Throughout my time in this class, specifically during the second semester, I learned a lot through analyzing works of art and literature. The main skill I obtained through this class is writing more effectively. Under this broad umbrella, this class taught me how to create strong thoughts as evidence to prove my point and evaluate sources so I can express my ideas more clearly in personal writing outside of school.
To begin, I developed a strong line of reasoning in this class since there were many instances where Mr. Ziebarth gave us opportunities to prepare before writing. Specifically, before an AP practice essay like synthesis or rhetorical analysis, he emphasized that the first 10 minutes were used to brainstorm and sketch out a template.
In addition to highlighting the importance of preparation, I also observed many sources that provided examples of thoughtful and impactful writing. Various forms of literature and art were used but with each work, there was always a common theme, cohesivity. For example, the essay “Minor Thoughts” by Mr. Ziebarth had one main topic throughout the essay, the significance of brainstorming in a class setting. By providing multiple details about how class discussion allows students to gain a better understanding of what is being examined, this thought was carried out throughout the prompt. Another detail I noticed in this essay was that the title was included in the last sentence of the conclusion paragraph. By doing this, readers can connect the start of the essay to the end.
Taking these literary skills into my writing, I can reference the works of literature to improve my writing. One instance was my New York Times editorial. There was a 450-word count and I could only use the most convincing pieces of evidence or else I would go over the word count. Many of the writers I referred to used details that did not stray from the thesis giving me examples of how to be concise in my own writing.
Another topic I grasped was effectively evaluating sources. This allowed me to find a deeper meaning in literature and art as opposed to a surface-level assessment. One of the main things SQUIDD exercises promote is to ask questions and make connections. SQUIDD which stands for seeing, question, unite, investigate, disrupt, and do, is a tool to help writers develop a clearer understanding of the work given. When looking at paintings by Edward Ruscha, there was a common theme of words plastered largely on a canvas. When SQUIDD skills are used, the time period and theme of the paintings correlate to the words as well creating thorough comprehension of the art rather than a bland initial thought.
Evaluating sources through SQUIDD also helped me in big exams like the AP test. The day before my assessment, I studied rhetorical choices but I was stuck on how to provide reasoning for my claim. But then, after rummaging through many assignments, I realized that SQUIDD could help me identify rhetorical strategies. Since this acronym stands for choices to further analyze a source, on the day of the AP Test I put them into practice. I smoothly wrote three essays with time to spare and used the “I” (investigation) in SQUIDD the most. In a time crunch, I effectively evaluated my sources quickly and came up with compelling evidence to support my thesis throughout the prompt.
Besides using the skills I learned in class and for the AP test, I take my recent expertise into everyday life with journaling as well. Once a therapeutic way to let out my emotions, I now express my feelings through writing more eloquently. Nowadays I analyze my day similarly to how I investigate the sources provided in class for a SQUIDD activity. Before I start writing, I think about what I did during the day and I write a simple diary entry. I also make an effort to note down one thing I did well that day and one thing I can improve on. To do that, I need to think back, ask myself questions, and investigate how I can be a better person inside and out. I noticed that this train of thought was similar to the SQUIDD acronym and with this revelation, I realized that I subconsciously used skills obtained from class when I journal. My entries are now clearly written, easy to understand, and I know myself better.
With the connections from school to my personal life with journaling, I became a writer that composes thoughtful ideas and evaluates sources effectively. From brainstorming to putting together my thoughts on paper, this class provided me with the necessary skills to get from my initial point to the final destination. Through the many activities given to me this semester, I am coming out of this class an impactful writer. I have strengthened my abilities and am excited to continue improving my future writing with my latest arsenal of skills. Once a jumble of thoughts, I can organize my notions more purposefully now.