Op-Ed Project
Link to Op-Ed
Q: What was the process for this project?
A: To create my piece of writing, I wanted to make something that I could and other people have/are experiencing. I brainstormed for a bit, and came across my final idea that people started to become too nonchalant about COVID-19 mandates globally.
Q: What changes did you make between your first and final draft?
A: The changes that I made between my first and final draft were some basic punctuation and run-on sentences. Then, I asked for help from my peers which I didn't receive much from. Then, our Humanities teacher, Ashley, gave us individual critiques. She helped me reduce the amount of words by shortening sentences, combining words/phrases, and deleting a paragraph. I was also given suggestions that I could change to my op-ed to make it better. Afterwards, we had seniors review our op-eds. My partner helped me try and get as close to the 450 cap as close as possible and as well as my sister.
Q: How did critiques help you?
A: Critiques not only helped my op-ed look better and sound better, but it also helped me as a writer. I used to struggle a lot with making titles, forming introductions, conclusions and not putting down so many details because I have and want to write so much down. However, during this project, I was taught how to summarize the clumps of information into a couple sentences or even a few words. I can use these techniques in future op-eds, essays, writings, etc.
Q: What did you learn about the Essential Question by completing this project?
Essential Question: How can we build a strong community through storytelling? How can we use poetry as a means of advocacy, self-advocacy, or resistance?
A: I learned to inspire others and know that they are not alone. We can use poetry as a means of advocacy, self-advocacy and resistance to fight back against others that strongly disagree and building a community of people who you can stand with and people who can stand with you.
Q: What are you most proud of in this project?
A: I am most proud of the one section that wasn't included in this project. The piece was an interview with the dean of the school, Ray Trinidad, and I asked him questions about what he thinks with the rise of Covid cases with the students coming back from Winter Break. It's very unfortunate that I wasn't able to include this due to it being very long and took up too many words, however, I am very proud of myself because I tried to find a unique source of evidence, something that not many other people would have in my class.
Q: What was the process for this project?
A: To create my piece of writing, I wanted to make something that I could and other people have/are experiencing. I brainstormed for a bit, and came across my final idea that people started to become too nonchalant about COVID-19 mandates globally.
Q: What changes did you make between your first and final draft?
A: The changes that I made between my first and final draft were some basic punctuation and run-on sentences. Then, I asked for help from my peers which I didn't receive much from. Then, our Humanities teacher, Ashley, gave us individual critiques. She helped me reduce the amount of words by shortening sentences, combining words/phrases, and deleting a paragraph. I was also given suggestions that I could change to my op-ed to make it better. Afterwards, we had seniors review our op-eds. My partner helped me try and get as close to the 450 cap as close as possible and as well as my sister.
Q: How did critiques help you?
A: Critiques not only helped my op-ed look better and sound better, but it also helped me as a writer. I used to struggle a lot with making titles, forming introductions, conclusions and not putting down so many details because I have and want to write so much down. However, during this project, I was taught how to summarize the clumps of information into a couple sentences or even a few words. I can use these techniques in future op-eds, essays, writings, etc.
Q: What did you learn about the Essential Question by completing this project?
Essential Question: How can we build a strong community through storytelling? How can we use poetry as a means of advocacy, self-advocacy, or resistance?
A: I learned to inspire others and know that they are not alone. We can use poetry as a means of advocacy, self-advocacy and resistance to fight back against others that strongly disagree and building a community of people who you can stand with and people who can stand with you.
Q: What are you most proud of in this project?
A: I am most proud of the one section that wasn't included in this project. The piece was an interview with the dean of the school, Ray Trinidad, and I asked him questions about what he thinks with the rise of Covid cases with the students coming back from Winter Break. It's very unfortunate that I wasn't able to include this due to it being very long and took up too many words, however, I am very proud of myself because I tried to find a unique source of evidence, something that not many other people would have in my class.