Dominant expression





Dominant expression

The dominant expression about the narrative is activist in nature as the reader elaborates on how anxiety and stress are issues that need to be addressed in the higher education systems. The narrative begins with my acknowledgment of the questions I was asked about my whereabouts during the beginning of the semester. I explain that I was diagnosed with an emotional condition known as generalized anxiety disorder (GAD) This part is geared to evoke sympathy and fear from the reader as I explain that it was the first attack I have experienced in the past year. Pride is elaborated as the narrator explains the reason for suffering an anxiety attack, which can be considered as a form of justification. The reasons includes busy schedule during the academic year as well as anxiety from bonding with friends from home and shifting into a new house. All the reasons indicate that the narrator experience with school life meant starting over in a new situation.


The aspect of conflict is indicated when I explain about the severity of the attack. I underwent stomach pains, shivering, and loss of appetite. Insomnia was the primary contributory factor that made me feel like I was literally dying as I could feel the pain in my stomach fluttering as I moved on my bed. The conflict I faced as internal and external as well. External in the sense that I was too weak to go to the hospital yet I told myself that everything was going to be fine. This got worse because I could not even leave the couch to get myself any food or beverage from the freezer. The internal conflict was being anxious but being unable to talk myself out of it no matter how hard I tried. I was unable to talk to myself and provide reasons for anxiety. My physical weakness and strong mental will were conflicting thus becoming an internal and external battle within my person.


The climax of the experience was when I started to fight for the awareness of mental illnesses in higher institutional learning. I conducted a lot of online research where I found out that 19 million people in American suffer from anxiety disorders ( 1). This was my point of crisis. I was overwhelmed with the reality that the college student population has been rising significantly with 7% of this group experiencing this disorder in 2000 ( 1). It was disheartening to learn that women are mostly affected with this condition as statistics indicated that 38% of this population suffers this condition (Best Colleges 1). This was my point of crisis. My point of tension had to explain to the many people attending group meetings for persons with GAD that they should say they are suffering because they cannot control their suffering. I broke down trying to find word to describe how this condition has affected my study life and simple interactions with my fellow colleagues. My tuning point was seeing that the students in attendance understood my struggler and related with my pain. The turning aspect of the plot was when one of the students in the meeting stood up to give a brief statement. They stated their name and what they love doing during their free time. The statement that moved me to tears is when the student said people with GAD should not let the condition define them or let it control their lives because in our imperfections we are still perfect and capable of living a happy life. I finally understood the meaning of living life through obstacles. GAD was my obstacle but I would overcome it, each day at a time.


I developed a new level of understanding after the meeting. I accepted my condition and myself but even in that, I understood that, my life could be normal. To help other to comprehend this condition, I founded a group in campus where students who feel overwhelmed would meet and get help from professionals. They were also recreational activities that would enable them to relax their minds and focus on wellness. I gained insight into the intricacies of the condition, which was a conflicting issues for me since childhood and I fully embraced all the methods for controlling the anxiety.

Significant details

When I suffered the attack, I was too weak to go to the hospital or seek any help so I decided to call for help. An ambulance arrived, as I was feeling too nauseated and weak. I felt like I was almost going in to a deep sleep. They caller at the end of the line kept reminding me to stay awake as it would have been dehydration from all the vomiting. The ambulance reached on time but I was half-awake when they found me. I kept hearing mumbled up works suggesting I was too dehydrated and weak as they carried me to the ambulance on a stretcher


I had various meetings and seminars as I created awareness about GAD. The details of the meetings can be summarized in the narrative. The details about the seminar meeting where I experienced my turning point are the focal point of my narrative. The details pertaining to my ambulance trip to the hospital can be summarized as they evoke emotion but draw the readers’ attention away from the focal point.


Works Cited,. “College Students | Anxiety And Depression Association Of America, ADAA”. N.p., 2016. Web. 3 Feb. 2016.

Best Colleges,. “Top 5 Mental Health Challenges Facing College Students”. N.p., 2016. Web. 3 Feb. 2016.,. “Anxiety Disorders In College Students | Coastal Center For Anxiety Treatment”. N.p., 2016. Web. 3 Feb. 2016.


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