14 January 2005
Goals for 2nd Semester
Thinking:
Bias hinders thinking. Throughout the year, I have to write about America from an American’s point of view. In order to achieve the full effect from this assignment, one should regard the subject as an alien issue, thus becoming impartial to the subject. Brilliant ideas come from curious and open minds. Like Emerson states in his essay “Self-Reliance,” “[t]o believe your own thought, to believe that what is true for you in your private heart is true for all men,—that is genius.”
During the first semester, my essay theses have been conforming to common thought whereas I could have changed the face of other people’s views by introducing an original alternative opinion. Conforming based on popularity and pressure would not only make me “false in a few particulars, [author] of a few lies, but false in all particulars” (Emerson). For this upcoming semester, I wish to take at least one bold risk to wager on an unconventional idea or approach with either an essay or a project.
Reading:
By nature, I overanalyze; I used to overanalyze texts and draw conclusions that are farfetched to at least some degree. As a result, I began reading words literally, taking them at face value, and hoping to extract only the valid insights. However, that tactic proved disastrous, because a hasty read loses nearly all valuable points that the author may want readers to fathom. Certainly, I want to improve my reading skills by contributing at least one major insight to each piece of literature we read that may be vital to understanding its plot. Hopefully, I will end up being able to pick out specific details that most people miss. By doing so efficiently, I can also increase my reading speed while analyzing the text thoroughly.
Writing:
Thinking drives the content of writing. More often than not, my thinking will elaborate too deeply on the minute details that I lose sight of the paper’s main focus. Perhaps this flaw is in large part due to my ability to overanalyze practically anything. Consequently, after developing the diminutive points, I tend to forget that even the simple supports need their share of explanation. Portions of my essays will clearly demonstrate the distracted mind wandering that occurs during my long writing process. Therefore, my goal is to have no more than one point deducted from each category of focus or elaboration by the end of the year.
Speaking:
The tape containing all of the summer reading presentations shows that I have a habit of making repetitive hand gestures that could potentially take away from the overall effect of my presentation. Prior to seeing myself on tape, I pictured a confident, casual speaker, but now I know that I have much to work on still. Body language is supposed to help emphasize certain points the speaker wants to make, but I find my hand gesticulation superfluous and dull. For this reason, my goal is to limit each individual hand motion I make to a three-times maximum usage, unless it is completely necessary that I surpass that imposed parameter for purposes of making a lasting impression on the audience. The ultimate objective is to shape myself into an expressive, audible, poised, and maybe even an inspiring orator.
Group Work/Listening:
Listening is another focus issue of mine. My major problem with listening is not in a casual group setting discussion as one might expect, but rather it is within a one-on-one, direct and personal conversation. A group member may discuss with me her viewpoint or ask for my opinion, and I may listen so closely to what she is saying that my mind either refuses to process the rest of the information or clings onto only one of the less important statements she makes. I want to improve my listening by just being able to consistently direct my attention to the speaker during conversations.
When it comes to working in groups, I personally find it challenging to depend on others to do work that will affect the outcome of the product and the outcome of my grade. To do work independently, an individual is assured that there is no one else to blame but him/herself. I have improved with handling group circumstances after being forced to cooperate with one for the entire year, but I think a part of that aged feeling lingers. I know I should trust group members more, and I am still currently learning to do so, but perhaps I could let go of the leash a little more. For our final semester here in Cyber English, I crave to utilize at least one idea, suggestion, or comment from each member towards the final project and my individual writing.