Post #1

My name is Katelyn Allen I am an English Education major and I am at a third year stance. I am a student supervisor for Building Management for Meriam Library. I open the library everyday in fact I open the room 442 that we have class in. I started off as a Biology major when I was a freshmen with the goal of becoming a Veterinarian. Turns out the mathematics and memorization didn’t make me happy and wasn’t my life muse. However English is something that I am not intimated by or irritated with. I love open minded discussions in class discussing different point of views on articles or academic texts. I feel more at home and appreciated at the English Department here at Chico State. I am also the event planner and historian for Sigma Tau Delta, our English Honor Society here at Chico. My prospective goal in life is to become a high school English teacher and eventually get my administration credential and become a high school Principal.

In the readings the interesting thing that struck my fancy was on the top right section of page 423 “What a school may define as reading may not take account of what students read in various contexts rather than the classroom. A boy, otherwise labeled as retarded and unable to read assigned texts, may have considerable skill at reading and interpreting baseball record books.” I find this statement interesting because I can relate to it. When I was in Elementary School we had a forced amount of time of in class reading and we had to journal about what we read after. I only liked reading mystery Nancy Drew books when I was younger and once I read the entire collection my teacher told me to read something different, something of a different genre. So there I was in class pretending to read a new genre of book in class and making up some unoriginal response on the material because I didn’t want to read it.