From Wishing To Hoping To Reality Ronnie Stottswhat Do You Wish Fo ✓ Solved

From Wishing to Hoping to Reality - --Ronnie Stotts What do you wish for when you see a falling star? Many people wish that they were rich or that they had a new car, a house, or something of material value. Other people in the world wish for happiness, health, love, peace, or equality. Different things are important to different people, so their wishes are going to be as different as they are. Everyone needs something to wish for, but sometimes wishes are unattainable.

For example, no matter how hard we work to change the past, it can never truly be reversed. Then some people have a sickness that cannot be cured. Since all wishes cannot be granted with a magic lamp or a star, people may feel helpless and want to give up. This is where hope comes into our lives. As long as there is hope, people will not give up on their wishes.

And with hard work and sometimes a little good fortune—as I believe my life shows, our hopes can become realities. 1 When I was quite young, I was diagnosed with acute asthma. Doctors said that I should not run or play because it would worsen my condition. So, it was best to avoid any physical activity. I would lie awake at night wheezing; the sound reminded me of Thomas the Tank.

It sounded like an engine, and I could never fall asleep. I would cough sometimes until I vomited, and I could not breathe. My throat would tighten. I would be scared for my life. Was this the end of my short existence?

My parents took me to one doctor after another. I would have nightmares about the next doctor’s visit. It was always the same: the doctor would come in, ask my parents about my condition, and I would sit lifeless in the chair. The doctor never asked me any questions. It seemed as if I didn’t matter.

They would prescribe numerous varieties of drugs, and then I would be sent home. During this difficult time, my parents read me many fairy tales, including some about magic lamps that could grant a wish. I particularly liked the story of Pinocchio and how he wanted to be a real boy. To truly live was my wish; I wished that I could be a real boy. I wanted to play baseball and basketball and to run on the playground like all the other children.

Could my wish ever come true? Sometimes I doubted that it could. I knew that Pinocchio could not be a real boy, so I thought this wish could never come true either. 2 Then one day, I was staying at my grandparents’ house when I had the worst asthma attack yet. I could not breathe, and I started gasping for air.

My grandmother rushed me to the doctor’s office, to a doctor I had not seen before. When I entered his office, I could tell Dr. Brock was different from the other doctors I had seen. First, he shook my hand and asked me, “How are you feeling?†Then he asked me more specific questions about my feelings and my condition, such as, “Where, exactly, does your chest hurt?†He seemed very interested in me, and he called me “blue eyes.†I told him that I wished to play like other kids, but I could not because of my asthma. Then he gave me my wish; he told me that I could become normal with time and the right treatments.

That day, my life changed forever. I realized that someday I might be able to play sports or even run on the playground. I had the chance to truly live. How can one man affect someone’s life this much? I cannot answer that question.

But, I know that Dr. Brock gave me my wish. I did nothing but take a breathing treatment every night, and I was magically cured. This is what the gift of a wish truly is—something that comes from nothing. It is not earned or worked for, and it is always unexpected when it happens.

A wish just seems to happen. 3 A year or two later, when I started kindergarten, the teacher asked us what we wanted to do when we grew up. I said I wanted to be a doctor like Dr. Brock. My teacher told me I would need to be smart if I wanted to become a doctor.

I listened to those words, and I started reading every book in the library that I could find. I had heard that people who read were intelligent. At the end of the year, the teacher tested me on my reading skills, and I was on a second-grade reading level. I was working toward my dream. Not long after the year started, I had my birthday party at McDonald’s.

When I was about to blow the candles out on my Lion King cake, everyone said, “make a wish!†I wished to be a doctor just like Dr. Brock when I grew up. My wish to become a doctor has been something that I have wanted for every waking moment from then on. 4 As I grew older, I began to realize that wishes were something magical and hopes were something that could become real. My dream of becoming a doctor has become more than just a child’s wish.

Instead of just expecting my desire to magically happen like a wish upon a star, my aspiration of becoming a doctor has become a lifelong hope. Everything from the time I wake up to the time I fall asleep is focused on that goal. I push myself in everything I do to become stronger, faster, and more knowledgeable and determined than I have been in the past. I still remember an assignment in eighth grade. My teacher asked us to pick two careers and explore both of the careers.

