IMPROVING AS A READER

Improving as a reader feels like tending a garden within myself. Each book is a seed, a promise of growth, waiting to be nurtured with patience and curiosity. At first, the words may scatter across my mind like stray seeds on hard soil, not yet ready to take root. But as I read more deeply, as I give each sentence the light of attention and the water of reflection, those words begin to sprout.

TERM 1

ANNOTATIONS (1)

Since we were assigned our novel groups, I've been committed to enhancing my active reading skills. Active reading involves a range of techniques, but one area I’ve specifically focused on is annotation. Back in grade 11, we covered the basics of annotation and its benefits for learning, but it wasn’t until recently that I looked into the scientific benefits and realized just how valuable this skill can be.

While reading The Picture of Dorian Gray, I practiced annotating consistently, marking certain passages, jotting down important details, and noting recurring themes and symbols. This helped me engage more deeply with the text and improved my ability to interpret complex ideas. By actively annotating, I could trace Dorian’s character changes, Wilde’s use of symbolism, and the novel's important themes, which added to my reading experience.

Through annotating, I found myself thinking critically about each chapter, questioning characters’ motives, and connecting different scenes to form a better understanding of the story. This process has not only improved my comprehension but also made reading feel more interactive and purposeful. Annotating Dorian Gray has strengthened my ability to recognize literary techniques and themes, which has been crucial in developing my skills as a thoughtful and analytical reader.

Term 2 Update:

In the second half of the semester, I improved on my annotation skills by adding additional details to my notes. First I improved the quality and depth of my annotations by focusing on analyzing quotes whenever I list them rather than just marking them down. I began to draw connections between the text and broader themes, such as how there are many social issues present in the story like social media and self-image. Second, I became more efficient in annotating by identifying patterns more quickly, such as how the colour white symbolizes innocents and corruption. This ability to recognize literary techniques and their progressions through the story allowed me to write stronger analysis in discussions and assignments as well. I incorporated my notes in my seminar as well, which helped me share my idea in a group setting and understand different perspective on the same texts.

VOCABULARY LoG (2)

Throughout the term, I created a vocabulary list to track new words I encountered while reading various books. Each time I came across an unfamiliar word, I’d add it to my list, along with its definition and an example sentence to reinforce my understanding. This practice quickly became an useful tool for expanding my comprehension of complex texts.

As I built my vocabulary, I found myself reading with greater fluency. I was able to interpret more high-level language and comprehend challenging material more easily. Actively learning and applying these new words, sourced directly from my reading, significantly improved my reading skills, allowing me to better understand difficult passages and appreciate the subtle differences in multiple texts.

READING SPEED (3)

To improve my reading speed, I kept a detailed record of each reading session, noting the amount of time spent and the number of pages read. By tracking these metrics consistently, I was able to monitor my progress over time. From September 26 to October 25, I observed a steady, subtle increase in my reading speed, as shown in my graph. This visual representation highlighted my progress, showing how my reading pace improved gradually with practice. Focusing on reading consistently helped me build fluency and efficiency, making it easier to complete more pages in less time without sacrificing comprehension.

READING BOOKS (4)

Since the start of the course, I have made it a goal to read more, regardless of what type of material I am reading. In the past, I used to love reading; I would read almost everyday for months straight. However, shortly after starting grade 11, my passion for reading faded as I ran out of time in my life that I could dedicate to sitting with a book, and immersing myself into a story.

As of the midterm, I have finished three books in and out of class. I read Ship Breaker by Paolo Bacigalupi, The Picture of Dorian Gray by Oscar Wilde, and Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan. In general, the books I used to read prior to this course were much simpler, just for pure enjoyment. Thus, I wanted to try with more complex novels like The Picture of Dorian Gray, and I found it quite different. The content found inside more complex novels are much harder to understand compared to an easier novel like Ship Breaker for example. I had to quickly adapt to the format of a harder story and by doing so, I improved many of my reading skills

Ultimately, by reading more complex novels, I have improved my reading skills in terms of understanding, analyzing, and vocabulary.

