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Writing Project 1

       Icy wind whipped on a raw, bitter Monday around as the grim sky eagerly waited to open. I finally found respite to this painful encounter when I finally made it to my ninth-grade hallway. I then hobbled into a large, bright biology classroom. When I finished learning about the exciting idea of mitosis, I traveled to the mundane, claustrophobic class of US History. My focus for the day started to wane as I arrived at my last class-English-before lunch. As I entered the dim, chilly room, I noticed that parts of the ceiling were clinging on for dear life. My stoic teacher, with a small but distinguished and powerful demeanor, entered that classroom with a stark agenda, waking me from my assumed mental exhaustion. She quietly told the class to listen carefully, as my attention was almost immediately diverted to a new crucial aspect of my literacy journey: the concession. The teacher professed a concession is an argument that yields a reason that supports the opposing perspective in the midst of a deliberation. It allows the writer to acquiesce a point from the opposing perspective that has some amount of validity that should be respected. Concessions add a humanistic aspect to the literature and show a place where the reader and the writer may be able to agree. It also shows that the author is less narrow-minded than the reader may think. The concession does not disprove the argument of the writer. It instead introduces a point that is not firmly able to disprove the author's argument. Following this monumental narrative discovery, I was convinced to give it an opportunity in my literary discussions.  

       Later that week, my high school hosted my debate tournament. Previously, I would adamantly argue my point, sometimes losing my audience. Today, I acted differently. I sat down in the imposing auditorium and fought my inner demons of uncertainty and doubt, and prepared myself to use my freshly learned literary technique: the concession. Today, I was directly assigned the opinion that "taxing the rich more than others is a counterproductive idea". The argument I constructed stemmed from the idea that rich people help fuel new ideas and that rich people would find a way, like a tax write-off, to avoid higher taxes. I began my speech and introduced my topic in a favorable manner. Subsequently, I finally began my concession.

       I stated that even though taxing the rich is not the best idea, it could theoretically round out the wealth gap between classes. I supported this statement by presenting evidence. My argument, which now contains a concession, flowed more smoothly and read more powerfully in comparison to my previous arguments. From that day forward, concessions became an attribute that shaped my sense of myself as a writer.

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      This multimedia element represents the auditorium, in where my life-altering discovery of concessions was cemented into my everyday writing and changed my sense of writing.

       After this, I allowed my new skill of utilizing concessions to change me in a general sense, not just as a debater. As I write essays, I implore concessions in many literary outlets, as demonstrated in persuasive, expository, and even descriptive papers. With descriptive literature, for example, I can now illuminate some contradicting aspects to the subject I am describing. Three years later, I now reflect on my ASU Writer's Journal, where I described the idyllic sounds and sights of Fenway Park. However, I do include statements about the bone-chilling sensation that the cold metal detectors portray and the irritating buzz of pedestrians succeeding the game. While these negative components of Fenway may seem to take away from my argument, they strengthen it by making it seem more plausible. Concessions have even improved my colloquial conversations. As someone living in the social media age, I have experienced that many online debates can start; this is a golden opportunity to use a concession. Additionally, I write fiction avidly, in which I use concessions to blend debates with opposing characters. After I started using concessions, my writing prowess and my grades have increased significantly.

    This significant encounter with learning concessions shaped my sense of who I am as a polished writer. I feel confident, not intimidated by using concessions. Before, I would write by staunchly defending my point, almost scaring my opposers away. In contrast, my encounter with concessions allowed me to implore them into advents like a debate tournament, persuasive essays, expository writing, and everyday written communication. This can be mirrored through my literacy journey, starting with when I learned of concessions in my ninth grade English class, to today, as I write this paper.

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