I told her that I was going to be a doctor, and, more specifically, a pediatrician. She chuckled while telling me how impossible it was for a person like me to become a doctor and that I would have to choose a second career option. So I chose another career and did the task. 5 The teacher’s chuckles and doubt made me start questioning myself for the first time. Was it really possible for me to become a doctor?

Was this just some silly childhood wish? What if no matter how hard I tried, it was not possible? These were some of the questions I started to ask myself. Then I found my answers by thinking about my uncle. He also had started out in a poor family with little hope of a bright future.

Yet, he fought through the low expectations of the world to achieve his goal. My uncle worked hard to make good grades and did without material items to achieve his dream. He graduated from Chapel Hill in North Carolina with a Ph.D. in chemistry, and he now works for Merck Pharmaceutical in Pennsylvania. He showed me how a hope can become a reality. I realized that—even though it will be difficult sometimes, if I believe in my dream enough, it can and will happen.

He taught me that my own decisions would decide my future. My uncle made me believe that I can become a doctor. He is a great inspiration and model for me to base my life upon because he has been in the same situation that I am. Today I am working on my bachelor’s degree, and, in a few years, I plan to enter medical school and turn my dream of becoming a doctor into my own reality. As a pediatrician, I believe that I can give children the hope that Dr.

Brock gave me and maybe grant a few wishes. 6 Over many years, I have come to realize people rarely appreciate a wish that is too easily granted. If something is handed to us on a silver platter, we don’t really recognize the value of it; if something is not earned, it is not valued. A diamond, for example, takes millenniums to form, decades to mine, and years to be refined. A diamond is like the reality that comes from a great hope that is earned through hard work and a little bit of luck.

Assignment questions 1. Identify the thesis statement of the essay. Why is this the thesis? 2. Identify the topic sentence for each paragraph - do all the subsequent sentences support the topic sentence?

Explain. 3. Identify five transition words or phrases that move the essay along. Provide the examples where they occur. 4.

What are three of the most effective details of the narrative? Provide explanations. 7 Patterns of Development Patterns of development are models that writers use to develop and organize ideas for the purpose of their essay. Each pattern or model has its own distinct logic to help a writer think about a subject in different ways. Subject: School uniforms in public education.

Pattern Purpose Material Description To detail what a person, place Detail the sights of students or object is like in school uniforms. Narration To relate an event Recount shopping for school clothes. Illustration To provide specific instances Offer examples of violence or examples. in schools. Process To explain how something Explain step by step how happens or how something education can improve by is done. instituting school uniforms. Compare/Contrast To point out similarities and/or Contrast schools that have a differences. uniform policy with those that do not have uniform policy.

Cause – Effect To analyze reasons/consequences Explain the consequences of obsession with fashion in schools. Persuasion To win people over to a point Convince readers that of view. uniforms reduces violence. Patterns of Development (Cont’d) For example an essay about the benefits of instituting a school uniform policy is a persuasive essay, where the author’s purpose is to influence the reader to accept and support the author’s position that school uniforms are a good idea. When readers realize that the author’s purpose is to sway their opinion, they can read with heightened awareness – scrutinizing the author’s statements and separate fact from opinion. While writers may have one purpose for his or her essay they may use a combination of patterns of development to achieve their purpose.

Example: In an essay to persuade readers to adopt a uniform policy an author may use illustration and narration, in addition to persuasion, to support his purpose to sway the reader to accept the author’s position. Pre-Writing (Mapping & Clustering) Mind mapping is an effective way to take notes and brainstorm essay topics. A mind map involves writing down a general topic and thinking of related ideas which radiate out from the center. By focusing on key ideas written in your own words and looking for connections between them, you can map knowledge in a visual way that will help you to understand information. What is mind mapping?

Mind mapping was developed as an effective method for generating ideas by association. In order to create a mind map, you usually start in the middle of the page with the central theme/main idea and from that point you work outward in all directions to create a growing diagram composed of keywords, phrases, concepts, facts, and figures. The way it can be used for assignments and essay writing relates to the initial stages of writing. It is an ideal strategy to use for your ‘thinking’. Mind mapping can be used for generating, visualizing, organizing, note-taking, problem-solving, decision-making, revising and clarifying your topic, so that you can get started with your essay.

