Before I Go, Here's One Last Post!!!

Before I go, I want to leave behind one last post, my narrative story titled "Lost" that carries the heart of what I have learned. My digital story is not simply an assignment; it is a reflection of vulnerability, growth, and the quiet determination to trust my words. It begins with fear, the hesitation of sharing my voice, and unfolds into discovery, where description and narrative blend to reveal meaning beyond the page. 

Through imagery, pacing, and reflection, this story captures both the technical and emotional journey of writing. It is a reminder that behind every sentence lies intention, and behind every word lies a voice, authentic, vulnerable, and real.

This final piece extracted from my writing portfolio is my way of honoring LIT102 and carrying its lessons into my teaching practice. It is a testament to the belief that writing matters, not only for me, but for every student who dares to put their voice into the world.

And so, before I go, here is my digital story. I do hope that you enjoy viewing and listening.

It has been a pleasure. Bye!!

The End of Another Chapter, Thank You!

 

Thank You!

Dear Reader,

Thank you for joining me on my journey through JBTE/LIT 102: Promoting Writing in the Primary Grades. As I look back on this experience, I feel truly grateful for the growth, confidence, and understanding that this course has brought into my life. Guided by Dr. Alarna Charles, I learned to see writing as a meaningful and powerful part of a child’s development. I discovered that writing offers young learners the chance to express their thoughts, explore their ideas, and build their sense of identity.

Throughout this course, I gained valuable strategies that will help me support children as they develop their writing skills. I learned the importance of creating a classroom environment that encourages creativity, curiosity, patience, and courage. Each activity and reflection helped me understand how to nurture young writers with empathy and intention.

This blog reflects my challenges, my progress, and the many insights that shaped my understanding of writing instruction. I am thankful for the knowledge I gained, the experiences I had, and the clarity I now feel about my role as a future educator.

Thank you for taking the time to read my work and to share in this meaningful part of my journey. I look forward to carrying these lessons forward as I continue to grow and prepare for the classroom.

Warm regards,
Niola Patrice 

Closing this Chapter, Opening New Pages!

                                      

As LIT102 comes to an end, I must say that these past few weeks have been nothing short of a roller coaster. Yet, I find myself looking back not only on the genres we studied, descriptive, narrative, expository, persuasive, and poetry, but on the quiet lessons beneath them. Each genre carried its own demands, yet together they reminded me that writing is not simply about technique. It is about intention, courage, and the willingness to be vulnerable.

                                                          

Descriptive writing taught me to slow down and see beyond the surface, to choose words that carry emotional weight. Narrative writing reminded me that plot and character are not just technical tools, but ways of making sense of experience. Expository writing showed me the power of clarity and structure, while persuasive writing challenged me to think critically about audience and voice. Poetry, with its rhythm and imagery, reminded me that sometimes the deepest truths are spoken in the fewest words.

Yet this reflection is not only about me as a student, it is about me as a teacher. I cannot ignore the moments of guilt that surfaced when I remembered asking my own students to “add more detail” or “use imagery” without always modeling what that truly meant. LIT102 has reminded me that teaching writing is not about demanding more, but about guiding gently, showing patiently, and creating spaces where students feel safe to risk vulnerability.

As I move forward, I hope to implement these lessons in my classroom practice. I want to give my students the gift of the author’s chair, where their voices are heard and valued. I want to teach them that description is not about adjectives, but about evoking emotion; that narrative is not just about events, but about meaning; that expository and persuasive writing are not chores, but opportunities to inform and inspire; and that poetry is not distant, but alive in their everyday language.

My farewell to LIT102 is solemn, but full of gratitude. This course has been more than a requirement, it has been a reminder of why I teach. It has been a journey of rediscovery, vulnerability, and growth. The lessons I have learned here will not remain confined to these pages; they will ripple outward into my teaching practice, shaping how I guide my students to find their own voices. Closing this chapter does not mean an ending, but rather a beginning. I leave with sharper tools, deeper empathy, and a renewed commitment to nurture authentic expression in the classroom. In opening new pages, I carry forward the courage to write with intention and the responsibility to model that courage for my students. This is not just the conclusion of LIT102, it is the start of a new story, one I will continue to write alongside those I teach.

Farewell, LIT102. You have not only shaped my writing, you have reshaped my teaching.

Till we meet again,

Anique

Closing the Curtains on Lit 102

 

Closing the Curtains on LIT 102: A Journey of Growth, Reflection, and Renewal

Introduction to the Video Presentation

As part of my LIT 102 Writing Portfolio, I have included a short video of myself reading my descriptive piece, “Boarding the Bus at Rush Hour at the Terminal.” This recording serves as a multimodal extension of my work, allowing the audience to experience the rhythm, sensory details, and mood of the piece as it was intended to be heard. By performing the text aloud, I demonstrate my awareness of voice, pacing, emphasis, and expressive reading skills that are essential for modelling fluent reading in the primary classroom.

This video also highlights my ability to bring a written scene to life through oral expression, a key component of effective literacy instruction. Sharing my work aloud reflects my growth as a teacher-writer and showcases the connection between writing, performance and engaging students in meaningful language experiences.

Here is the link to the video with my read aloud of my descriptive writing: "Boarding the Bus at Rush Hour at the Terminal"

https://www.canva.com/design/DAG6BiYc2JI/boebgv2rs5WqYUyRxRgTEQ/edit?utm_content=DAG6BiYc2JI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Conclusion

This final video reading marks the closing chapter of my LIT 102 journey, a semester that has transformed the way I see myself as both a writer and an educator. Throughout this course, I have learned not only how to craft descriptive, narrative, and persuasive pieces, but also how to teach these forms with intention, creativity, and confidence. Recording and sharing my reading of “Boarding the Bus at Rush Hour at the Terminal” allowed me to celebrate my growth, showcase my voice, and bring my writing to life in a personal and meaningful way.

As I conclude this portfolio, I am proud of the skills I have developed stronger writing techniques, clearer modelling strategies, and a deeper understanding of how children learn to write. More importantly, I leave this semester with renewed purpose: ready to return to the classroom to guide my students to see writing as a place where their voices matter, their stories belong, and their creativity can flourish.

LIT 102 has shaped me into a more reflective, confident, and intentional teacher-writer, and I look forward to carrying these lessons into my future classroom. This portfolio is not just an end, but a beginning.