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Literature Review and Project Proposal Final

Shannon Larmond

April 5,2013

ENC-1102

Literature Review

The current literature on clinical psychologist prescription privileges are both for and against it. People who are against it are concerned that if they get the privilege they won't have the proper training (Harvard, 1996). They also think that pharmacological training will distract psychologists from actually giving their psychological expertise. They continue to argue that psychotherapy can be just as effective as medication (Lavoie et al, 2002; Harvard, 1996). The people for it believe that they would have a better chance at healing the patients if they have the option to prescribe medication (McGarth et al, 2004). This literature review will show you the argument that is taking place about the pros and cons of prescription privileges.

The Pros

The main claim is that prescription privileges would help increase psychological practice by expanding their practice into settings that are usually controlled by physicians (Lavoie et al, 2002). Clinical psychologist having prescription privileges would help more than the average patient. It would help the military too. Allowing psychologists to prescribe in a combat environment would reduce travel on dangerous roads to get psychiatric care (Moore et al, 2007). Service members would be able to get the help they would need a lot quicker and the most professional level of psychiatric care possible (McGrath et al, 2007).

All of the literature for prescription privileges all say the same thing. That since professionals who have secured various degrees of prescriptive authority for example, nurse practitioners and pharmacists,psychologists should qualify for privileges. They also talk about how it would be beneficial for the patients too. Though they never mention how giving patients would help them 100 percent. Patients can take medication and not get better so how would getting prescriptions from a psychologist be any different? Most of the people for privileges are mostly concerned for themselves. Claiming that the deserve to have the right. They aren't to concerned if the patients want medication from their psychologist.

The Cons

For the argument against prescription privileges the main claim is that psychologist still do not know enough about prescriptions and basic science to prescribe medication. To be able to prescribe psychologist would need to get training. In a survey conducted in Illinois it should that 61.2% of psychologist would want to prescribe. Yet when asked if they would get training that number drops by 45% (Baird 2007). Another concern is that psychologists will follow the path of psychiatrists, many of whom have surrendered the psychological approach to the understanding and amelioration of mental disorders for a largely medical approach, resulting in the deterioration of traditional psychotherapy and assessment skills (McGrath et al, 2004).

People against prescription privileges all agree that it's a bad idea because psychologist are under qualified. They are worried that patients would not be getting the best help because the psychologist would just prescribe medication instead of finding an alternative solution. They are also concerned about psychologist losing their identities and methods. Instead of giving the patients psychotherapy they would just give medication.

Conclusion

In all the articles and surveys I have read they always talk to only psychologist and medical doctors. One even talked to doctoral students (deMayo 2002). I believe what is missing in this argument is pharmacist and patients opinions. I feel like pharmacist can give a different point of view of things. Since they already had training to be able to prescribe they can give insight on wether they think psychologist can do it. Also even though people are keeping the patients in mind they never asked their opinion. Some may like the idea that they can get medication from their psychologist while some would rather get it from their medical doctor. What needs to be resolved with this topic is if psychologist can prescribe how much training should be given. I also believe that training should be optional. If they want to prescribe then they take the training courses. If not then they don't.

Project Proposal

My project proposal would be a survey that I would send to pharmacist and patients of psychologist. I believe that pharmacist can give good insight of how hard it would be to prescribe. They say if they think that training would be enough to prescribe. Or what the training should consist of. Talking to patients could be helpful too. No one ever wondered if the patients wanted medication from their psychologist. What would have been the point of everyone arguing about prescription privileges if patients don't want them. The way I would get the survey out would be to go through the association of psychologist and send the survey to them. Asking if they could give them to their patients assuring them it would be anonymous. Then the psychologist would mail them back to me. I would do the same for pharmacist but go through the association of pharmacist. Once I have gotten the surveys back I would publish my results. Hoping they would have an impact on the argument.

Work Cited

Prescriptions by Psychologists. Harvard Mental Health Letter. Oct96, Vol. 13 Issue 4, p8. 4/5p.

