Here, first-year writing asks students to question their own assumptions, not just prove mastery of form. In Indian boards, we wrote to display knowledge; here, I read essays where a student must build an argument from their own questioning. The difference is in the purpose: construction, not demonstration. Grading them, I see how this unsettles students used to certainties—it reminds me of listening to the river, which holds no single answer, but reveals new currents each morning.
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