Final Reflection


  1. When looking at my Unit 3 – 6 portfolio, I see my greatest achievement has been. . . 

I believe my villanelle has been my greatest achievement. Not only was it extremely challenging and took lots of effort and research, but it was also very meaningful and enriching for me to write.

  1. When looking at my feedback on my work and Mastery Data (as found in Schoology), I noticed. .. 

… that overall I have lots of EEs and MEs. Although I have had a tendency of submitting some formatives late, all my summatives have been submitted on time and given very high marks in the rubrics.

  1. Considering most of second semester was virtual learning, I’d like to say. . . When reviewing my goal for Semester 2, I can say that i . . .

… that I think I’ve done quite well. The second semester of senior year is renowned for being one where students have very little motivation. With the added challenge of coronavirus, however, this lack of motivation becomes magnified. For several months of quarantine, I was also in the U.S., where I was isolated from my friends and forced into a nocturnal lifestyle, so I’m very proud of how I did in the summatives we took.

  1. A reflection on a Unit 3, 4, or 5 EQ is. . . (Include the EQ and response)

Unit 3:

How do writers from different eras or movements write differently?

Writers from different eras and movements write differently for multiple reasons. First of all, they obviously write differently because of the varying speaking styles that are common for the time and place they live in. For example, as we saw when reading Shakespeare, both the grammar and the colloquialisms of his time period were very different from ours, resulting in distinct language use. Second, due to cultural differences, the connotations of their symbols are very different. This is also seen in Shakespeare, as the Ghost in Shakespeare’s literature was intended by Shakespeare to been seen in a much more grave and sinister manner than it is perceived by a modern audience. This can change the meaning of the writing. Beyond time period differences, however, the third difference in the writing styles of writers from various movements is that their writing differ in response to the messages they seek to transmit to their readers. Feminists like Jane Austen who wrote books like “Pride and Prejudice” with the intent of demonstrating that women have equal wit to men write with a different style than people like Joseph Conrad, author of “Heart of Darkness”, who are trying to prove a distinct point. The writing style of different authors depends heavily on what personal opinion the author is attempting to persuade the audience of.


U4: Original Poem (S)

For this assignment, we needed to write an original poem written in one of the four available formats offered to us. Below are the instructions:

“Choose one of the three options to write your final original poem for the year in AP Lit.

A) Write a sonnet (about love, loss, leaving, grief, anger, lust, etc.)  [hard]

B) What a villanelle (toughest structure to take on!) [harder]

C) Write an emulation of “To His Coy Mistress” using the structure, rhythm and even some of the lines to make it evident to your reader that this is an emulation or response. [medium difficulty]

D) Create a “found poem” using a page from your recent novel. [least difficult]”

I decided to write a villanelle because I wanted to challenge myself to express an array of complex ideas in the most restrictive format available. I was inspired by the poets we learned about in class to use my poetry to express the emotions and experiences that I personally was struggling with. Hence, through my villanelle, I mused over the dazzling but fleeting nature of youth, and how the freedom of being young and free can tempt people to live with self-indulgence and ignore the high costs brought by living selfishly. As a teenager who, like everyone else my age, faces pressure from both peers and parents, and struggles between doing what I should do instead of whatever I want to do, this is a topic I think about often. Therefore, it was the logical choice for a topic to write about. This is the villanelle that I wrote:

Title: In the gilded gold field where children play

In the gilded gold field where children play

Where grass shines and you hear the songbird’s trill

Be wary of creeping traces of gray


You’ll only worry of going astray

that you’ll miss the upcoming winter chill

In the gilded gold field where children play


You’re so busy dancing in the sun’s ray

You will not look past the shimmering hill

Be wary of creeping traces of gray


Triumphantly, you cheer worries away

Oh, being young and dumb is such a thrill

In the gilded gold field where children play


Look at how the animals leap today

while your skin drips red from the pierce of quill

Be wary of creeping traces of gray


Like the sapphire sky, you’ll spot a jay

But forget to care that the jay is still

In the gilded gold field where children play


Youth is so lovely when there’s no decay

that we forget to clean messes we spill

In the gilded gold field where children play 

Be wary of creeping traces of gray


I am very proud of this villanelle, because not only did it take abundant research on villanelles and effort to complete, but it was also extremely therapeutic to write. I was also very happy to see Ms. Brayko’s comment, which said: “Alix! OMG, this is amazing. How did you come up with such lovely lines to weave through your villanelle? Your language and imagery are stunning.” I also got a 16/16 on the rubric. For these reasons, I thought this poem would be the perfect addition to my portfolio.

U4: AP Q1 Revision (S)

I decided to attach this assignment into my portfolio because although my original piece wasn’t very well written and earned a low score, after hard work, I was able to achieve a 24/28 on the rubric. I’m very proud of this, because I invested large amounts of effort in improving my piece, consulting with Ms. Brayko and other friends, and researching the writing piece analyzed in this AP Q1 FRQ in order to raise my grade. Therefore, I thought it was important that I include it in my portfolio.