Moore, Bret A., McGrath, Robert E. How Prescriptive Authority for Psychologists Would Help Service Members in Iraq. Professional Psychology: Research & Practice, 07357028, Apr2007, Vol. 38, Issue 2.

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Literature Review Rough Draft

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Annotated Bibliography Final

Shannon Larmond

March 15, 2013

ENC-1102

Clinical Psychologist Prescription Privileges

This annotated bibliography is designed to give readers a comprehensive indication of readings regarding clinical psychologist prescription privileges. To prepare my bibliography I read academic articles, academic texts, and internet resources. My sources were written my professors, psychologists, doctors, and Ivy League graduates. All the articles I read where published in scholarly journals, college textbooks, and on psychologists’ associations’ websites. The articles I read were written over a 21 year period. My oldest article goes back to 1991. There is a trend of certain words being used in the articles. The words are psychology, psychologist, prescription, privileges, medication, and psychopharmacology. Another trend I noticed were with the surveys I read. Almost all of the surveys were mailed out instead of a face to face survey. I believe the audience of this annotated bibliography can range from undergraduate student who want to become psychologist to actual psychologists. The major issue I talk about is that most psychologist want prescription privileges but others are worried that the patients will suffer from this.

Baird, Keith A.A Survey of Clinical Psychologists in Illinois Regarding Prescription Privileges.Professional Psychology: Research & Practice. Apr2007, Vol. 38 Issue 2, p196-202. 7p. DOI: 10.1037/0735-7028.38.2.196. In this survey of clinical psychologist in Illinois Keith A. Baird, who has a chair of the Ethics Committee of the Illinois Psychological Association and has a clinical practice with Heritage Professional Associates in the western suburbs of Chicago, studied the psychologist attitudes towards prescription privileges. Keith surveyed 890 random licensed psychologists. 61.2% of the responding psychologists endorsed prescription privileges and 25.9% planned to prescribe once trained. Despite the well-publicized passage of prescription privilege legislation in others states, psychologists' support of prescription privileges appears unchanged when compared with studies published over the last 20 years. Generally whatever the percentage of psychologists showing support for prescription privileges in a given study, that percentage drops by 45%–55% when asking the psychologists whether they plan to get the education to prescribe. This shows that even if psychologist want prescription privileges they don't show the incentive to actually get certified to prescribe. This source is relevant to my research of clinical psychologist and prescription privileges because if tells me what the community of psychologist believe.

deMayo, Robert A. Academic Interests and Experiences of Doctoral Students in Clinical Psychology: Implications for Prescription Privilege Training. Professional Psychology: Research & Practice, 07357028, Oct2002, Vol. 33, Issue 5. In this survey Robert A. deMayo, associate dean of the Psychology Division in the Graduate School of Education and Psychology at Pepperdine University, asked doctoral students feel about psychologist trying to obtain prescription privileges. Robert mailed the questionnaires to 750 participants. The participants were drawn from the American Psychological Association's. In the results a substantial proportion of current doctoral trainees (186 of 374, or 49.7%) agreed or agreed strongly with the statement“If training preparing me to prescribe were available now, I would enroll.” More than a quarter (27.1%) of the sample indicated that they were undecided, disagreed, or disagreed strongly with the statement“I have done well in courses in the natural sciences.” In contrast, only 1% were undecided, disagreed, or disagreed strongly with the statement“I have done well in courses in the social sciences.” Furthermore, over half of the participants (241 of 374, or 51.1%) disagreed or disagreed strongly with the statement“I have felt little or no anxiety when taking classes in the natural sciences.” In survey is important to my research because it shows me what people who are training to become psychologists think about prescription privileges.

