APL: U4: Q1 in-class essay
Process paper: APL:U1: AP Q1 Final Draft (9/28/18)
Click here first the first draft, final draft, rubric, and feedback
When I got my first draft in class, I was a bit discouraged at what I had received because during the assignment itself I felt confident putting the words down on the page. However, this rewrite was a fantastic opportunity for me to go over my mistakes carefully and see what I needed to improve on. I realized that I had made some pretty significant mistakes, such as completely missing the main message of both the poems (not realizing that Douglass and Milton were already dead and they were being idolized) and not looking closely enough at the poetic structures that both authors were implying. I thought the feedback I received on my first draft was quite accurate, which was that I wrote and expanded too much on points that were not as significant as I made them out to be. I had written far too much on a single topic, specifically how Wordsworth uses words like “fen” and “swamp” to describe the state of England. On the rewrite, I dramatically reduced the portion of the essay dedicated to the diction and chose to focus on style and tone a lot more, allowing me to talk broader and give a balanced analysis of both poems. As an example, I chose to write about how the styles of diction contributed to the tone of the poems and comparing the two poets based on that rather than fixating on the diction itself, which is quite shallow-minded. The rewrite opened my eyes to how much I missed on my first time. For example, it was difficult trying to incorporate elements of my first draft into the second because of how wrong it was. I believe that the rewrite is representative of the growth in poetry analysis I have experienced over the course of Unit 1 and I hope to expand on this knowledge more in the future.
I chose to put this piece of work into my Unit 1 Portfolio because I think it shows my growth over the course of this unit. The subject in question was my chosen poet, Charles Wright, and this short yet thoughtful reflection on his works shows that I am able to pick out the key trends and symbols that Wright employs in his poets–something I wouldn’t have been able to do before this unit. Never before have I examined and analyzed a poet at this depth and level, and doing this reflection showed me that a particular author’s writing style adds a layer of uniqueness and meaning that can only be derived from his/her writing, even though the same topic might have been written about by other poets. Something that surprised me was Wright’s allusions to a famous Chinese poet, using similar poetic techniques and thoughts. I never knew that there could be a connection between Western and Eastern poets because poetry is so unique in every language that I didn’t think it could be ported between languages. I really enjoyed the Great Poets project because it was a chance, a systematic opportunity, to explore some great poetry. I have merely scratched the surface with my readings of great poetry in this unit, but I can already start to see how beautifully great poets can manipulate words and structures to craft art.