“How does a stubborn, southern, son of a landscaper
And in ROTC, He’d be above average, A’s B’s and some C’s, dreaming of money, but his family,
almost poor, grow up to be a teacher and a fighter?”

It was a humbling experience that brought me into education. I was offered a spot in my High School’s Special Education department as a student aide, though I learned a lot more than I taught. Above all, the students and teachers taught me to be kind, caring and considerate of other’s needs. After 3 years of the practical experience, I had a grasp on education topics like Behavioral Management, Lesson Planning, and Language Development,

“Well, the word got around, they said, this kid is insane, see
Signed him up for scholarships just to send him to University
Get your education, don’t forget from where you came
And the world is gonna know your name
What’s your name, man?
Caleb Rose”

I’ve been studying Special Education for just over three and a half years at Longwood University. As of 12/17, My plans are to enlist in the Peace Corps for two years to help teach children in underprivileged areas of the world. After returning to the United States, I’ll be pursuing a career in Special Education, specifically to help children with Emotional/Behavioural Disorders. I find myself to be kind, creative, and empowered to follow the path I pursue.

In English 400, the largest lesson learned from the information presented in class, and the projects, (Common Good Project, Rhetorical Analysis… etc.) is that the work of an active citizen is never done. An active must continue to analyze the way words are presented, and continue to present words in a coherent manner for the common good of society. The continuous activity can be frustrating and fatiguing, but as humans, we are here to educate, love, and care for each other. We are here to improve, and while improvement has milestones, it has no finish line.

“My name is Caleb Rose
And there’s a million things I haven’t done
But just you wait,
Just you wait.”


Course Learning Outcomes of English 400

1) engage in the process of citizen leadership by investigating multiple perspectives on important public issues;

2) understand the nature of public discourse/debate as determined by purpose, audience, and context;

3) choose appropriate formats in writing for a variety of purposes;

4) analyze the effectiveness of their own texts and processes for specific rhetorical situations;

5) understand how the knowledge, skills, and values learned in general education are interwoven and interrelated, and how they can contribute to the process of citizen leadership

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