Personal Narrative
In my first year of journalism, I was surrounded by seniors who I couldn’t help but look up to. We were all starting at the same beginning level in the class, going through the same struggles of learning the basics–the complex rules of Associated Press (AP) Style of writing, crafting a lead, or creating and finding appropriate media for our pieces. The seniors seemed to have this special ability to tell the stories of others with such conviction and authenticity. I aspired to have the same journalistic pursuits as they did. It was their ability to do so, however, that helped me to define what it means to be a student journalist: a student who can effectively share the stories of others through their writing.
This task involved many different layers, and while rewarding, did come with its share of challenges. I can’t even begin to describe the countless hours I've spent in the classroom, in my bed, even in musical theater rehearsals, struggling to find the right words. Even with all the ideas that lingered in my mind, I often found myself unable to put them on the page, struggling to fight the weight of writer’s block. My fingers would hover above the keyboard, completely idle, and I told myself ‘my writing has to be perfect.’ But this need for perfection wasn’t for me, rather, it was for the people whose story I was telling. I want my writing to be able to convey their struggles, their triumphs, and most importantly, their truth. These stories deserve to be told and to be heard.
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I first felt the need to tell their stories in the best way while writing my sadfishing article last year. I got a lot of information for this article through online research, student interviews, and an interview with a private therapist. But with all this information, I wasn’t sure what to do with it. In addition to the wealth of information gathered, I also had to make sure I was approaching this article with caution, particularly because it touched upon the mental health of teens concerning social media use. I didn’t want the tone of my writing to present itself as judgmental or negative but rather informative and helpful to those who might be struggling.
Trying to make sure that I was writing this article with the appropriate tone, including all the necessary information and writing the article to be informative provided me with the same challenge I had experienced so many times before–not knowing how to write this article in a way that would authentically share someone’s story. In this case, I was trying to capture the voices of teens who feel the need to turn to social media for help. However, I had to trust that my writing and my approach to the topic would uphold the balance between accuracy and attentiveness to the situation and would accurately convey the struggle and eventual triumphs of teens reaching out for help on social media.
My sadfishing article placed second for Investigative Reporting in the Hawaii High School Journalism Association (HHSJA) awards last school year.
I also experienced the challenge of wanting to tell other people's stories adequately when I wrote an article about the possible loss of Learning Centers. Toward the end of last year, some Hawaii public school students were faced with the apparent loss of not only extracurricular programs but also, for many, support systems. This crisis did not technically concern me as a private school student, but I thought it was a story that deserved to be heard. I was inspired by the way they became their own advocates. They attended Board of Education meetings, as well as organized written and oral testimonies. I felt the need to capture that passion and hard work. But, once again, I found myself wanting to tell their story perfectly because this issue was one that would affect a lot of students. These students were afraid of losing programs that are special to them, programs that give them community and a sense of potential and belonging. How could my writing encapsulate all of their emotions–the fear, the sadness, even the anger–while truthfully reflecting their experiences? I didn’t want their stories to be ‘just another story’ but one that spoke to others, a story that made them feel something and understand the situation. My need for perfection was rooted in wanting the stories of these public school students to be heard in a way that was meaningful and showcased the importance of the situation.
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This picture is our Ka Leo staff for 2024-2025. They allow me to help them amplify their voices through my role as an editor. We meet one-on-one, and I provide feedback throughout the writing process.
My writing is not the only way I am able to share others’ stories; I am also able to achieve this through my role as the Social Media Editor. I first became our news publication’s Social Media Editor because managing our social media accounts sounded like an opportunity that would give me more experience. I create posts for Instagram, which includes selecting the picture, adding the headline to it, and writing its caption. But being Social Media Editor isn't just about posting; it's about helping others to share their stories to a wider audience. My role as social media editor allows me to help my fellow staff reporters by amplifying their voices through carefully curated content. I create posts that highlight the article’s headline, primary photo, and the section the story belongs to. The caption of these posts include a preview of the article and a prompt to read the full article. This way of posting encourages the viewers to read and engage with the articles, helping to expose the writer’s work to more people.
Now, as a senior, I realize that writing a perfect article is essentially unattainable but I’ve realized perfection will never be what defines me as a student journalist. My passion for wanting to help other people’s stories be heard and my dedication to making sure they are told accurately is what defines me as a student journalist. I’ve understood I need to have faith that my writing will do what I want it to–accurately tell the stories of others by resonating with its audience.