I had always wanted to become a journalist since I was very young. I did not know what the profession entailed though, but I was adamant that one day I would become one. Throughout my school years, I kept that feeling in my minds, and engaged in reading everything I came along in school and at home. Most of us managed to learn how to read by mimicking the writings of others. Although my parents were my instructors when I was about four years old, most of what I learned was my own. I started reading newspapers at the age of eight, and when I attained eleven years, I could read a whole novel. Although most teachers that I encountered in primary level were quite strict, they played a significant role in directing me on how to write well and read fluently.
My father worked with me during his free time, and he could assist me to hold a pen and write some alphabets. I started writing some words even before joining kindergarten. When I graduated to primary level, my primary school teachers made me value reading by encouraging me to read before the whole class. I usually enjoyed reading Thickwick and the Big-hearted Moose by Dr. Seuss. Dr. Seuss’s work attracted me because of his rhythmic text, as well as appealing illustrations, which encouraged me to think deeply. As I moved from one level to another, I accumulated much confidence, which assisted me in tackling challenging texts. I concurred with Loy that teachers should teach students how to approach different levels of reading by measuring the length of each piece of reading (27). Students should start with an article, then a chapter from a book, and eventually a whole book.
What attracted me most during my primary level were the newspapers that my father brought home every day, and I kept myself busy by struggling to read some stories. Armed with a pen and a notebook, I used to note the vocabularies, whose meanings I got from Mr. Keen, my English teacher. However, life took a new turn when I joined middle school level. I could no longer manage to read a whole novel, except the ones that were testable. I could not manage to read newspapers in school, as they were only available in the library. My dream was almost coming to a halt, but my parents saved it. Upon realizing that my grades were falling in English, my parents summoned me to explain what was happening. In the age of the Internet, I could not give such an explanation. I revived my dream during my third year in middle level.
Reading and writing became quite easier through technology. I could read most of the books and articles online, which was relatively cheaper than purchasing them. A year after joining the college, I decided to become a columnist in the college newspaper. I approached Mrs. Lawrence, the editor, who was too suspicious of anything.
“What subject will you be writing about?” she asked.
“I am a communication student, and would like to be writing about life experiences,” I replied.
“I would like to see you work because I wouldn’t like to allow anyone to express political views in this newspaper,” she insisted.
“I have just told you that I am a communication student, but I can assure you I am not interested in politics,” I replied calmly, though I was annoyed.
I had some few copies with me, which I gave to her for approval. Luckily, she did not let me down, and that is how I gained a space in the college newspaper. Due to my experience in reading so many articles, I managed to hook many students to my column. I was so excited that my dream of becoming a journalist was still alive. However, I came to realize that journalism was a challenging profession when I went for internship in a local newspaper, where I was supposed to write about live scenes. One day, the local newspaper crew and I went to gather information on an accident that claimed lives of five people. After leaving the scene, I had to edit the story to fit the space, and the story had to appear at the front page of the daily newspaper. This was the hardest assignment that I had ever carried out at that time, but with the help of my fellow colleagues.
In conclusion, I appreciate my strict primary school teachers for assisting me to nurture my dream career through extensive reading and writing. I am who I have become due to them, as well as persistence and pressure from my parents. I find pleasure when writing an article or giving a comprehensive coverage of an incident that people are eager to follow. Technological innovations have lessened the work of journalist, as they do not have keep their readers waiting for a long time to receive information. Children who are being raised today have access to information through digital transmission, or traditional means (Damber 96). I am still in the process of improving my career, as I learn new techniques of writing and reporting stories using the new technology.
Damber, Ulla. “Write to Read in Two Different Practices: Literacy Versus Technology in Focus.” Journal of Education and Learning 2.2 (2013): 96-107. ProQuest. Web. 16 Jan. 2015.
Loy, Martin. “Learning to Read, Reading to Learn: Strategies to Move Students from ‘Keen to Learn’ to ‘Keen to Read’.”Teaching History.132 (2008): 25-9. ProQuest. Web. 16 Jan. 2015.
Seuss, . Thidwick, the big-hearted moose. New York: Random House, 1976. Print.