Miranda sits down at her grey desk. Her legs kicking as if underwater, and her hair down resting upon her shoulders. The light reflecting off the window snow bounces throughout the room. She wears a light pink blanket hoodie with matching, bulky, fluffy socks. Unable to stay still, her legs swing back and forth while she feels the textbook demanding she reads him. Begrudgingly, she opens the book and starts flipping to the first chapter. While reading through it, she cannot help but zone out. To focus back on the textbook, she pulls the book in closer to her face. After finishing the first three chapters, she puts her textbook down, and she goes onto other assignments.
An improvement to active reading and annotating would be the most helpful. As much as my brain wants to zone out, I believe that actively annotating while reading may help me focus. If there are any questions to be answered, I should also read them before reading the passages.
Percy comes to realize passive reading does not allow for full comprehension of what he reads. , He only read surface level by passively reading, and his writing suffers from it. In order to understand what he reads: he needs to let the writer show him the flow of their writing. Slowing down when reading, reading it for pleasure, and reading it again helps Percy feel “emotionally detached and aware of all the moving parts.” By identifying structure, picking apart each paragraph, and trying to reconstruct that using the building blocks, he learns how to build casual narrative and find his own flow. Being the slowest reader means letting each word, paragraph, and scene, soak its meaning into your mind and connecting the dots between them. Rather than reading quickly and only understanding it happened rather than why. Reading quickly only allows understanding it happened rather than why it happened. I believe that reading as a writer will help me identify the construction of future essays and apply that to constructing my own.
As Miranda reads through the writing assignment instructions, her right leg bounces rapidly as she sits at her desk. Rereading the instructions, again and again, anxious about how to start. After munching on some garlic bread twists dipped in marinara sauce, she starts jotting down anything that she can think of that would work. While rereading the sentence before she writes the next one, Miranda goes back, and fixes mistakes she sees. After that, she submits her assignment.
I believe that trying to create points or some type of structure would be beneficial to the flow of the writing. The problem is that I do not know how to structure things as much as I would like to. Maybe I can search online how to, at least, get a good general understanding of it.
Writing about something I want rather than the teacher and writing the five original sentences are the most important. The two most important ideas to me: writing something that intrigues me enough to want to research and write about the topic and starting off with five sentences to help guide me to build a good structure. Writing about a topic I’m interested in will help motivate me to research more. Developing my ability to create a good skeleton of my essays will help me understand more of what I am trying to say and express it through writing.
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