DH timed writing blog

I would like to blog about the last timed writing I did on the play Dolls House by Henrik Ibsen. It was successfully written and surprisingly earned a high grade. I found the grade deserving and learned a lot from my teachers’ comments. She stated concerns about my connections, transitions, tense of verbs, and support.

First, I need to work on connections because I would draw in characters relevant to my quote, but I realize now that I got off topic several times. Having read the play thoroughly it was hard not to draw in facts from other areas of the play, but I need to work on my focus. Due to the fact that this time I had a strong thesis I was able to control my argument and lead it to the quotes that expressed my interpretation of Ibsen’s theme “the entrapment of woman and the need for individual freedom is exemplified through the symbolism of doors”.

Next, this also shows my trouble with support for my claim. In a few areas she noted where I had the quote, but needed more support. The main contributor to the absence of a conclusion and the lack of support is time. Focusing on the essay I would lose track of time and have to make up for it by leaving support out. I think this is a simple mistake that overtime will get more natural because I would have done over six timed writings by the end of the year. I truly believe you get with a lot of practice.

Then, my teacher circled my errors in the verb tense criteria. I tend to write in present tense because I am currently doing the writing rather than past tense forgetting that I have read the book already and need to reflect on it. It is hard to relate the time relationships among my ideas. Also the passive tense is very common and I tend to move from tense to tense when writing during this rush. I have to work on the style of my writing just as Ibsen did. By shaping it up my teacher will be able to understand my personality and voice; it also shows how I view my audience. My writing shows my goal whether it is to entertain, impress, or persuade, so it is vital that I enhance me style.

Lastly, I falter in transitions. This time not all my transitions lacked originality and didn't blend, but I still struggle on how to make it more engrossing for the reader. I didn't use the standard first, second, third way, but tried to direct it back to the play; however, it often sounded too broad and redundant. I need to focus on the texts and not say what should have happened, but only what did happen.

In conclusion, I can only get better at writing and I appreciate the instructions and support of my teacher as I strive to do so. The time frame is the only hindrance to my full potential, but with her guidance I believe I will be better prepared for the AP Exam and further classes in life.