Fagan, Thomas J., Ax, Robert K., Liss, Miriam, Resnick, Robert J., Moody, Sara. Prescriptive Authority and Preferences for Training. Professional Psychology: Research & Practice, 07357028, Feb2007, Vol. 38, Issue 1In this survey related to prescriptive authority for psychologists Thomas J. Fagan, an associate professor of psychology at Nova Southeastern University, Robert K. Ax, who received his PhD in clinical psychology from Virginia Polytechnic Institute and State University, Miriam Liss, an assistant professor of psychology at the University of Mary Washington, Robert J. Resnick, a professor of psychology at Randolph-Macon College, and Sara Moody, a graduate with a BA in psychology from Randolph-Macon College. The survey asked respondents to rate their level of agreement using a 5 point scale. (1 being strongly disagree and 5 being strongly agree.) The survey was mailed out to postdoctoral residences and internship training sites in the US. In the results individuals with a PsyD were significantly more interested in seeking prescriptive authority than were individuals with a PhD. Directors of training and psychologists in independent practice were significantly less inclined than interns to want prescriptive authority. Postdoctoral residents, similar to interns, were found to express a stronger desire to seek prescriptive authority than psychologists in independent practice. This is important to my research because it shows the view on prescription privileges from people with different types of degrees and different levels of jobs.

Kingsbury, S.J. Some effects of prescribing privileges. American Psychologist, 0003066X, Mar1992, Vol. 47, Issue 3. In this article Steven J. Kingsbury, a clinical psychologist, talks about what people believe are issues with psychologist prescribing medication. The first issue is the characterizations of themselves and medicine by psychology that recurrently appear in articles discussing this issue. It is up to psychology to define its own destiny, despite the opposition of organized medicine, the implication is that if psychologists agree with psychiatry's opposition, they are against psychologists defining themselves. Both sides believe that they are acting in the best interests of the patients, and both sides are aware of the financial impact of such changes. This article is important because it shows that people are making sure the paints are important. I believe that since Steven Kingsbury is a clinical psychologist who can prescribe his judgment might be impaired

Lavoie, Kim L.; Fleet, Richard P. Should Psychologists Be Granted Prescription Privileges? A Review of the Prescription Privilege Debate for PsychiatristsCanadian Journal of Psychiatry. Jun2002, Vol. 47 Issue 5, p443.7p. In this scholarly journal article Kim L. Lavoie, a psychologist at Montreal Heart Institute and Sacre-Coeur Hospital, and Richard P. Fleet, an associate Researcher who is director of Clinical Research, discuss about the major arguments presented for and against prescription privileges for psychologists. The article begins by giving details on the history of the prescription privileges. It says during World War II psychologists expand their roles into clinical psychologist to help all the victims recover. After helping the victims psychologists didn't want to go back to being just psychologist. They wanted to become clinical psychologist and focus on psychotherapy. Most groups like the APA's Committee on Training in Clinical Psychology (CTCP) didn't believe they had the proper truing and denied them from doing psychotherapy. Thus sparked the argument that has been going on for the past two decades. For the argument that is for prescription privileges the main claim is that prescription privileges would help increase psychological practice by expanding their practice into settings that are usually controlled by physicians. In support with this argument, people believe that because doctoral-level psychologists have more education than other professionals who have secured various degrees of prescriptive authority for example, nurse practitioners and pharmacists, psychologists should qualify for privileges. For the argument against prescription privileges the main claim is that psychologist still do not know enough about prescriptions and basic science to prescribe medication. It has been reported that the doctoral-level psychologists received grades in conventional medical and pharmacological courses that ranged from C—to F. Most people believe these grades reflect the psychologists' lack of training in basic sciences. A notable difference between psychologists and the non-physician professions with limited prescription privileges is that they all have a solid biological science background, which most psychology graduate programs do not provide. In conclusion the debate is and will still be going on for the next couple of years. This article is relevant to my research because it give be background information on the argument and it gives majors claims on both sides of the argument.

