Self-Assessment Essay: Language, Identity, and Finding My Voice
This semester has been a transformative journey for me, especially in how I understand language, identity,
and self-expression. Through a combination of powerful readings, videos, and class discussions, I have
learned that language is not just a tool for communication, but also a way to express identity, resist
oppression, and reclaim power. In this self-assessment, I will reflect on the readings and assignments that
helped shape my growth as a writer and thinker, including works by Langston Hughes, June Jordan, Melissa
Lozada-Oliva, Jamila Lyiscott, Safwat Saleem, Amy Tan, and Vershawn Ashanti Young. Each of these voices
challenged me to see language in a new way and helped me better understand my own voice as a
multilingual student and writer.
We began the semester with Langston Hughes’s poem, “Theme for English B.” This poem helped me realize
how personal writing can be, and how identity plays a central role in every piece we write. Hughes reflects on
being the only Black student in a predominantly white classroom, and his poem shows how race, age, and
place influence his writing. His honesty inspired me to reflect on my own background and how it shapes the
way I use language. Hughes taught me that my experiences are valid and important in academic writing. I
don’t need to separate my personal identity from my academic voice; they can coexist and even strengthen
one another.
June Jordan’s essay, “Nobody Mean More to Me Than You and the Future Life of Willie Jordan,” deepened
my understanding of language as a political tool. She emphasizes the importance of Black English and how
using it can be an act of resistance. Her essay made me think about how standard English often excludes
people of color and marginalizes their ways of speaking. I began to see that insisting on one “proper” way of
speaking is a form of gatekeeping. Jordan’s work encouraged me to be more confident in expressing myself
in my own voice, even when it does not conform to standard academic English.
Melissa Lozada-Oliva’s poem “My Spanish” was a deeply emotional reminder of how language connects us
to our families, cultures, and histories. Her experience of losing fluency in Spanish and feeling disconnected
from her roots made me think about my own relationship with my native language. I realized that language
loss is not just about forgetting words; it is about losing a part of who you are. This reading helped me
appreciate my bilingualism more and motivated me to practice and preserve my home language.
Jamila Lyiscott’s spoken word video “3 Ways to Speak English” was one of the most powerful pieces we
encountered this semester. She demonstrates how she speaks three different “Englishes”: one at home, one
at school, and one with friends. Her performance made me realize that code-switching is not a sign of
weakness but a sign of linguistic strength. Lyiscott’s pride in her language varieties inspired me to embrace
my own linguistic diversity. I now understand that being able to move between different forms of English is a
skill and a form of cultural knowledge.
Amy Tan’s “Mother Tongue” also spoke to me deeply. Tan writes about how her mother’s limited English
shaped the way others perceived her, even though she was highly intelligent. I saw similarities between Tan’s
experience and my own, especially how people sometimes underestimate non-native English speakers. Tan
helped me realize that “broken” English is not broken at all-it’s a different kind of fluency, filled with meaning,
culture, and emotion. Her essay encouraged me to rethink what it means to be “fluent” and to appreciate the
beauty in my own linguistic background.
Safwat Saleem’s TED Talk, “Why I Keep Speaking Up Even When People Mock My Accent,” was incredibly
empowering. He describes how people often made fun of his accent, and how that made him feel ashamed
and silenced. But over time, he learned to see his accent as a part of his identity rather than something to
hide. This made me reflect on my own insecurities about speaking English. Saleem’s courage inspired me to
speak more confidently, even when I make mistakes, because my voice deserves to be heard.
Vershawn Ashanti Young’s essay, “Should Writers Use They Own Language?” challenged traditional
academic norms by arguing that students should be allowed to write in their natural dialects. He makes the
case that enforcing standard English in writing classrooms often limits students’ self-expression. Young’s
perspective made me question the rules of academic writing and consider how those rules sometimes silence
minority voices. His essay empowered me to experiment with my writing style and blend formal and informal
language in ways that felt authentic to me.
Finally, the Norton Field Guide’s section on “Writing a Literacy Narrative” gave me the tools to tell my own
story. It helped me structure my thoughts and understand the key components of a strong narrative:
reflection, context, and significance. This guidance was valuable when writing my own literacy narrative
earlier in the semester. It showed me how to turn personal experiences into meaningful essays that others
can relate to.
In conclusion, this semester has taught me that language is more than just grammar and vocabulary. It is a
reflection of who we are, where we come from, and how we see the world. The readings, videos, and class
discussions helped me see the value in my own voice and gave me the confidence to use it. I learned that my
identity is not something to hide in academic spaces, but something to celebrate. As I move forward, I will
continue to challenge the idea of “standard” English and embrace the rich, diverse ways we all use language
to express ourselves.

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