Literary Reflection

One big idea or essential question I focused on was writing an objective summary. Objective means non-biased. In other words, you want to tell the story like it is, without adding your own opinions. And a summary is just a shortened retelling of the important parts of the story. The story is over 2,000 words long, but if you summarize it, you need to bring it down to a single paragraph of five sentences or less. Writing an objective summary I a critical skill you will need as you advance through high school and beyond. Writing an objective summary helps one focus on the central ideas, important events, and key points of a story,

Next, I will reflect on the effect of using the approaches we discussed above. This will be addressed in three main points: what does the literary lens that I used most often allow me to notice in literature, what are the drawbacks to using this lens so frequently, and how much my engagement with literature would’ve changed if I had used more of the intertextual lens that I used the least.

I have been practicing on how to improve my writing over the past few weeks, which has taught me a great deal about writing. My teacher would like me to evaluate and explain my strengths and weaknesses in my own writing. This evaluation is in between my two essays. One on my own and another with my teacher's help. I have strengths and weakness in my introduction, body paragraphs ,and my conclusion.

English is a hard language to learn, for there are numerous elements of effective usage and writing. Many people, including me, struggle in writing because of a lack of knowledge. Since middle school, English was not a strong suit of mine. I struggled with the simplest of tasks often taking a considerably longer time to complete a task than the other students. Unmotivated teachers and a lack of interest resulted in remedial writing skills. To put it simply, I had little confidence in my writing and I dreaded taking the class because of the writing involved. In spite of my fears, I took the course and I was able to perfect and challenge my mediocre writing skills.

We are already midway through the first quarter of my last year as a high school student. I find it hard to completely grasp how quickly this year is passing and yet I feel like we've already accomplished so much.

I feel strongly and I am convince that the fact that I had a headache and blocked sinuses affected my learning during the course time.

Looking back in this class, I have realized just how much my writing has improved since the beginning

In this course, students will read accomplished authors in the genres of poetry, flash-fiction, short fiction, non-fiction, memoir and the novel. Students will pay particular attention to the tone and voice of each author he or she is introduced to. Each week we will study one author who is writing in the genre of flash fiction, short story, the novel, non-fiction, memoir, poetry or the comic, with the goal of deconstructing the elements of writing that lend to the author’s unique voice. After coming to a collective understanding of how each author is accomplishing his or her work, students will be challenged to write their own original piece that mirrors the writing style of the selected author. We will be studying James

Almost all stories have plots, and authors employ plots in many different ways. If you can show the particular way in which an author makes use of plot to further his or her story, you have said something substantial. We are interested in learning about the particular way that Hawthorne uses colors and names as character symbols in “Young Goodman Brown,” or the specific way that Updike in “A & P ” shows the world of the grocery store society as a way to enable Sammy 's character to hopefully mature. Try to develop your discussion by focusing on a particular strategy the author uses and what effect that strategy has on the reader. Why did the author choose this particular strategy over other options that might have presented themselves? Does the strategy enable the author to do anything? Are there any constraints in using the strategy?

I wrote “I felt sad, upset and depress that I had to go trough such an odyssey so I could

Writing has always been something I dread. It’s weird because I love talking and telling stories, but the moment I have to write it all down on paper, I become frantic. It’s almost as if a horse race just begun in my mind, with hundreds of horses, or words, running through my mind, unable to place them in chronological order. Because I struggle to form satisfying sentence structure, it takes me hours, sometimes even days, to write one paper. It’s not that I think I’m a “bad writer,” I just get discouraged easily. Needless to say, I don’t think highly of my writing skills. When I was little I loved to both read and write. I read just about any book I could get my hands on, and my journal was my go to for my daily adventures. Although it’s

What concepts, principles, or ideas that you have learned, do you think you will remember the most after you leave this class?

Back in the ever so glorious days when my books had colorful illustrations, minimal words, and happy endings, I had no trouble reading them. As the years progress, I have seen fewer pictures, more words, and tragic endings. However, a book is worth more than its words or images; sometimes I have to read in between the lines. In fact, as a reader, I have to analyze what the author is trying to explain through his or her words, not just the plot. I grew up mostly analyzing the storyline: the beginning, middle, and end. I thought that the plot is the epitome of literary analysis, but there are numerous ways to decipher what the author is trying to portray to his or her readers. For instance, I can look at the character’s development throughout the story, find imagery, symbolism, metaphors, etc., and conclude a theme or themes for the story. These are several of the literary devices that are used to analyze literature. Even though the plot is fundamental to the foundation of a story, I have learned that the little details that supports the plot makes the author’s work more compelling and exciting.

In the ninth grade, my Literature teacher introduced poetry to me in the form of spoken word. I would have never thought that a Shakespeare recitation assignment would have been the window to a world of one of my greatest passions. Since then, I immediately hit the ground running; performing and competing in poetry slams and competitions in my hometown community of Augusta and around the state of Georgia. I knew that words were what I wanted to dissect and assemble, and the stage was where I wanted to be. Years later, I chose a Creative Writing concentration at Georgia State University, and the embarking of a distinctive style began. I soon became torn between the voices of spoken word and written poetry. I learned that there is a skill and a beauty to both, and I have been able to begin fostering a different skill at GSU. The conservational and sometimes rhythmic style of my performance poetry has infused with the illustrative and technical style of my written poetry, and vice versa. The diverse curriculum of my professors, critiques, and insight from other poets in workshops have helped me to become comfortable with owning a distinct and unique voice on the page, as well as the stage.

The second half of this course has allowed me to view education more deeply in the art of literature. How literature does play part in education curriculum and how literature is vital to democracy. Literature is writing that considered to be the form of piece art. Almost all the culture, tradition of a language or a people we know in today’s world represents by works of literature. The word literature suggests a higher art form. It provides a kind of blueprint of human civilization. It gives insight and context to the world’s societies. It is more just than historical or cultural, but it can serve as an introduction to a new world of experience.