Mantell, Elaine Orabona, Ortiz, Samuel O., Planthara, Pamela M. What Price Prescribing? A Commentary on the Effect of Prescription Authority on Psychological Practice. Professional Psychology: Research & Practice, 07357028, Apr2004, Vol. 35, Issue 2In this scholarly journal Elaine O. Mantell, who received her PhD in clinical psychology from Nova University in Florida, Samuel O. Ortiz, who received his PhD in clinical psychology from the University of Southern California, and Pamela M. Planthara, who received her PsyD from Nova Southeastern University, talked how the number of the costs associated with the incorporation of pharmacotherapy as another treatment option in the repertoire of the clinical psychologist. None of the cost describe obstacles for a prescribing psychologist with adequate and appropriate training. It has been the experience of prescribing psychologists that the addition and integration of prescription authority have expanded their ability to serve the needs of patients more effectively and comprehensively. Prescribing clinical psychologists are in a unique position to make substantial contributions on many levels to the science that guides the integration of psychotherapy and pharmacotherapy. Neither they, nor any other professionals, should be swayed from this opportunity by either the costs associated with such practice or the politics that often accompany it. This is relevant to my research because it talks about how the cost to prescribe wouldn't affect the psychologist from doing their job and helping people.

McGrath, Robert E., Sammons, Morgan T., Brown, Anita, Wiggins, Jack G., Levant, Ronald F., Stock, Wendy. Professional Issues in Pharmacotherapy for Psychologists. Professional Psychology: Research & Practice, 07357028, Apr2004, Vol. 35, Issue 2. In this journal article Robert E. McGarth, professor at the Psychopharmacology Postdoctoral Training Program, Jack G. Wiggins, who received his PhD in clinical psychology from Purdue University, Morgan T. Sammons, deputy director for clinical operations at the U.S. Navy Bureau of Medicine and Surgery, Ronald F. Levant, professor of psychology at Nova Southeastern University, Anita Brown , who received her PhD in clinical psychology from the University of Pittsburgh, and Wendy Stock, a faculty member at Alliant International University, San Francisco Bay Campus, discuss how there is no objection to prescriptive authority more serious than that it can lead to the loss of their identity as psychologists. The importance of this objection is not necessarily predicated on its being a particularly likely outcome of obtaining prescriptive authority, but rather on its being the most potentially damaging outcome to psychology both as a discipline and a profession. The fear is that psychologists will follow the path of psychiatrists, many of whom have surrendered the psychological approach to the understanding and amelioration of mental disorders for a largely medical approach, resulting in the deterioration of traditional psychotherapy and assessment skills. This article is important to my research because it shows that people who might not be totally against prescription privilege still have concerns. They are worried that patients would only get referred for medication evaluation only.

Moore, Bret A., McGrath, Robert E. How Prescriptive Authority for Psychologists Would Help Service Members in Iraq. Professional Psychology: Research & Practice, 07357028, Apr2007, Vol. 38, Issue 2. In this scholarly journal article Bret A. Moore, a clinical psychologist in the U.S. Army, and Robert E. McGarth, a professor is the School of Psychology of Fairleigh Dickinson University, discuss how prescription privileges for psychologists would help service members in Iraq. The article talks bout how increasing the number of prescribing psychologists in the military would help the soldiers. One benefit from allowing psychologists to prescribe in a combat environment would reduce travel on dangerous roads to get psychiatric care. Another benefit would be the service member being able to get the help they would need a lot quicker and the most professional level of psychiatric care possible. This article is relevant to my discussion because it talks about the main benefits of how increasing prescribing psychologists would benefit the patients. Bret A. Moore argues that there should be more prescription privileges for psychologist in the military. Though his judgement could be impaired since he is a psychologist in the U.S. Army.

Prescriptions by Psychologists. Harvard Mental Health Letter. Oct96, Vol. 13 Issue 4, p8. 4/5p. In this scholarly journal article Harvard Mental Health Letter asked Steven J. Kingsbury, Assistant Professor of Psychiatry and Psychology in the Department of Psychiatry at the University of Texas, about the argument for and against prescription privileges. Steven points out that many states already grant limited prescription privileges to professionals without a medical degree. People like nurse practitioners, physician assistants, pharmacists, optometrists, and others. Advocates suggest that some general practitioners and psychiatrists prescribe inappropriately they instead believe that psychologists would do a better job because of their scientific background. Furthermore, they say, prescription privileges would improve access to mental health services and decrease costs, since psychologists typically charge less than psychiatrists. Steven continues to say that opponents think that pharmacological training will distract psychologists from actually giving their psychological expertise. They also argue that psychotherapy can be just as effective as medication. They are worried giving patients both psychotherapy and medication will have negative effects. This article is relevant to my research because it is showing both side of the argument and gave me new information the other articles didn't.

