What motivated me to write my literacy narrative was that my experience felt unique to me, but I know that others have experienced the same thing, so the purpose of my narrative was to make myself and others who might read it less alone in their experience of learning how to read. I had a hard time figuring out what to write about, but I thought about the context of the narratives we read in class, which were presented to help illuminate the experience of people who are marginalized because of the way that they use language. The audience for my narrative could be a younger person who is in a similar situation that I described in my literacy narrative, or someone who might not have understood my background beforehand. The literacy narrative corresponded with many of the course learning outcomes: it helped me to further understand the drafting and revising process. It helped me to engage in the collaborative aspect of the writing process through peer review—my partner and I not only got to help each other, but we also got to share our stories with each other, which made me feel like my narrative had more of a purpose. This assignment also allowed me to write in a genre that I didn’t expect to be working in in this class, where I thought we would be mostly writing research papers.