Essentially, a mind map is used to ‘brainstorm’ a topic and is a great strategy for students. How do I use mind mapping? You can use mind mapping for the following: · Taking notes in a lecture and listening for the most important points or keywords · Showing links and relationships between the main ideas in your subject · Brainstorming all the things you already know about an essay question · Planning the early stages of an essay by visualizing all the aspects of the question · Organizing your ideas and information by making it accessible on a single page · Stimulating creative thinking and creative solutions to problems · Reviewing learning in preparation for a test or examination How do I get started with mind mapping?

1) Place the central theme/main idea or controlling point in the center of your page. You may find it easier to place your page on the side, in landscape orientation, which is easier for drawing purposes. 2) Use lines, arrows, speech bubbles, branches and different colors as ways of showing the connection between the central theme/main idea and your ideas stemming from that focus. The relationships are important, as they may form your essay paragraphs. 3) Avoid creating an artistic masterpiece.

You should draw quickly without major pauses or editing. Chances are, your first idea was fine and you placed that idea in the direction or on the branch you thought made the most sense. It is important in the initial stages of mind mapping to consider every possibility, even those you may not use. 4) Choose different colors to symbolize different things e.g. you may choose blue for something you must incorporate in your paper, black for other good ideas, and red for the things you need to research or check with your tutor/professor. Your method is entirely up to you, but try to remain consistent so that you can better reflect on your mind map at a later stage.

5) Leave some space on your page. The reason for this is that you can continue to add to your diagram over a period of time. What does a mind map look like? A standard mind map begins with the following shape: You may prefer to turn your paper to landscape. Place your central theme/main idea in the center of the page.

Main Idea Draw lines, arrows, speech bubbles, branches, callouts, or any other visuals to show the connection to the central theme/main idea. Cluster similar information together and form sub-branches. How do I turn my mind map into an academic essay? Before you can begin to write your essay, you must first understand and determine what the ‘main’ idea of your writing will be. What is the central theme/main idea or controlling point that you are trying to convey to your reader?

Whatever the topic, it is always a good idea to think about the issues that surround that topic and mind mapping is an excellent form of brainstorming. The information that comprises your paragraphs must have a relationship to that controlling point. The decision about what to include in your paragraphs ultimately begins with your ideas. Ideally, each paragraph in an essay should contain one idea or cover one aspect relevant to the central theme on your mind map. Paragraph 1 Paragraph 3 Main Idea Paragraph 2 Paragraph 4 Thesis Statement The thesis statement is one or two sentences in your essay that tells your reader the main idea of your essay; essentially what the essay is going to be about.

If you don’t have a thesis statement your reader will not know your intention (purpose) or worse, will have to read your entire essay to figure out your intention. As a writer you should think of your thesis statement as the foundation of a building/house: a solid foundation supports the walls and roof of the building, therefore your main idea supports your whole essay. The remainder of your building materials, the body paragraphs of your essay, is built upon and supports your foundation (thesis statement). If your foundation (thesis statement) is weak or has cracks then your walls/roof (supporting paragraphs) will come crashing down. The thesis statement usually appears near the beginning of an essay in the introduction.

It can be the first sentence of an essay, but that often feels like a simplistic, unexciting beginning. It more frequently appears at or near the end of the first paragraph. Regardless of placement the thesis statement clearly signals what the rest of this essay is going to do. Avoid announcing your thesis statement; don’t use phrases such as "the purpose of this paper is . . . . " or "In this paper, I will attempt to . . . ." These phrases betray are boring. Instead simply state your point, for example: cats require less care than dogs (supporting paragraphs will explain how), mass transit is more cost efficient than owning a car (supporting paragraphs will explain how), marijuana should be legalized to reduce crime (again, supporting paragraphs will explain how).

Paper for above instructions

From Wishing to Hoping to Reality - Analysis of Ronnie Stotts’ Essay

1. Thesis Statement Identification

The thesis statement of Ronnie Stotts' essay can be identified as: "I realized that someday I might be able to play sports or even run on the playground." This is significant because it encapsulates the core message of the essay: transforming wishes into realities through hope and effort. The statement characterizes the transition from childhood wishes, represented by Stotts' desire to run like other kids, to a more mature understanding where hope becomes a driving force toward achieving tangible goals.