Sammons, Morgan T., Zinner, Ellen S. Prescriptive Authority for Psychologists: A Consensus of Support. Professional Psychology: Research & Practice, 07357028, Dec2000, Vol. 31, Issue 6. In this survey Morgan T. Sammons, the head of the Mental Health Department at the Naval Medical Clinic in Annapolis, MD, Stephen W. Gorney, director of clinical research for IM Systems in Baltimore, MD, Ellen S. Zinner, acting associate vice chancellor for academic affairs for the University System of Maryland in Adelphi, MD, and Richard P. Allen, assistant professor in the Department of Neurology at Johns Hopkins University in Baltimore, MD, were interested in the attitudes of psychologists toward prescription privileges. The survey was mailed to all the licensed psychologists in the state of Maryland and it was 34 questions. A majority of respondents endorsed the concepts that prescription privileges would lead to greater convenience for patients (82%), expand the scope of psychologists' services (78%), and enhance control of the patients' regimens (71%). Most (89%) believed that malpractice rates were likely to rise as a result of obtaining prescription privileges. They also believed the identity of psychologists would change (78%), but relatively few (28%) believed medications would take the place of psychotherapy. Few (24%) believed training to prescribe would take too long. Interestingly, slightly less than half (48%) believed psychologists would prescribe fewer drugs than psychiatrists. A bare majority (53%) believed that this skill would improve care to underserved populations. In sum, although our data indicate that a large number of psychologists are in support of prescription privileges, a small but stable minority remain opposed. This is relevant to my research because in Maryland pschyologists to have the right to prescribe mediation.

Scovel, Kari A., Christensen, Orla J., England, Joan T. Mental Health Counselors' Perceptions Regarding Psychopharmacological Prescriptive Privileges. Journal of Mental Health Counseling, 10402861, Jan2002, Vol. 24, Issue 1. In this survey Kari A. Scovel, Orla J. Christensen, and Joan T. England asked 1,000 random members of American Mental Health Counselors Association how they feel about the advantages and disadvantages of prescription privileges for clinical psychologist. They were asked 3 questions. Sixty percent of the participants in this study agreed that the advantages of acquiring prescription privileges would outweigh the disadvantages. Eighty-seven percent indicated that prescription privileges would broaden the scope of the mental health counselors' practice. This is important to my research because it shows what different professions think about prescription privileges. Since the lead author developed this survey it may be biased. Since she could of framed the questions in a certain way to get the results she wanted.

Wardle, Jane, Jackson, Howard. Prescribing privileges for clinical psychologists. International Review of Psychiatry, 09540261, 1994, Vol. 6, Issue 2/3. In this academic journal Jane Wardle and Jackson Howard discuss issue of whether psychologists should seek the right to prescribe pharmacological treatments. How it would evoke considerable resistance from the medical profession. Many psychologists would regard the proposal as outrageous, and would see in it only a diversion and dilution of the therapeutic skills of the profession. While others may see it as a broadening of therapeutic options for therapists and patients. They also discuss how the issue of training and licensing psychologists would cause another controversy. This article is relevant to my research because it talks about the little details of things. Most articles mention that psychologist would have to train yet don't expand on it this article does.

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Annotated Bibliography Revision

In revising my annotated bibliography I wrote 3 annotated bibs. and showed them to my sister who goes to FAMU. She edited my annotated bibs over the phone and I corrected all the grammar, spelling and sentence fragment mistakes. I also showed her my introduction. I added things in where she told me to and took somethings out. To tell the truth I didn't have to dix so many things on this paper because I did it over a course of spring break instead of a weekend.

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Genre Analysis Teacher Feedback

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Genre Analysis Final

Shannon Larmond

Professor Wolcott

ENC 1102

February 13, 2013

Genre Analysis

According to Swales to be able to be a discourse community you have to meet six criteria. One of the criteria is to have genre. Usually the genres goals are to communicate with members in the discourse community or to get information to people outside the discourse community. My discourse community, which is pharmacists, has plenty of genres. I chose three articles to be my genre. I found them while searching using Goggle Scholar at home. It led me to one article that led me to the Journal of the American Pharmacists Association website. While searching the website I found three articles.

