Empoword

Part One: Description, Narration, and Reflection 125 I heard kids I’d never talked to before speak about their ADHD, their dyslexia, how racist comments can hurt. I had no idea so many of my classmates had been verbal punching bags; I had felt utterly alone. When it was my turn I explained what it means to be socially anxious. How in classrooms and crowds in general I felt like I was being suffocated: it was hard to focus because I often forgot to breathe. How every sentence I ever spoke was rehearsed at least 15 times before I said it aloud: it was exhausting. I was physically and emotionally drained after interactions, like I had run a marathon. I didn’t like people to stare at me because I assumed everyone disliked me, and the bullying just solidified that feeling of worthlessness. It was exhilarating and terrifying to have everyone’s eyes on me, everyone listening to what it was like to be inside my head. I stepped back from the microphone and expected boos, or maybe silence. But instead everyone clapped, a couple teachers even stood up. I was shocked but elated. Finally I was able to express what I went through on a day-to-day basis. The girl who spoke came up to me after and thanked me for being brave. I had never felt brave in my life until that moment. And yes, there was the honeymoon period. Everyone in the school was nice to each other for about two weeks before everything returned to normal. But for me it was a new normal: no one threw things at me in the halls, no one called me names, my teachers were respectful of my anxiety by not singling me out in class. School should be a sanctuary, a safe space where students feel free to be exactly who they are, free of ridicule or judgment. School had never been that for me, school had been a warzone littered with minefields. I dreaded facing my Teacher Takeaways “This author obviously has a knack for descriptive metaphor and simile, and for the sonic drive of repetition, all of which contribute to the emotional appeal of the narrative. The more vivid the imagery, the more accessible the event. However, the detailed narrative is only briefly interrupted by the author’s current ideas or interpretations; she might consider changing the structure of the essay from linear recollection to a mix of narrative and commentary from herself, in the present. Still, the essay does serve as an example of implicit reflection; the author doesn’t do much of the ‘heavy lifting’ for us.” – Professor Fiscaletti