EVIDENCE (1)

EVIDENCE (2)

EVIDENCE (3)

evidence (4)

TERM 2 UPDATE

ANNOTATIONS (1)

One key area of growth has been my commitment to active reading, particularly through annotation. While annotating The Picture of Dorian Gray in Term 1 introduced me to the value of this skill, I expanded this practice significantly in the second term by annotating multiple other texts and stories. For instance, I applied the same techniques while reading Beartown and many others, consistently marking key moments, identifying recurring themes, and jotting down critical questions. A prime example of this is my character chart for Beartown where I analyzed every character, their traits, and any additional notes.

This practice has deepened my comprehension and critical thinking skills, as annotating each text helped me engage with the material on a more analytical level. I became better at recognizing patterns, literary devices, and thematic connections across different texts. For example, when analyzing Beartown, I was able to track character development and connect themes to broader ideas discussed in class. This is further expressed in my essay.

Furthermore, I remained dedicated to annotating the rest of The Picture of Dorian Gray and maintaining similar level of detail or even more in some chapters that included prominent themes or topics.

Overall, my increased focus on annotating throughout Term 2 has helped me become a more active and analytical reader, a clearer writer, and a more engaged communicator. This skill has been pivotal in my growth this semester, both in understanding texts and expressing my ideas effectively.

VOCABULARY LoG (2)

In Term 2, I continued building my vocabulary list, further strengthening my reading and comprehension skills. I expanded this practice by not only tracking unfamiliar words from assigned texts but also from supplementary materials, such as articles and essays. Each new word was added to my list with its definition, an example sentence, and sometimes a synonym or related word to deepen my understanding.

This practice has significantly enhanced my ability to navigate complex texts with greater ease and fluency. I noticed a marked improvement in interpreting challenging material, as my growing vocabulary allowed me to understand nuanced language and appreciate the subtle differences in tone and style across multiple works. For example, when reading additional short stories and essays in Term 2, I felt more confident breaking down difficult passages and identifying key themes.

Overall, this consistent effort has helped me become a more proficient and analytical reader, and the application of new vocabulary has added clarity and depth to my writing as well. My vocabulary list remains an invaluable tool for improving my skills, and I plan to maintain it beyond this course to continue growing as a reader and writer.

READING SPEED (3)

In Term 2, I focused on improving my reading speed by practicing active reading strategies and engaging with more complex texts. By consistently reading a variety of materials, such as classics and modern novels, I gradually became more efficient at processing information without sacrificing comprehension. This minor improvement in speed has helped me manage my time better when completing assignments and allowed me to engage more deeply with the material during class discussions. Although there’s still room for growth, I’m proud of the progress I’ve made and plan to continue building on this foundation.

READING BOOKS (4)

This term, I not only read more books but also regained my enjoyment of reading. I completed nine books, including Beartown by Fredrik Backman, Hamlet by William Shakespeare, Fiendish by Brenna Yovanoff, The Hunger Games by Suzanne Collins, and four titles from Rick Riordan’s Percy Jackson series (The Sea of Monsters, The Titan’s Curse, The Battle of the Labyrinth, and The Last Olympian).

Diving into such a variety of genres and authors reignited my passion for reading, which had disappeared in recent years. I found myself genuinely looking forward to picking up these books, whether it was exploring the deep emotional layers of Beartown, appreciating the timeless brilliance of Hamlet, or immersing myself in the adventurous and humorous world of Percy Jackson. Each book offered something unique.

This renewed love for reading has not only been enjoyable but has also enhanced my critical thinking and analysis skills. I’ve become more attuned to identifying themes, literary techniques, and character development across different styles and genres. Reflecting on the stories I’ve read, I feel more inspired and connected to the process of learning through literature, and I’m excited to keep this momentum going in the future.

READING MORE (5)

Additionally, I made reading a much bigger priority in my daily routine, increasing my reading time from just 15 minutes per day last term to as much as 1 hour and 30 minutes per day. This change allowed me to finish nine books mentioned previously.

I noticed that I had many inconsistencies with this as depicted by the graph where some days I read much longer than others. Additionally throughout the semester, a lot of days I only read 15 minutes which was quite disappointing.

However, I ultimately did read significantly more compared to last term and believe I have shown improvement.