While my three articles are all about different things the structure is mostly the same. Each article is has the same 3 sections. An abstract section, at a glance section, and a references section. In each at a glance section there is a synopsis and analysis, then the article is written under. My third article has only those sections. The first two have more because they are studies. They also have objectives, methods, results, discussion, limitations, and a conclusion. They both also have tables and graphs in their articles. Also at the beginning of the article there are separate tabs to look at the tables and graphs by themselves. Under the reference section they cite their sources in a MLA format. I believe the articles are written this way so it is easier for everyone and anyone to read. You won’t have to go digging through article for certain parts. It tells you where they are in the article.

In Devitts article, Where Communities Collide: Exploring a Legal Genre, she talks about how genres are written by one type person but a different person is to understand them. She says tax forms are written by the IRS yet average Americans are suppose to understand them. How is an average American suppose to understand tax regulations? If people can’t understand them then the IRS are keeping people out. When I first started to read my three texts I thought they were going to keep people out by using certain terminology and making reference to things that an average person wouldn’t understand. But after reading them you realize the authors wrote in ways anyone could understand. They didn’t use vocabulary only pharmacist would understand and if they did they defined it right after. These texts are not keeping anyone out. On the website they are free for anyone to see. The only way it is keeping people out is the subjects. Most average people don’t look up articles by pharmacists. Though these articles are for everyone you can tell the authors has the authority. While anyone can read these articles they wouldn’t be invited to speak about them at conventions. The authors wouldn’t ask a kindergarten teacher help them with writing an article. And you wouldn’t see a taxi driver at a convention giving feedback on a certain article about the H1N1 Virus.

These three text work as a genre because they are getting a message out into a world so people can see it. Pharmacists are all trying to discuss topics like H1N1 or how to better handoff prescriptions with each, but you can’t talk to every single pharmacist at once. So they write about the topics instead and publish them on the website. These genres are helping its discourse community commutate.

Works Cited

Chui, Michelle A., and Jamie A. Stone. "The Prescription Handoff in Community Pharmacy: A Study of Its Form and Function." Japha.org. Silverchair, 2012. Web. 2012.

Devitt, Amy J. "Where Communities Collide: Exploring A Legal Genre." Materiality and Genre in the Study of Discourse Communities 65.5 (2003): 541-58. Web.

McConnell, Karen J., Thomas Delate, and Carey L. Newlon. "Impact of Continuing Professional Development versus Traditional Continuing Pharmacy Education on Learning Behaviors." Japha.org. Silverchair, 2012. Web. 2012.

Miller, Shannon, Nimish Patel, Tanya Vadala, Jeanine Abrons, and Jennifer Cerulli. "Defining the Pharmacist Role in the Pandemic Outbreak of Novel H1N1 Influenza." Japha.org. Silverchair, 2012. Web. 2012.

Swales, John M. Genre Analysis: English in Academic and Research Settings. Cambridge [England: Cambridge UP, 1990. Print.

#Genre Analysis

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Genre Analysis Rough Draft

Shannon Larmond

Professor Wolcott

ENC 1102

Genre Analysis Rough Draft

According to Swales to be able to be a discourse community you have to meet six criteria. One of the criteria is to have genre. Usually the genres goals are to communicate with members in the discourse community or to get information to people outside the discourse community. My discourse community, which is pharmacists, has plenty of genres. I chose three articles to be my genre. I believe the articles are written this way so it is easier for everyone and anyone to read. You won’t have to go digging through article for certain parts. It tells you where they are in the article.

These three text work as a genre because they are getting a message out into a world so people can see it. . So they write about the topics instead and publish them on the website. These genres are helping its discourse community commutate.