_Plants_ (AP Q1) Rewrite

Semester 1: Final Reflection

Short answers (200 words maximum each)

(1) When looking at my Unit 1 and Unit 2 portfolio, I see my greatest achievement has been. . . 

My Great Poet’s Teaching Project is my greatest achievement in AP Literature both in terms of grades and personal pride. I was able to achieve the highest marks in all of the criteria, which was rewarding after my abundant effort. Beyond simply my numerical grade, however, I still consider this project to be one of my greatest achievements in my senior year. I dedicated to learning about Sylvia Plath with a passion, and through the process, was able to spark within me an unknown love for poetry. As I reflect back on both AP Literature and my senior year, I know that because of my effort on this project, I was able to acquire a love for a new aspect of literature. This makes me extremely proud of this work, and excited for my future in this class.

(2) When looking at my feedback on my work (as found in Schoology), I see I still struggle with and/or I am improving upon. . .

I noticed that on three formative assignments, I turned them in late. It seems that I might still need to work on turning in some of my formative assignments on time.
I also noticed that at the beginning of the year, I struggled with fully communicating my ideas in the AP question rewrites. Throughout the year, however, I’ve been rapidly improving, as evident by the fact that my “The Yellow Wallpaper” analysis earned nearly full marks. I’m now proud of my ability to share my thoughts through analysis, as I know that I’ve dedicated many hours to building my writing up to reach its full potential.

(3) When looking at my process piece, this was my approach to improving that work:

I wrote four drafts for my process piece. My approach was first writing out an intricate essay outline, then converting it into essay form for my first draft. For my second draft, I approached the first draft on a new day, then spent three hours at a time editing and making sure that the second draft met my own writing standards. Once I complete my second draft, I then read through my essay with my peers, while reading theirs. For this essay, I talked with two other classmates, correcting their essays while they corrected mine. Taking their advice, I fix a few mistakes for draft #3. And for draft #4, I intended to speak with Ms. Brayko and go over the final essay one last time. But since I didn’t find time for that, I instead consulted with my father.

(4) When looking at my Mastery data in Schoology for this course, I notice that…

I have an average of EE in 10 of the learning objectives, and an average of ME in 6 of the learning objectives. I’m quite satisfied with this, not only because the maximum grade for some assignments is a ME, but also because I know I put an inordinate amount of time reading articles on how to improve my writing, and constantly referring back to former feedback on my analysis.

(5) Having reviewed the semester’s reading, writing, speaking, listening, and critical thinking, as well as my collaboration, creativity, and resilience, a goal I have for Semester 2 is. . . 

To submit all of my homework assignments on time. I have a tendency to sometimes forget to submit on Schoology, even though I do submit assignments on my portfolio. However, knowing that I’ve had an immense improvement in many other aspects of AP Literature, I’m confident that I will rapidly be able to make up for these mistakes and grow to become both a better student and writer.

AND Choose 1:

  • Something I would like my teacher to know is. . . .

I would like my teacher to know that I’m v thankful for the guidance and opportunities given to me in this class. Through analyzing the feedback given to me and constantly having exposure to various different authors, I was able to simultaneously improve my writing, while deepening my love for literature. This has been transformative on my year as a whole; throughout high school, despite loving to read, I always found myself increasingly unable to find the time. Now that reading is an essential part of my curriculum, however, I’ve become more in touch with this passion, and as I’ve gone through some of the most stressful times in high school, being able to analyze and connect with the stories of these authors has helped me drive through, and excel both in AP Literature and even outside of the classroom.


U2: (F) Reflection – To what extent are stories also the human story, my story?

All the stories written in human history are various accounts of different aspects of humanity. After all, it is precisely our humanity that people always write about, whether it is love, fear, sadness, anger, betrayal, and more. Even if we, as individuals, haven’t experienced a concept that we read about in literature, we can still find a way to relate. For example, even if we were never kidnapped like the protagonist in “Where are you going? Where have you been?”, most people do remember a poignant moment in their lives when they lost their innocence or felt victimized.

Each narrative contributes to both enhancing our understanding of others’ perspectives and communicating our own emotions that we may not be able to put to words. For example, in “A Rose for Emily”, through the story of an isolated Southern woman with necrophiliac tendencies, the author communicates how the people of the antebellum South struggled to grapple with the rapid change upturning their society after the American Civil War. Even if the reader doesn’t even have any relations with the south of the U.S., and little to no knowledge of its history, they can still understand the themes of fear associated with this time. Through exploring common emotions and necessities across people, authors can allow their stories to bring people to understand each other, showing that ultimately, stories are part of the general experiences of people.