Metacognition: QE Essay

I have written about my experience while writing essays in a previous post, but as this essay progressed, the style of my thought processes changed. 

While discussing this essay in class before the entire process began, I had an idea about what question I wanted to write about: What role does education play in creativity? I even thought of an example while still in class that I could use to open up the paper with. However, after receiving Section 1 with a grade on it, I read the other questions that night. I realized I could use the same example, but choose a question that would be easier to use the class material as support.

When the time came to write Section 2, I had not prepared anything the night or nights previous, which left me in a bit of a rush. I had to think fast and about what made sense or what did not. In times like these, there is no space to be creative or add extra insignificant details, which is actually quite nice. It eliminates unnecessary thoughts/words. Before starting Section 3, though, I did make corrections on Section 2 because God knows I needed to. 

And now it is time for Section 3: the final section of the QE Essay. Even though we were given class time for this, I could not make myself focus. Therefore, this was left for the night before the whole essay was due. Bad idea, yes, but I find that I work well under pressure. Much as I am now: rushing to get this blog post done before the school day is over so I do not have to worry about it anymore. 

What I learned through-out this QE Essay process was that it is easier to write an essay or any piece of writing in parts; it takes the dread and pressure out of the equation, at least somewhat. There were still deadlines and guidelines to follow, but you can focus more on a single section instead of the whole.