|
Return to Guidebook Contents | WSU Writing Web Return to Sample Portfolios Home Page Sample ENG 101 PortfolioIntroductory Letter ENG 101-10/ Spring 1999 June 8, 1999 Dear Rich: This portfolio includes pieces of writing that I have done for English 101-10. In it, I have invention activities, rough drafts, and final drafts of a personal literacy narrative, rhetorical analysis, and letter. As I looked over the work that I have done throughout this quarter, I am amazed at how much prewriting and rough drafts that I have accumulated. I have definitely improved my prewriting skills, which was one of my goals at the beginning of the quarter. As I wrote in an essay about my writing habits on March 31, "I think if I had better prewriting skills, actually writing something wouldn't take as long." This proved to be completely true. Now I can identify what I need to say in a paper before I attempt to start typing. This saves a lot of time and energy. The actual pieces of writing contained in my portfolio are somewhat different from each other. Each assignment required different styles of writing and different ways to go about developing the paper to make it clear and effective. The personal literacy narrative started out as a tough assignment for me. I wasn't sure what to write about or what was expected. Once I got rolling, however, it became easier. Since the narrative was about a personal experience, the only research that was done was within my own memories. In the memo concerning my literacy narrative, I state that I am really bad at analyzing pieces of my own writing, and this is still true. I do, however, think that the final copy of this paper is an improvement on the first draft. I took out paragraphs that weren't helping the flow of the paper, and ended up with a paper that clearly expresses what I wanted to say. I had never done anything like a rhetorical analysis before this. I hadn't realized that so much could be taken from a simple article in a newspaper. Since I really didn't work with a group on this assignment, I had to rely on myself to get the paper done. This worked quite well for me since I don't really do well in groups. After I got my paper back, I realized what I had done wrong, and knew what I needed to do to fix it. My final draft has a better conclusion, in that it isn't as fuzzy. The letter seems to be the weakest assignment in my portfolio. There were so many possibilities, it took me way too long to choose who I was going to write to. I thought my letter seemed to be lacking something for a school assignment, but I said what I intended to say. I think if I actually sent this letter, Mrs. Kramer would enjoy hearing from me, and think that the letter was complete. The writing I have done this quarter is far superior to anything I have done before. I usually just sat in front of the computer and typed out a final draft without any prewriting. Now, I can write down what I want to say before I start typing. I feel that I can more effectively get my point across when I write something. Going from invention materials and rough drafts is much easier and works a lot better than simply trying to write a final draft first. Even though I don't think I did well working in groups, I worked diligently on my drafts at home and in class. Of course I'm going to tell you that I deserve an "A." As I look over the outcomes statement that we received at the beginning of the quarter, I believe that I have achieved most, if not all, of the goals outlined on the statement. My writings have improved to the point where I am comfortable with my writing and have a sense of pride and accomplishment when I turn something in. Therefore, I really should get an A. Sincerely,
Literacy Narrative-Final Draft ENG 101-10/Spring, 1999 June 8, 1999 "Not Until You Get This Right" It isn't easy being the younger sister, especially when you have a seemingly perfect older sibling. My sister, Melissa, is nine years my senior and an intellectually superior being. By the time she was a senior in high school, she had the opportunity to skip two grades, had above a 4.0 grade point average, and was ranked fourth in a class of over three hundred. Having a perfect sister wouldn't be so bad, but she always made sure every day that I knew it. From the minute I was born, Melissa thought I would naturally be just like her and grow up to be another super genius. Somehow my genes got messed up or something, because lo and behold, I turned out to be an average individual. The fact that I wasn't exactly like her hit Melissa like a ton of bricks when I was in the second grade. My teacher had divided the class into different reading and writing groups based on skill level. I was placed in the second highest group, which was perfectly fine with me. I figured it meant I wasn't completely unintelligent, and many of my friends were in the same group. Of course, this wasn't perfection and was therefore unacceptable to my sister. She was always in the top reading groups in elementary school, so I was expected to do the same. I often heard the tales of "when I was in school" from my sister, and I usually dismissed them as quickly as they came out of her mouth. This time, however, she was not to be ignored. She took it upon herself to make sure I would excel in school as she had done before me. Just before this happened, Melissa had decided that she wanted to become an elementary school teacher. How convenient for her to have a younger sister just the right age to begin practicing her teaching skills. The very next afternoon, she began teaching her class of only one student, me. At first, I thought that it would be just like playing school and I would have fun. Little did I know that she would take this project of hers very seriously. She had gathered books for me to read aloud to her and had made out practice writing exercises, as well as "tests," for me to take daily. We would sit for hours at the kitchen table and work on one thing or another. It was boring and absolutely no fun for me. I would beg her to let me go outside and play or watch television, but her answer would always be the same, "Not until you get this right." I thought she was being extremely tough on me, and I whined constantly to my parents, but they only saw the benefits to these "tutoring sessions" and let them go on. Eventually, I guess I got the point, because I was promoted to the highest reading group, and Melissa was satisfied for the time being. After that, I made sure I did well in school just so I wouldn't have to go through that again. As I look back on that time in my life, when I was only in the second grade and worrying about what reading group I was in because of standards set by a perfect older sister, I have to say that I benefited from the experience, even though I disliked her immensely at the time. In retrospect, she gave me a strong foundation for the rest of my schooling. Of course, I never accomplished near as much as she did, but I guess it's all in the genes. Rhetorical Analysis-Final Draft ENG 101-10/Spring, 1999 June 8, 1999 Rhetorical Analysis "Nation must guard against overreaction to Columbine" by Tom Teepen was published as an Op-Ed piece in the Sunday May 9, 1999 edition of the Springfield News-Sun. Following the tragic shootings at Columbine High School, this article addresses the issues that have come up concerning American popular culture and how it has affected teenagers. Teepen acknowledges that there are certain aspects of American culture that could easily be blamed for violent acts, but he also takes into consideration that "Millions of young Americans I've in the same culture and never go off." This opinion piece appears at a time when the youth of America has come under close scrutiny. In the wake of Columbine, people have been searching for answers. Often, the interests of America's youth are held accountable. Teepen states that Americans are suggesting this reason for violence as a "scapegoat," comparing the reaction to Columbine with the Salem witch trials and 1954 Senate hearings about comic books. This article is directed towards anyone who has heard about what happened at Columbine High School, especially those who have been quick to blame expressions of American culture such as video games, television, and certain types of music for the downfall of today's youth. He mentions that the shooting at Columbine was an "exception to the rule," and that youth violence has decreased over the past few years, as well as teen pregnancy and abortion. Teepen's purpose is to state that the teens of America are not all bad, and maybe everyone shouldn't be judged by a few who have made some mistakes. The fact that Teepen is a national correspondent for Cox Newspapers expands his audience not only to local inhabitants of Springfield, Ohio, but to readers across the country. Teepen relates to his large audience by his use of different types of vocabulary. He uses language that would interest a wide range of readers, from highly intellectual terms such as "improbable combination of aggressions and vulnerabilities" to slang terms like "tricky critters" and "creepier." The article is easy to understand, but also reflects that he is educated. Since this article is an opinion that will not be tied to specific interests of one area, Teepen is able to express what he is feeling and back his thoughts with whatever he feels is necessary. He even uses some sarcasm to get his point across. Overall, this opinion article does not call for a dramatic change in thinking. It suggests, however, a different way to look at the tragedy at Columbine. Instead of looking for something to blame, Teepen suggests that people should be sympathetic to those who have been affected by the tragedy, and not to go looking for answers that can not be easily found. Teepen's arguments in this article are reasonable and well said. Violent video games and television shows are not to blame for crimes committed by children. Neither is the music that has been so easily criticized. This article gives Americans something else to think about when they consider the incidents involving violent acts and teenagers, such as the fact that adult models may have more influence on young people than popular culture. Teepen makes his article effective not by blaming something for the Columbine shootings, but by calling for "sober thoughts" for those who have been affected by the tragedy at Columbine. Letter-Final Draft English 101 - 10/Spring 1999 [inside addresses deleted for privacy] Dear Mrs. ________________, Hey, I bet you didn't think you would hear from me. I was looking back at my old cheerleading pictures and I realized that I haven't talked to you since I graduated. So, how are things at good old North High? I'm sure things are so dull since I left. (Ha! Ha!) The reason I am writing is that I was thinking about some of the people that have had an effect on my life and you were one of the few people who came to mind. Cheerleading was a really big part of my high school career, and having a coach like you made it a whole lot more fun. What I really wanted to do was thank you. When I went to cheerleading tryouts as a sophomore, I wasn't expecting to make it at all. After my accident, I didn't think I would ever be a cheerleader again. The fact that I was still on crutches when I tried out didn't really help my self confidence. I was so happy that you gave me a chance and put me on the squad, and I am grateful that you had faith that I would work up to your expectations. Your constant encouragement and understanding kept me cheering even when times got rough. You gave me the confidence I needed to work harder and reach my goals. Thank you so much for all that you did for me.
Sincerely,
|
