Literary Self-Analysis Of My Writing

Literary Self-Analysis Throughout my highschool career, my writing has no doubt changed for the better. I now know how to express myself in a more professional and coherent manner. In literature class, I have learned different writing skills and methods to properly analyze literary works. I have also learned, critically, how to better synthesize disparate sources into a more seamless whole, which I think will be particularly crucial in my college years. I did somewhat arrogantly believe that there would not be that much of a significant improvement between the writing that I did freshman year and the writing that I’ve done so far senior year, but upon compiling my writing, I realize that there has been quite a striking change. This change is best exemplified in the juxtaposition of two pieces of

For instance, during my sophomore year, one of essays was a simple and routine examination of The Epic of Gilgamesh’s influence on culture, which wasn’t saying anything particularly groundbreaking or even interesting. Now, I try to take a more unconventional or, dare I say, more controversial route, like my Marxist examination of Pride and Prejudice or my analysis of the socialist insinuations of Jim Casy as a Christ figure in The Grapes of Wrath. It’s more interesting to write, at least, and hopefully more interesting to read. Now, I tend to look at themes and such on a grander scale and analyze their larger societal implications, which I think is a result of many Harkness discussions and the in-depth analysis involved. The lessons about rhetoric in A.P. Language and Composition were also important in this regard, as I began to incorporate those concepts, i.e., appeals to logos, pathos, and ethos, “the power of three,” etc., in my normal literary analyses. In short, I began to argue my thesis more and treat essays like a persuasive exercise, which gives them more of a noticeable