Before high school, I attended a middle school in a country where English was not the first language. Instead of analyzing texts or writing persuasive essays, I was learning to communicate. As one of the few students at my school who reads books aloud at home or watches movies and talks about characters, I was able to grasp the idea of ​​using evidence, rhetorical devices, and diction. When I came to the United States and learned to include them in my writing it was a wonderful experience. Understanding Shakespeare, analyzing the poems of Emily Dickinson, and being able to visualize Harper Lee's To Kill a Mockingbird opened up the world of writing and its impact to me. Using “I” in writing was all I learned in middle school with a class full of kids who had the same background but wanted to go further. Writing personal journals, learning verb tenses, and memorizing definitions did not quench my thirst to learn to write a well-written work like the one I read in my native language. Williams argues that culture should be included in writing and teachers should tolerate it while I have a different point of view on the topic. Including my culture and background in my identity did not make me stand out from my class, my use of rhetorical devices and use of words did. One of the reasons I was able to develop my writing skills in high school and not have difficulty in English classes was not the use of my identity but the