Introduction:
I will set off to learn my reading procedures and attribute the fact that this exploration has led me to reflect on my lifelong relationship with books. Since then, reading has been one of the most essential things in my life because it influences how I feel and think, regardless of whether I am at the university or in real life. From this essay, I am sharing my learning experiences of reading, how I now read, and college-level readings. However, by the end, I reflect on my current reading sentiments.
Learning to Read:
I have never forgotten the excitement when I was just a little child and was taught to read. It felt like opening up a vault of knowledge and creativity. When I figured out each word, I felt like I had won a battle, which led me deeper into the magical world of stories and information. When I was little, reading became a natural and routine activity, becoming an automatic part of my life without any effort (Little, 2024). On the other hand, like any talent, it needed to be nourished and practiced to blossom. Over time, I have handled several troubles and complexities that have required more in-depth understanding and critical thinking skills. Unsurprisingly, I did not give up reading, as it has always been the essence of my enjoyment and enlightenment.
Preparing to Read:
Depending on the context and the purpose, my method of reading may alter. Being with academic writing, I often apply my specific techniques to enhance understanding and memorization. Before I start reading something, I spend time reviewing the material. The title, subheadings, and essential points allow me to build a foundation of understanding. Moreover, I may annotate the text by writing questions and inquiries in the margin that can help me to delve deeper into the material. In contrast, what differentiates recreational reading is that I can enjoy a book by initiating the process of reading spontaneously, skipping all the pre-reading strategies (Vermeer et al., 2020). Being able to adapt my techniques is a crucial element since I adjust my method to the kind of text and my objectives.
College-Level Reading Experience:
College-level reading, which seemed a major burden, initially became challenging but highly enjoyable. Being equipped to deal with the volume and intensity of the academic texts presented in a course, I learnt that I must be able to decide between devotion and time management to get better results (Ariastuti & Wahyudin, 2022). Initially, I needed help reconciling the massive coursework load with my assignments. I constantly knew that I was drowning in a flood of readings. I did not find that easy, but the chance to immerse myself in timeless trends and interdisciplinary insights energized me. On the contrary, I experienced the feeling of being overwhelmed and tired occasionally, which made me tend to skim or subside reading to meet the deadline. However, I realized that my ability to understand the text needed to be matched by my effort to give it meaning in my life.
Conclusion:
In conclusion, the reading process has shown me tremendous growth, a capacity to change and a genuine love for the written word. From the thrilling experience of figuring out my first words to the more challenging college-level readings, every stage has helped me to grow as a reader and a thinker. Though the road has not always been easy, I will never give up my quest for learning and exploration by reading. Moving forward through this voyage, I am struck by the fantastic effect reading had on me and the endless possibilities it brings for intellectual nourishment and personal development.
References
Little, S. (2024). Rivers of multilingual reading: exploring biliteracy experiences among 8-13-year old heritage language readers. Journal of Multilingual and Multicultural Development, 45(2), 323-336.
Vermeer, S., Trilling, D., Kruikemeier, S., & de Vreese, C. (2020). Online news user journeys: the role of social media, news websites, and topics. Digital Journalism, 8(9), 1114-1141.
Ariastuti, M. D., & Wahyudin, A. Y. (2022). Exploring academic performance and learning style of undergraduate students in English Education program. Journal of English Language Teaching and Learning, 3(1), 67-73.
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