Senior Inquiry Reflection

Forecasting for Senior Inquiry in the fall of my junior year, I believed I was going to be in for an easy going, fun filled last year of high school. I believed that AP English Language had prepared me for what I was about to experience. Senior Inquiry is just a standard English class with some science tacked on, right? As anyone who has experienced the course would know, this is incorrect. Senior Inquiry’s many facets provide a multitude of life lessons, but for me, was most effectively a college preparatory class. I found the most important teachings to be those that have mundane uses: skills that support and serve as a foundation for a structure of academic progress.
For example, I thought I knew how to take notes until our first real

Reflecting on the past academic year, I have come to see that sometimes my time management skills fall short, but when they do I can always rely on my prioritizing skills as a backup. These backup skills were utilized heavily with this class, particularly for large projects such as the research papers. My growth was particularly focused in taking action towards my priorities, no matter how unconventional, to give myself a better shot at success on any assignment. My first research paper is a good example of this, as I had to complete a large section of the rough draft to turn in before leaving on a trip, but I only had one night to do it. I began working on it late and a few hours in, I could barely stay awake for a minute at a time. This is when I began realizing and indulging my priorities: though it was already 12 A.M., I knew that I would not produce a meaningful draft if I continued on in my half-lucid daze. Against what one might think a good student should do, I took a nap for an hour and picked up where I left off. It was unconventional, yes, but beneficial. This skill also contributes to my initiative as a self-directed learner: I am now able to determine and act on my needs to be successful in assignments and