Reflection

 

Finding My Voice

 

From my prior portfolio work, I am most proud of my essay from freshman year called “The Tube Syndrome.”  This was my first synthesis essay in which I connected two literary pieces, a poem called “The Tube Syndrome” by Pete Hamill and the novel Fahrenheit 451 by Ray Bradbury, to make observations and form a coherent argument.  I remember being very proud of this essay as my two teachers, Mrs. King and Mrs. Sadeghipour, called me out of class into Mrs. King’s office to tell me that my essay was “an absolute pleasure to read” and that “it was as if they were reading a college paper.”  In reflecting on this piece as a senior, I believe that my writing shows the origins of my writers’ voice.  I am very impressed with my use of enhanced vocabulary, grammar, and structure in this essay, especially considering the year in which I wrote it.  I also believe that I did an exceptional job at using critical thinking to formulate my own persuasive analysis.  Though it is not my best essay, it marked my acclamation to academic rigor as well as my passion for writing.  After writing this essay, I dedicated myself to honing my skills so I may continue embracing challenges and expanding my writing “comfort zone.”  Moreover, even as a senior, I take pride in this freshman essay, as I believe that it was one that allowed me to realize my potential and propelled me to excel in my writing.  

 

Four Score and Seven Trends Ago

 

By evaluating my score sheets, I realize that although I naturally excel in many areas in the English language, I refined my skills over the past four years.  During my freshman year, I consistently scored well in word analysis, reading comprehension, and literary response and analysis (4s).  As evident in my freshman year trends, my two areas of greatest improvement were writing strategies and applications and speaking.  As a sophomore in AP English Language and Composition, I believe that I notably grew as a writer.  My knowledge and reading comprehension had slight upward trends into mostly 9s.  I believe that my score of a 5 on the AP exam confirmed my growth.  My literary response and writing categories were the two areas of most significant growth throughout my sophomore year.  As a junior in IB HL English, I grew measurably in my speaking skills.  I am most proud of my score of a 30 out of 30 on my Interactive Oral Presentation because it showed my growth and newfound confidence in my oral communication skills.  I also improved my literary analysis skills, as revealed by a score of a 5 on the AP English Literature and Composition exam.  During my senior year, I believe that I further refined my presentation and organization skills.  I am very proud of my performance in the Interactive Oral Commentary, as I spontaneously delivered a coherent commentary of a poem and held an academic discussion on a novel.  Furthermore, by considering my score sheets and performance in my English classes, I know that I made great strides in becoming a well-rounded and more effective communicator. 

 

Portfoli...Oh

 

I believe that I initially maintained my portfolio well, but regrettably I did not keep up this pattern later on in high school.  Because I did a good job at recording my scores and reflecting on them during my freshman year, it was easier for me to explicitly identify trends within my scores and attribute those trends to my study skills and work habits.  I did an effective job at recording my scores during my sophomore year; however, I did not keep reflections that I could analyze as a senior, making it difficult to recognize the correlation between my scores and work habits.  I failed to continue maintaining my portfolio to the same standards I initially set due to my busy academic schedule as an IB student.  I would not say that I was too lazy to record and reflect on my scores; rather I was too invested in working towards improving my skills so I could demonstrate them during essays, presentations, and exams.  I believe that my neglect of portfolio maintenance does not indicate my lack of self-initiative because I always try my best in everything I do.  Nonetheless, my portfolio was efficiently organized into labeled tabs, and none of my work was missing, thereby revealing my disciplined nature.  Moreover, although my score sheets were not as complete as they could have been, I maintained my portfolio moderately well, enabling an easier reflection on my past four years of English classes as Great Oak High School. 

 

From A Little Acorn to a Great Oak

 

Great Oak High School has successfully prepared me for “the next step” into college by providing me with a solid and refined foundation for education.  I believe that I have garnered the appropriate skillset that will enable my intellectual growth and discovery in college.  Because Great Oak promotes S.P.I.R.I.T., I am confident that I have matured from a somewhat insecure freshman to a poised young woman, ready to face the “real world” with an enthusiasm for education of my whole being.  In immersing myself in the academic and extracurricular offerings of Great Oak, I learned to efficiently balance my time to ensure that I succeed in all my endeavors.  Great Oak has given me a better appreciation for critical thinking, especially through my education in AP and IB classes.  I also know the importance of staying true to my morals and values as I embark on new journeys and face new challenges.  I understand how to apply my strong work ethic to both individual and cooperative experiences.  I embrace diversity as a more globally aware citizen, and I aspire to be an active lifelong learner.  Great Oak has led me to realize that my career as a thoughtful learner, communicator, and friend does not end once I walk across the graduation stage but, instead, permeates into every aspect of my life.  I am very appreciative of everything Great Oak has taught me, and I will honorably carry the deep-rooted Wolfpack legacy as I extend my “branches” out into my future endeavors.