Looking through my previous blog posts, I notice that I am more likely to reject meaning in the works we examine than embrace it. For example, my blog post regarding the preservation of audio addressed the applications and audiological fascinations of the modern day, rather than exploring the content presented in the article. Overall, rereading my work reveals the curve that I think every student at Davidson is familiar with.
My overall quality of writing was at an all-time high at the beginning of the semester, and began to drop a work mounted. I found my blog posts regarding TV series and films much more thought provoking than my posts about literature. I believe that this is because sitting down with a pen and paper and watching a film is a much more interactive experience than reading an article, and allow ideas for writing come more naturally. Furthermore, I believe my writing was better regarding film and TV shows because I viewed these works in a group setting. For example, I wrote my blog post on the Black Mirror episode after watching and discussing it in great detail with another member of the class. I think it would be really impractical given everyone’s varying schedule at Davidson, but also really cool if there were something like a buddy system for reading articles, or some avenue to allow one-on-one discussions regarding the text before a blog post was to be written. I also notice in my writing that if I cannot generate ideas in a timely fashion then I often default to “Playing school” and stating the obvious in flowery language until I feel I’ve produced what is satisfactory for the grade I wanted. Furthermore, I found it kind of disturbing how implicit my reaction to do this was. Even if I set out with a novel idea, if it did not pan out my blog post would just transform into a restatement of the obvious without any explicit intent.
Thank you so much for an awesome class, Dr. Sample!