The AP Term Paper required me to derive my own perspective on the novel Oryx and Crake to argue how, through his circumstaces, the protagonist fails to find solace in the dystopian world in which he treads. I included in the term paper the theme of isolation and resignation, stemming from the protagonist's lack of legitimate power in the world around him: knowledge, science, and corporate monopolization.
The essay underwent several phases, including the switch from the focus on assimilation to that of the narrator's struggles; more niche. I also reversed the order of the main points to suit the sequence of the novel, and added pieces of evidence among connections to the theme to strengthen the paper's argument.
The outline was a place to develop the thesis, main points, and the conclusion. We required signed approval from Ms. Cowley in developing the main idea of the essay.
The log was a written proof of work on the essay. Each time I worked on the essay, an entry of the date, time, and type of work completed went onto the log. "Work" includes:
IRPs required us to interpret an entire book's theme, characters, and other defining features worth writing about. The catch? Write an essay about the book in 40 minutes, without any references. I learned how to write effectively within time constraints, while exploring how devices such as symbolism, figurative language, and tone contribute to the interpretation of the text.
Through writing in a timed setting, I progressed from a writer who was initially wordy, pompous, and vague, to one that can write with clarity and purpose with less pressure.
The Antigone Essay was a timed write, just as the IRPs. From our analyses of the characters, we answered a prompt in which we had to draw upon textual evidence to support our claim (topic redacted for security concerns). As the stoplight dictates, the essay could have gone in one or another direction depending on the reader's interpretation, and there is no right answer to the prompt.
I struggled with this one. I am quite strong in delivering my own interpretation of the events in a text, less so its artistry and quality. In Q2 works such as The Gift of Rain, I would often shift my line of reasoning from one thing in the intro, to another in the conclusion. The result is a disjointed essay with an unclear purpose. I aspire develop further by referring back to the prompt once in a while, and skimming over what I've written to solidify my essay's direction. This will take practice due to time constraints, as I was already fighting against the clock.
The ARW research paper required me to analyze text, assess credibility, and convey an argument from scholarly sources through consistent tone/diction, and emphasizing important arguments in a well-structured composition. This has helped me in AP English by strengthening my academic voice through concise delivery in a clear line of reasoning. The process included:
This is my final reflection of the year, in which I discuss the areas I excel, and areas I should improve upon.