My Experience as a Writer


MyExperience as a Writer

MyExperience as a Writer

WhenI began writing, it felt as though it was not my territory. I couldnot imagine myself reaching the level of my friends who had excelledin writing. Some of them had even graduated to become contributors onreputable professional websites such as the American Psychologicaljournal. One of my greatest influences was a friend who is currentlya peer contributor at the Brookings Institution. His had the bestanalytical skills that any institution needs to get perfect insightsabout using Fiber Optic Cards in web communications. I remember anarticle he wrote and it ended up in the hands of Jastor editors.Unbelievably, it was certified as an academic paper worth referencingin periodicals.

Icould not easily figure out how to create a good profile as a writer.I though it takes extraordinary brilliance to write an excellentpaper. I later realized that all writers go through three basicstages: the amateur, average, and the professional stages (Boud &ampWalker, 2008). All my brilliant friends had gone through all thethree stages by the time I was busy admiring them. An amateur writeris usually nervous, and that is exactly how I felt when I beganwriting. The average writer has both feelings of nervousness andconfidence depending on the subject they want write about. Aprofessional is confident because they have the facts with them andthey know how to articulate them precisely or elaborately. I considermyself a professional writer with indelible confidence to handle anypaper.

Writinghas its challenges too. It takes time to be a writer who satisfiesthe demands of an academic paper. Some instructions are lengthy andambiguous. Others are complex. Nevertheless, the writer ought tofulfill the expectations of the professor and editors as well. For awriter to prevail over these challenges, they need to conductin-depth research and identify skilled writers to mentor them.


Boud,D., &amp Walker, D. (2008). Promoting reflection in professionalcourses: The challenge of context. Studiesin higher education,23(2),191-206.