For my English major, I enrolled in a  required course called Interpreting Literature. Rather than focusing on a single theme, the purpose of the class was to help students learn how to interpret a huge variation of writing, from Phillis Wheatley’s colonial poetry to Willa Cather’s post-WWI novels.

For the first half of the semester we turned in essays and short assignments, but instead of grades we received comments from our professor. We then turned in all of these assignments again, including at least one that we revised.  After spring break, we discussed these portfolios with our professor.

I’m really used to churning out essays as fast as possible, revising anything I can, and then sending it in right before it’s due. Ideally, I would start my essays much earlier, and then have enough time to look over them a day or two after I’ve written them. Most of the time, however, that isn’t the case for me, especially in the midst of an academically challenging semester. So, when I had the chance to turn in essays and then revise them weeks later, I was amazed at the improvements I could make. One sentence I had written originally had variations of the word “detail” in it three times, which is the kind of mistake that is much easier to catch when you read it with fresh eyes. You’re probably thinking, that’s obvious, everybody knows it’s better to look at a paper after a little time! I suppose I already knew that too, but how often do we actually have the opportunity to learn by revising papers after they’re turned in?

After revising my work, I met with my professor about my revisions. We spoke about my writing and what had been difficult for me so far throughout the semester. Through our discussion, I realized that in previous English classes, I had never encountered some of the difficulties that I had been experiencing this semester because my classes have usually been organized around an overarching theme or purpose. For context, here are some examples of the titles of classes I’ve taken in college so far: Narcissism in Literature, Feminism and the Environment, and The Literature of Age and Aging. Each of these classes had a clear theme and subject material, and I found it so much easier to create theses and write about the literature because I’m much better at connecting literature to specific, big picture issues.

Wow. With that understanding, I started to see why I struggled to find my writing groove in this class, a class simply titled “Interpreting Literature.” It’s not a misnomer: the entire purpose of this class is to discover how to use different methods of interpreting literature, and the first method we focused on happened to be close reading of the language. I had to work backwards from my comfort zone, finding bigger picture ideas through picking out small parts of passages rather than going into the passage with an idea to prove. It felt like I was rewiring my brain a little bit.

I hope I have more classes in which professors can take a little time to let the students do revisions. I also  hope I get my act together a little earlier in order to be able to revise work that I am less comfortable with. Being forced to challenge my normal methodology has helped me learn much more than I do when I churn out papers in my usual, last-minute style.