Reflecting on my journey, I can identify the specific pieces of work that were most successful: essays 2, 3, and 4. After receiving an F on my first essay, I took the feedback seriously and put in considerable effort to understand where I went wrong. By the time I completed the subsequent assignments, I was able to achieve a B-. This transformation demonstrates my growing ability to analyze and apply feedback effectively, which is a significant success. There are several areas where I can improve my work. While I progress in my analysis, I plan to structure my essay more effectively. That’ll help organize my ideas logically and enhance the overall clarity of my writing. A better organization will allow my arguments to resonate more powerfully with the reader. I will focus on revising my work to ensure I meet all requirements. This revision process will thoroughly review the content to align it with the necessary standards and expectations. Lastly, I will focus on including accurate citations for all sources referenced in my essay. This will ensure credibility and allow readers to explore the material further. Throughout this class, I have developed several skills that will be relevant in real-world experiences. Firstly, critical thinking has been emphasized through our discussions and assignments, allowing me to evaluate information and make informed arguments. I’ve also improved my research skills, learning to find and assess credible sources, which is essential in any field. The ability to accept constructive criticism and use it for growth is invaluable, as it is a skill that will benefit me in both academic and professional settings. I take pride in my progress and am excited to apply what I have learned.
Dominique Robinson
Gwendolyn Brooks’s poem “The Mother” powerfully demonstrates Raymond Carver’s concept of using straightforward yet precise language to give ordinary objects and experiences deeper significance. The poem centers on the themes of loss and regret related to abortion, conveying the profound emotional weight of this experience through simple, impactful language. One striking example from the poem is the line: “the damp small pulps with a little or with no hair.” Brooks uses precise language in this line to create a tender yet haunting image of infants. The word “damp” suggests vulnerability and fragility, while the phrase “small pulps” simplifies the imagery, establishing a raw and visceral connection to lives that were never fully realized. Brooks uses everyday language in the poem to convey the complexity of maternal love and loss. Phrases like “sucking thumb” and “gobbling mother-eye” introduce familiar domestic elements that resonate with readers while expressing the speaker’s intense emotions. These images transform ordinary realities into symbols of longing and sorrow, illustrating how everyday objects and actions can embody profound human experiences. In reflecting on the consequences of her choices, the speaker states, “Believe that even in my deliberateness I was not deliberate.” This line emphasizes the paradox of intention versus consequence, enhancing the poem’s emotional impact while keeping it accessible and relatable. By incorporating such poignant reflections into everyday language, Brooks deepens the poem’s emotional resonance and invites readers to connect with the complexities of motherhood and the haunting possibilities of what might have been.
One key insight from O’Connor’s analysis is how effectively she builds tension through the complex interactions of her characters. Their actions and motivations reveal important themes of morality, grace, and human nature. The grandmother stands out as a flawed yet compelling figure; her manipulative behavior reflects her need for affection and validation, creating a character that elicits sympathy and criticism. This complexity, which I might have previously missed, is highlighted by O’Connor’s sharp observations and storytelling. You also get a better insight by listening to the author’s audio of the story. O’Connor’s use of foreshadowing hints the narrative creates a sense of impending doom. These clues prompt readers to examine the characters’ fates more closely, adding suspense to the story. Her insights also encourage readers to confront their biases and explore the characters’ motivations, enhancing tension and understanding of human nature and moral dilemmas. These elements enhance the reading experience, leaving a lasting impression. A key theme is the intentional use of suspense throughout the narrative. O’Connor illustrates how suspense not only captivates the reader but also unveils deeper themes concerning morality and the complexities of human nature. The strain in the grandmother’s relationships with her family and her eventual meeting with the Misfits highlights life’s unpredictability and the complex dynamics of human connections.
After two weeks, I gained a better understanding of poetry. I’ve realized that poetry requires multiple readings to grasp its essence fully. I now understand the importance of reading a poem aloud, as the lines’ meaning, sound, rhythm, breath, and typography are all significant. Reading different types of poems throughout the weeks has helped my interpretation of “Oedipus the King,” enabling me to connect the emotional experiences in poetry and the themes explored in the play. In “We Real Cool,” Gwendolyn Brooks portrays the rebellious and bold nature of young people as they embrace a risky lifestyle. The poem’s rhythm and repetition highlight their audacity and suggest the potential consequences of their choices. The last line, “We die soon,” is a reminder of life’s fragility and the inevitable outcomes of their actions. This theme of youthful arrogance is reminiscent of Oedipus’s tragic flaw, pride, and determination to challenge fate. Oedipus’s statement, “I am the one who solved the famous riddle,” reflects a similar sense of pride and defiance in the face of destiny, ultimately leading to his downfall.
If I were to write an essay about “The Lesson” by Toni Cade Bambara, I would entitle it “Role Model” or “It Takes a Village.” In the essay, I would focus on Ms. Moore’s unwavering dedication to expanding the minds of neighborhood kids by introducing them to experiences beyond their immediate environment, such as upscale toy stores like FAO Schwarz, demonstrating her belief in the transformative power of knowledge and exposure. Ms. Moore’s emphasis on education and critical thinking is evident in her interactions with the children, particularly in her conversations with Sylvia. When Sylvia questions the lesson’s relevance to their lives, Ms. Moore encourages her to engage with the realities of social and economic inequality critically, challenging the children to think beyond their immediate circumstances. She motivates them to question, analyze, and seek understanding, nurturing a sense of agency and empowerment. Ms. Moore’s influence cultivates curiosity and critical awareness, establishing her as a positive role model committed to the children’s development.
The prewriting assignment is a step-by-step guide to help students with the necessary skills and knowledge to write their first essay successfully. This process involves a thorough analysis of two assigned reading materials: “The Handsomest Drowned Man” by Gabriel Garcia Marquez and a literary overview of “The Handsomest Drowned Man” by Dean Radar. Several PowerPoint presentations provide detailed instructions to guide them through creating a well-developed thesis statement, including a few examples of thesis statements and structure, how to correctly add quotations in the body of writing, a video of proper writing format, and how to correctly apply MLA citations. These resources are to ensure students, instilling in them the confidence that they have the essential tools to establish a solid foundation for their upcoming essays. Also, a detailed essay outline and a sample student essay are included as part of these resources to offer further guidance and reference.
