
I took this course for my senior year with the purpose that it would prepare me for college writing. It has done exactly that as I look back at quarter one and quarter two papers compared to quarter three’s. I notice the biggest change in the tone of my writing. Many people grow accustom to using a passive voice when writing, as I had, using words in the past tense. By taking the tips from this class, I learned to revise my paper using an active voice, with words in the present tense. An active voice makes a writer’s voice read assertively to a reader. This revision is the biggest change in improving my papers.
Adding and understanding analysis was the most confusing aspect when writing my quarter one paper. I never realized it as a factor for a better paper. When we first did OCEC for a timed write in quarter one, I realized how little analysis I put in my writing. There were only four examples of analysis in a five paragraph paper. By using the OCEC technique with a rough draft of my paper, I am able to make sure enough analysis is included. Analysis is another key in helping a writer’s voice read assertively to a reader.
One last powerful affect I learned to use in my papers is developing a new idea. This is always the strength in my conclusions. I discovered that a new idea arises after writing the rest of the paper. Before, I was taught to rephrase the thesis as the conclusion of a paper. But this only leaves the reader with a forgettable paper. By developing a new thought and presenting it as the final statement, the reader continues revisiting that thought even after they have finished reading.
Taking these three tools into my revision stage has increased the quality of my papers from quarter to quarter.

