My sophomore year has reflected much off of my freshman year. The mistakes I made then are the mistakes I detect immediately now. One class that has been especially distinct from last year is English 10. Ever since eighth grade, I have been incessantly used to writing analytical papers and essays, I was bordering on the thought that I had lost all of my writing creativity. From deceptive introductions, to featureless concrete details, to scheming illusionary conclusions, I began to despise English, which was once one my most favored classes. In English this year, having a blog that permits exemption from mind-numbing analysis helps me exercise methods of editing and revision, and appreciate the composition produced.
On my blog I have flexibility, which helps the flow of what I am writing. Last year my usual editing and revision process was a bunch of nonsense; it did not reflect what my opinion of the piece was, and the tone I was required to write in did not display me as a satisfactory writer, whatsoever. What bothered me most – in writing as well as in school generally – is I am often not allowed to write without constrictions. When I would write my essay or paper, I would scan and scrutinize them again and again, to edit them in such a way that they would meet the expectations of my teachers. (It very much annoyed me that teachers were very reluctant to accept papers with even a miniscule amount of an artist's inventiveness.) Other times, I would not even revise the paper myself – I would allow an upperclassmen tutor to revise it for me, and I would just leave it at that. It frustrated me that my best wasn't being put into my essay, but for the sake of my grade in the class, I did not dwell on it. At this moment, the blogs I come up with for class do not require a first or second draft, because the ideas come to me like ants to a picnic. For example, in the blog Change For Who? You? Nahhhh, I wrote about something I sincerely believe in:
On my blog I have flexibility, which helps the flow of what I am writing. Last year my usual editing and revision process was a bunch of nonsense; it did not reflect what my opinion of the piece was, and the tone I was required to write in did not display me as a satisfactory writer, whatsoever. What bothered me most – in writing as well as in school generally – is I am often not allowed to write without constrictions. When I would write my essay or paper, I would scan and scrutinize them again and again, to edit them in such a way that they would meet the expectations of my teachers. (It very much annoyed me that teachers were very reluctant to accept papers with even a miniscule amount of an artist's inventiveness.) Other times, I would not even revise the paper myself – I would allow an upperclassmen tutor to revise it for me, and I would just leave it at that. It frustrated me that my best wasn't being put into my essay, but for the sake of my grade in the class, I did not dwell on it. At this moment, the blogs I come up with for class do not require a first or second draft, because the ideas come to me like ants to a picnic. For example, in the blog Change For Who? You? Nahhhh, I wrote about something I sincerely believe in:
“The thing about society is that people - a lot of them being mostly women - want to alter something about their body. They don't appreciate what they have, they complain, then they try to change it. Some want to look like celebrities, some like their friends, who the hell knows. They may have a good or bad reason as to why, but most often it is media influence, peer pressure, or strictly unhappiness. Dumb right? What I believe people need to realize that everyone looks different for a reason. If everyone looked the same, why would we have the word originality?”My individual opinion is much less demanding to construct than it is to write an entire analytical essay. With the words vomiting from my brain, all I have to worry about is spelling and grammar check.
I have surprised myself this year with my ability to produce such exceptional work (in my opinion, of course) under time and workload constraints. I compared an essay I composed lat year on The Color Purple last year, to the Q Essay I wrote this year about a month ago; the disparity between language, diction, syntax, tone, etc. was shockingly conflicting. I realized that being given the leeway to write as I please, and in a tone I am contented with, has given me practice with writing acceptable papers on impulse, without having to BS them. With the blogs I have been writing I've been actually putting in serious thought and strength. In one response blog, I approached a topic I at first though I was familiar with. With second though however, I seen there was much more I did not know about. I surprised myself by being able to analyze this topic in depth enough to write 350 word blog on it.
The way I write and the way I think about writing has been altered by having a blog; and I love it. I think it is very important for students – especially in our age group – to be able to express their strengths, no matter what subject. Mr. Sutherland allows the class to apply themselves to the very best of their abilities, and he doesn't overly scrutinize our work content or ridicule our ideas. A blog stands way over on an essay in my opinion, because blogs can represent the personality of the author; their personal experiences, views and/or hobbies. It also can include the most random things like pets, comics, celebrity gossip, personal diary etc, the list can go forever. Even with a professional approach we can include blogs that offer informative information, products and/or services (I doubt anyone is doing this, but it's an available option).
In conclusion, I think that my performance in English class has increased to the greatest expectation that I can set myself to. My essays are more suitable, my flow and tone reflects me as a writer, and I really enjoy the class. This is my reflection.
***pretty sure it didn't meet the word limit, I apologize :)
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