Curricular Response
Explain how this project reflects both the strengths and weaknesses in your work?
I believe I exceeded the amount of content expected, and went more in-depth than I needed to. I tried my best to explain things as clearly as I could in-terms of community oppression and initial timeline history, and have plenty of resources in my MLA bibliography. The problem I think of when having such a long bibliography is that, sure the assessor can see where you got all the information from, and can validate the sites, but at the same time, the fact that there are so many resources may give the wrong impression to the assessor, via a thought that whoever wrote the document must not be educated on the subject(s) at the time seen as how there were so many roots of information needed. This can be countered with the fact that there was a lot of content, and general knowledge for one may equate to minutes of research for another, exploiting the need to show where the written information can be found (but not where the content is from); nonetheless, it still damages the optics between the assessor and you. I would have liked to integrate more quotes, but was too focused to keep on writing content and editing it, that I took time out from optimizing the amount of resources I have, which I now see explains why I needed the massive number of links. Identifying and fixing that time management issue should resolve most of my challenges in terms of goals for the assignment. The only thing afterwards that I can currently think of to improve on would be getting through the processes of content, edit, site, (edit,) and repeat, faster but without losing quality or skipping information. Perhaps keeping things more concise can save time, but that will take longer to relearn how to do, because I feel like I am too used to writing long essays, as a practice for university level writing assignments. The thing wrong with that is you must be able to keep things concise, yet still have plenty of information that concise shouldn’t mean short, unclear, or skipping details.
Core Competency Self Reflection
Think of your assignments generally. Describe what completing assignments is like for you? Easy? Hard? Why is it easy or hard? Or what specific parts are easy or hard? Or what kinds of assignments/work is easier or more enjoyable for you than others? What things outside of a formal school situation do you do, that help you succeed in English?
When needing to do assignments regarding posters or diagrams, I have to use my creativity, which I usually don’t do for assignments and projects, so I’m not used to it, in turn making me a lot slower by overthinking even the simplest of details, because the logic side of my brain tells me that there should be more work than just that, so where is it? That makes me even slower because after putting in the work and still feeling that, it makes me procrastinate while I rack my mind on what else I could add. I am able to differentiate a lot of on task, straight forward creativity in an organized fashion, from somewhat off topic, not vividly organized creativity that makes sense. I cannot differentiate on task, organized creativity, from extending level creativity. I may as well be a fourth grader looking at multiplication and integrals side by side. I have no idea what integrals are, so my brain, just like any other, blocks it out since there is no possible way to identify the important parts that put together the entire thing. When doing written and logic based assignments, whether if I have to present it or not, I am comfortable with it because I have my script, I have a good understanding of how my audience’s brains will react to my information and what factors play into that, and I can quickly and easily identify what parts I may need to add or improv on midway through. I find purely written assignments easier because not only do I use my brain’s logic side most anyways, but I find it easier to explain things when writing them down instead of through imagery or verbally since factors like tone do not play a role, and using uncommon conversational words to help specify to one context and/or an elaboration do not create awkwardness unless there’s a grammar error, which I am trained to identify and think of the most efficient ways to correct it to, based off whatever I am about to write. Even outside of school, for martial arts I had to write a document about the word of the month (usually a positive adjective or action), ranging from 600 – 900 words long, starting from 6th grade. Even sometimes my friends or family ask me for information, in which I put into a word document that is usually a bit over 1000 words. On top of the writing practice by helping others and the martial arts monthly essays to force me to think of new definitions and elaborations for singular words, allowing me to see the vast synonyms and connections between them, I also sometimes get tutored for English academic writing, which boosts my confidence and typing speed/processing speed even more. Unfortunately, having to write a paragraph or more via paper and pen/pencil takes far more time for me to complete, despite my background, due to me being a perfectionist. I am happy with how my skills turned out to be though, especially since I can focus more time on learning how to write better, and do not need to waste time on the act of writing.