mind fills with memories of graded papers by the same teacher attempt. Yet
my brain is like a coin-sorter, doing its best to sift through the massive number of memories with
graded homework assignments, specifically papers, and what details of his grading made a
difference to me. As quickly as the coins fall through, my mind races back to thoughts of how I
hope to grade in such a way that they learn, grow, change, and continue to write. My confidence
begins to dwindle as the topic of grading has the ability to overcome any notion that I would be
that good.
After the students received their T4 writing assignment, which is scaffolding another step
in the ACT prep that Mr. Foster has set up, he sits down and lets out a sigh, and then leans
forward across the desk towards me with a grin from ear-to-ear. “So what do you need to know
about grading, little grasshopper?” Laughter erupts from both of our mouths and is quickly
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stunted by the fourteen reminders writing in the same room as us. I appreciate and admire the
reality of teaching that he lays before me; “there’s no such thing as subjective grading outside of
rubrics.” “Rubrics only really work for AP or ACT practice papers.” “Any other time a rubric is
used, it’s as if there are thirty-two different rubrics that match each student’s ability.” “Grading
All of my questions were filled with excited answers and the conversation turns to the
stresses and joys of life in and out of the classroom. ‘The great grading debate’, as I’ve labeled
it, ended all the chatter and brought the curiosity to an all time high. Do you write in the margins
or in a paragraph at the end? Is it bad or wrong to have a student’s paper “bleed”? He jogs my
memory and questions what I remember. Without detailing him with the intricacies of my
morning, I forced an imaginary anxiety pill into my brain and push aside any excess memories
still lingering from the morning. I attempted to remember how he graded me. The feedback
existed imbedded in the margins, mistakes had a dark line beneath them, and the next day was a
guaranteed lesson covering common mistakes. A conversation where we never felt singled-out
since we all made the same type of mistakes. Statements like I always put both positive and
negative feedback equally throughout the paper and sometimes I have the students ‘see me’ just
so I can tell them how much their point/argument rocked, sent me into a dizzy frenzy of
flashbacks.
Sitting there, in my favorite blue jeans and my straight hair, I stared as Mr. Foster swung
the little blue chair to the front of the room and dropped a stack of papers down upon it, smack!
There was only one letter that ever made its way onto the top of my papers; “A”. Julie was my
name and grade chasing was my game. A concern regarding acquisition of a knowledge base
was irrelevant as long as the sacred letter sat at the top of my homework in all of its glory. I
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stretched my sore legs from my long run that morning and walked towards the small blue chair,
like the ones they put in elementary schools, a small reminder of how much we have all grown
since I fit into that chair. Now, my masterpieces were the same size as the chair, and I was big
enough to write them. He told to us all to grab our papers and then write in our journals. I
walked up with ease, never questioning what grade I would receive. I had never received
anything short of perfect, I thought, and yet my stomach churned the way it does when there is a
twinge of anxiety in my body, the same way my mother’s always does whenever I’m breaking a
curfew or trying to convince her that I am an angel. The paper almost jumped into my hands and
I floated back to my seat against the wall and leaned back to bask in the letter’s glory… ‘B’. It
felt as if my heart skipped a beat; send me a pace-maker now before I actually go into cardiac
arrest. I stormed up to Mr. Foster ready to question his audacity for writing such a tragedy and
tainting the top of my paper. Directions that were spat at me refused any discussion of the said
My humbled legs felt wobbly, nervous, as they brought my feeble body to his desk the
next day, pleading for that precious “A” to resume its place at the top of my paper again. Yet, in
his own charismatic way, he denied me that right to continue my reign as a perfect writer. The
words explaining that my grade reflected my writing ability rang in my ear canal, yet never fully
reached my brain cells, and ultimately, my memory bank. Everyday, for weeks upon weeks, I
continued the same pleading ritual, until he asked me if I had learned anything and what could be
improved. From deep within me, the same place that the gut feeling stems from, came the
confidence to approach the ‘master grader’ and question the ‘see me’ that kept staring me dead
square in the face, and often reached out to slap me. Upon questioning Mr. Foster, that ever
familiar loud chuckle came out as he said, “I just wanted you to know that your argument rocked
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right there”, and continued to laugh. Eventually my own loud laugh erupted and that “B” was no
longer staring at me in a threatening way, but smiling and gleaming with an opportunity to
improve.
My scatter brain returned to reality where Foster was gleaming with excitement to share
grading papers with me, and test out my own skills. As my eyes moved from word to word and
line to line, I know that Mr. Foster’s were doing the same. My left hand held the blue pen,
resting on my thumb and controlled by my middle finger, and formed comments, both positive
and constructive, within the margins, showing places with room for improvement. My chest
filled with a feeling of pride as I peered over the desk next to me, observing Foster doing the
same, yet with his right hand. I felt a slight tightness in my stomach when he smiled at me and
asked, “Well, what did you give ‘em? How many outta 10?”. The tightness got tighter as I
feared disappointing my mentor teacher, yet, I remembered the email I received a few weeks
back, ‘You’re on the right track kiddo. You were made for this job’; so I took a deep breath and
let out a “6 out of 10”. The loud, and surprisingly comforting chuckle unleashed once again, and
the room full of eyes turned our way, and he told me to relax that I gave the exact same grade.
The exact same grade!, I thought, I really can be good enough. The feedback in the margins was
almost identical which caused my heart to fill with pride and confidence. I looked over and
could almost see my old crown that used to sparkle and glisten, and that blue chair that I no
longer fit into, vanish into the past, just like my old stubborn ‘grade chasing’ ways. Finally, the
claustrophobic nerves in my brain suddenly had space; all when the simple joys of grading eased