Second timed writing (Animal Farm)
Reflection
Process: This task necessitated, like all timed writings, a predetermined process in order to ensure that as much information as possible can be expressed. My first step in achieving this goal was to do a brief brainstorm that outlined my thesis and the three main points of my three body paragraphs. Once completed, I began my essay with a general statement to draw in my reader. Eventually, that statement was supposed to be tied into the thesis. After completing that introduction, I commenced to write paragraphs based on my three main points. As I went, I drew evidence to support my arguments. Such work went on until Mrs. Boyd said time was up despite the fact that I was not finished. Through the timed writings in this class and others, I have begun to use this process as a crutch whenever I write in a time limit.
Product: There are certain admirable qualities in this piece. First, I liked my thesis that the only people who can cease the endless repetition of history are those who know the innate human instincts that caused it. The thesis was debatable, specific, and rather provable. In addition, I think that the examples I employed accurately supported my three main points. This was able to happen because of the control I used when explaining them in “P.P.E.” format. Finally, I find my diction. I had the opportunity to use some of my favorite words like “glean,” “sentient,” and “omnipotent” in a manner that suited my essay. It is always fun to find ways to use my fickle, mental list of favorite words. This essay was, despite its time constraints, rather well done.
Growth: As all writing does, this piece of timed writing helped me learn some valuable things. First, I reinforced my ability to write within the confines of a prompt and a clock. This helped me to add finesse to my timed writing process that would become useful in future, more important assignments. In addition, I found that writing timed writings over and over again pushed my writing abilities because it made me think quickly and articulate my ideas quickly in a manner that is not really realistic in terms of writing literature, but is, nevertheless, an important life skill. This piece was a stepping stone to where my writing is today.
Improvement: This piece of writing offers multitudinous areas for improvement. First, the introduction was disastrous because it was composed of all of three sentences. The first sentence did not tie in at all with the other two, and there was no clear, concise connection throughout the piece. Also, I chose a big idea with many facets that were worth mentioning, but I did not mention everything that was needed for my essay to make sense. Specifically, I said neither what comment history made on human nature nor what human nature is in general based on historical evidence. In addition, I used general pronouns so much that my essay became incoherent. The word “they” was omnipresent, and I, as the writer, could not even understand to what I was referring. Moreover, my essay did not properly use quotations. I know that quotes do not need capitalization and commas if they are not complete sentences, but, for some stupidity on my part, that never seems to show up in my essays. To be sure, this is not my strongest piece of writing, and my grade on this timed writing was accurately low (it was lower than my first timed writing) because of my apparent lack of sophistication.
Product: There are certain admirable qualities in this piece. First, I liked my thesis that the only people who can cease the endless repetition of history are those who know the innate human instincts that caused it. The thesis was debatable, specific, and rather provable. In addition, I think that the examples I employed accurately supported my three main points. This was able to happen because of the control I used when explaining them in “P.P.E.” format. Finally, I find my diction. I had the opportunity to use some of my favorite words like “glean,” “sentient,” and “omnipotent” in a manner that suited my essay. It is always fun to find ways to use my fickle, mental list of favorite words. This essay was, despite its time constraints, rather well done.
Growth: As all writing does, this piece of timed writing helped me learn some valuable things. First, I reinforced my ability to write within the confines of a prompt and a clock. This helped me to add finesse to my timed writing process that would become useful in future, more important assignments. In addition, I found that writing timed writings over and over again pushed my writing abilities because it made me think quickly and articulate my ideas quickly in a manner that is not really realistic in terms of writing literature, but is, nevertheless, an important life skill. This piece was a stepping stone to where my writing is today.
Improvement: This piece of writing offers multitudinous areas for improvement. First, the introduction was disastrous because it was composed of all of three sentences. The first sentence did not tie in at all with the other two, and there was no clear, concise connection throughout the piece. Also, I chose a big idea with many facets that were worth mentioning, but I did not mention everything that was needed for my essay to make sense. Specifically, I said neither what comment history made on human nature nor what human nature is in general based on historical evidence. In addition, I used general pronouns so much that my essay became incoherent. The word “they” was omnipresent, and I, as the writer, could not even understand to what I was referring. Moreover, my essay did not properly use quotations. I know that quotes do not need capitalization and commas if they are not complete sentences, but, for some stupidity on my part, that never seems to show up in my essays. To be sure, this is not my strongest piece of writing, and my grade on this timed writing was accurately low (it was lower than my first timed writing) because of my apparent lack of sophistication.