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Description
A line and scraggly drawing at the end of his paper, along with a rolled pencil end that finally rested, meant that now he had to use his teacher's desk sharpener. After the noise and grind of the sharpener, he tried to sit quietly, not to disturb his classmates and their writing.

He began to write again. This essay question's answer was important, not because it was so meaningful to his teacher, but because it meant twenty percent of students' overall grade for this class. He was doing well to produce an acceptable response.

Snap. Again, his pencil's lead failed. He headed toward his teacher's desk. Grind. It was sharp enough now. He scanned the hair of everyone with their head down, writing. They didn't look up. He sat and wrote.

He was one of them. He needed a good grade. Something pulled at the hem of his mind. He ignored it and lowered his head and penciled well constructed arguments. From the query arose his unique response, as well as each students' around him.

What did they write? As they were his peers, did their answers reflect his own? Could their teacher already predict ideas they assumed were new? That distasteful thought provoked him to differentiate himself from this flock.

He changed his writing tactic to fantasize what assumptions that his teacher might have held when formulating the essay question. He focused on what she cared about. Did she expect students to expose their writing or thinking skills through their paragraphs? After years of essay reads, did she dispassionately plaster the question to quickly be done with her part and receive theirs? Was she looking for an independent, refreshing view from someone with a different perspective?

Although the essay question did lend itself to a particular line of reason, he disregarded its intent and answered its creator. His teacher would not pigeonhole him. And then he understood. This question's answer lay in the metaphor that he adopted toward his class. Now, he could answer in a way that was original and deep.

Snap. Instead of cursing his inadequate pencil for breaking again, he mentally composed his essay, as he viewed this shepherd and flock against the glowing ideal of a sharpener that processed blunt mindlessness into a singular, pointed conclusion. He would never lower his head again to robotically respond to preprogrammed questions.

Everyone's motivational impetus is the answer that brings more questions.

After his teacher collected everyone's finished papers, her evening of grading was surprisingly illumined.

Description
A line and scraggly drawing at the end of his paper, along with a rolled pencil end that finally rested, meant that now he had to use his teacher's desk sharpener. After the noise and grind of the sharpener, he tried to sit quietly, not to disturb his classmates and their writing.

He began to write again. This essay question's answer was important, not because it was so meaningful to his teacher, but because it meant twenty percent of students' overall grade for this class. He was doing well to produce an acceptable response.

Snap. Again, his pencil's lead failed. He headed toward his teacher's desk. Grind. It was sharp enough now. He scanned the hair of everyone with their head down, writing. They didn't look up. He sat and wrote.

He was one of them. He needed a good grade. Something pulled at the hem of his mind. He ignored it and lowered his head and penciled well constructed arguments. From the query arose his unique response, as well as each students' around him.

What did they write? As they were his peers, did their answers reflect his own? Could their teacher already predict ideas they assumed were new? That distasteful thought provoked him to differentiate himself from this flock.

He changed his writing tactic to fantasize what assumptions that his teacher might have held when formulating the essay question. He focused on what she cared about. Did she expect students to expose their writing or thinking skills through their paragraphs? After years of essay reads, did she dispassionately plaster the question to quickly be done with her part and receive theirs? Was she looking for an independent, refreshing view from someone with a different perspective?

Although the essay question did lend itself to a particular line of reason, he disregarded its intent and answered its creator. His teacher would not pigeonhole him. And then he understood. This question's answer lay in the metaphor that he adopted toward his class. Now, he could answer in a way that was original and deep.

Snap. Instead of cursing his inadequate pencil for breaking again, he mentally composed his essay, as he viewed this shepherd and flock against the glowing ideal of a sharpener that processed blunt mindlessness into a singular, pointed conclusion. He would never lower his head again to robotically respond to preprogrammed questions.

Everyone's motivational impetus is the answer that brings more questions.

After his teacher collected everyone's finished papers, her evening of grading was surprisingly illumined.