2. Topic Sentences for Each Paragraph

1. Paragraph 1: "What do you wish for when you see a falling star?"
- The subsequent sentences explore various types of wishes, emphasizing the personal nature of desires and setting a context for how wishes relate to individual circumstances.
2. Paragraph 2: "Then one day, I was staying at my grandparents’ house when I had the worst asthma attack yet."
- This sentence leads into a recounting of Stotts' serious asthma attack and introduces Dr. Brock, who becomes pivotal in his journey toward hope and recovery.
3. Paragraph 3: "A year or two later, when I started kindergarten, the teacher asked us what we wanted to do when we grew up."
- It relates Stotts’ growth and aspiration to become a doctor, indicating a development of his wish into a long-term goal.
4. Paragraph 4: "As I grew older, I began to realize that wishes were something magical and hopes were something that could become real."
- This paragraph reflects on the distinction Stotts makes between wishful thinking and proactive striving toward achieving dreams.
5. Paragraph 5: "The teacher’s chuckles and doubt made me start questioning myself for the first time."
- This indicates a turning point where doubt emerges but also reinforces the theme of resilience and determination.
6. Paragraph 6: "Over many years, I have come to realize people rarely appreciate a wish that is too easily granted."
- This closing point reiterates the value of earned achievements and suggests a matured understanding of the nature of hopes and wishes.
The sentences in each paragraph effectively support the topic sentences; they build upon the central ideas and provide coherent narratives that align with the thesis statement.

3. Transition Words and Phrases

Several transition words and phrases are utilized throughout the essay to guide the reader smoothly from one idea to another. Five notable examples include:
1. "Then" - Used in multiple instances (e.g., “Then one day, I was staying at my grandparents’ house…”), it effectively connects events in chronological order.
2. "A year or two later" - This phrase indicates a shift in time, transitioning from the asthma attack to Stotts’ experiences in kindergarten.
3. "Instead of" - Found as Stotts reflects, it signifies a change in thought regarding how his dreams evolved from mere wishes.
4. "But" - This conjunction appears several times to contrast ideas (e.g., "But, I know that Dr. Brock gave me my wish"), highlighting the struggles faced.
5. "However" - This word serves to introduce a counterpoint to previous sentiments, guiding the reader through the complexity of Stotts’ feelings toward his aspirations.

4. Three Effective Details of the Narrative

1. The Asthma Attacks: Stotts’ vivid descriptions of his asthma attacks, particularly the feeling of gasping for air, serve to emphasize the severity of his condition. This creates a sense of urgency and vulnerability, compelling the reader to empathize with him. It paints a dramatic picture of his early challenges, setting a crucial backdrop against which his later achievements are highlighted.
2. Meeting Dr. Brock: The introduction of Dr. Brock as a compassionate figure who not only cares for Stotts but also listens to him represents a pivotal moment that fosters hope. The lasting impact of this encounter serves to illustrate how hope can catalyze change, positioning Dr. Brock as a transformative figure in Stotts' life.
3. The Teacher’s Reaction: The teacher’s chuckle and discouragement during the career exploration assignment can be seen as a major turning point. It catalyzes Stotts’ self-doubt but also ignites a determination to overcome opposition. This illustrates the broader theme of how external challenges can stimulate internal resilience and drive, effectively connecting with the narrative’s overall message.

Conclusion

Ronnie Stotts’ essay "From Wishing to Hoping to Reality" presents a compelling narrative that highlights the transformation of superficial wishes into substantial hopes through personal struggle, resilience, and mentorship. Analyzing the thesis, topic sentences, transitions, and effective details reveals the layers of meaning within the text, as each component works in harmony to articulate the journey from vulnerability to empowerment.

References

1. Stotts, R. "From Wishing to Hoping to Reality." (2023).
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5. Seligman, M. E. P. (2002). "Positive Psychology: Fundamental Concepts." American Psychological Association.
6. Csikszentmihalyi, M. (1990). "Flow: The Psychology of Optimal Experience." New York: Harper Collins.
7. McAdams, D. P. (1997). "The Stories We Live By: Personal Myths and the Making of the Self." New York: William Morrow.
8. Frankl, V. E. (2006). "Man's Search for Meaning." Beacon Press.
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10. Dweck, C. S. (2006). "Mindset: The New Psychology of Success." Random House.