#genre rough

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Literacy Narrative Teacher Feedback

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Literacy Narrative Peer Feedback #4

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Literacy Narrative Peer Feedback #3

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Literacy Narrative Peer Feedback #2

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Literacy Narrative Final

Shannon Larmond

Professor Leslie Wolcott

ENC 1102

January 16, 2013

Literacy Narrative

At the beginning of this assignment I though that I didn't have a special story. I thought I didn't have one amazing moment where everything clicked. I didn't believe I had anything that made it hard for me to learn how to read. I grew up in a house where we only spoke English. I did not take gifted classes because I was ahead of my classmates nor was I behind them. I had a middle class family where they got me everything I needed to learn. I thought my story was going to be boring. My teachers just did what they were paid to do. Then I found out that the events in my life made me different. They made my literacy narrative be different from everyone else's. Even if I just had an average with teachers who only did what they were paid to do. They affected my life greatly. They taught me how to read and I never seemed to stop.

I realized that no one ever really stops reading. I mean you are reading this now. When I say I never stopped I mean I always had a book to read for fun. Reading is a huge part of my life. I always read a lot more than my peers. I was constantly at the library getting new books to read. English Composition 2 taught me that the library was my literacy sponsor. A literacy sponsor is an agent, local or distant, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy. (Brandt) The library supported my reading habit. In elementary school we had this reading program. You were suppose to read a book and then answer questions on the computer for points. Certain books were points than others. Obviously a Harry Potter book was worth more points than Winnie the Pooh books. If you collected enough points you become to win prizes. I don't remember the right amount of points for each prize but lets say if you got 100 points you got extra credit in class since most teachers only aimed for kids to get around 40 or so. If you got 200 points your name goes on a list in the lunchroom for everyone to see. If you got to 300 points your name and picture gets put in the lunch room. For 400 points you got to miss class one day to watch a movie of the schools choice. The final prize was at 500 points were you got to have a special lunch with the principal and the other kids who also got 500 points. When I started to take the quizzes online I didn't go out with the mind set to get the prizes. My teacher told us to take quizzes for the books we read and I have read a lot of books. I quickly got to 500 points while my classmates haven't even got to there goal of what was suppose to be 40. This is when I realized that I read more than most kids. I continued to read a lot more because I wanted to see how high I could go. My schools reading program became my literacy sponsor since it enabled me to read more. Then supported my reading by having prizes. Without my sponsors I don't think I would read as much as I did and do today.

While reading was my thing writing was not. I never was the best writer. People in school always assumed that since I read a lot I must also write a lot. That is the farthest from the truth. I was never good at writing. I never used the write grammar or spelled things correctly and my vocabulary wasn't the best. Out of those 3 things my spelling was the worst. I always mixed up different letters like b,d and p. My mom used to get me workbooks to help me read. Those workbooks were my materiality. Materiality are tools that helped me become literate. Reading books and the workbooks were my main materiality. While the workbooks somewhat helped with my spelling it didn't fix it completely. For a while my teacher thought I had a learning disability because of all my spelling errors. I remember getting into a screaming match with my sister in first grade. She called me a monkey for some reason that I don't remember now. I do remember my mother trying to get us to stop fighting. I could tell I only had one shot to get the last word in. So I yelled to my sister that I wasn't a monkey because I didn't live in a t-r-e-e. I made sure to spell out the word for some reason. My mother stopped trying to get us to stop fighting and was telling my how I spelled tree correctly and she was proud. I never realized how bad my spelling was till that exact moment. It made me try learn how to spell things correctly so I can try to spell my way out of things. Though it never did work again. Though my spelling has gotten better my writing has not. I still don't like to write and I have tried writing things that interest me instead of essays. I tried writing creative stories and I learned that I still don't like it. I don't think I ever will.

Writing this literacy narrative made me realize that my story is not average. My stories made me special. Not every child can say they won an argument with their sibling by spelling tree. Or how reading enough books got them to skip class to have a fancy lunch with their principal. While that doesn't sound like the most amazing thing it was to me in the 3rd grade. I grew up liking to reading and hating to write. I am still learning new things about reading and writing all the time and becoming more literate. But I believe it will always be that way for me.

#literacy final draft

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