Introduction:
In “Portfolio Keeping: A Guide for Students”, a portfolio is
defined as a meaningful collection of selected artifacts or documents,
collected over time and across interests. In particular, my goal is to create a
process portfolio that can be transformed into a presentation portfolio by the
end of the semester. My portfolio is a process indeed. Aside from being
self-declared technologically impaired, the portfolio making process has been
less than a breeze. There have been challenges and setbacks, both in the
process portfolio keeping as well as in the writing assignments to go along
with. However, overall I feel that, although I am struggling, I will triumph
and reach my goal by the end of the semester.
Beginning with the challenges, I came in thinking I was a
rather competent writer and this class would be a breeze. I soon found that to
be completely inaccurate of an assumption.
I found myself struggling almost immediately and this is due to the type
of writer I was accustomed to being. I have always been a science-based
learner, and therefore the majority of my writing was just that: Black and
white, Right or wrong, Fact or fiction. It was always clear the structure in
which to write and exactly how to go about that. Just about every scientific
paper is the same, introduction followed by a ton of factual findings and
evidence to back up said factual evidence and a conclusion pulling it all
together.
Rhetorical writing is so much harder. Never have I had to
develop a personal letter that portrayed a certain storyline or reached certain
goals; you can’t write a personal letter following the same structure as an academic
essay. However, in allowing myself to be vulnerable and inexperienced I learned
the right and wrong ways to write rhetorically, as well as the strategies and
choices to make that would positively affect my academic performance. In doing
so I became a better writer, rhetorically, and opened my horizons to the
different types of writing persona’s I can adapt to.
Here you can see my uncertainty about entering the class as
well as where I began the semester and with the mindset I explained above: Dear Instructor Letter
Here you can see my struggles within the class that I was
experiencing as a result of allowing myself to forget what I knew about writing
academically so as to learn to write rhetorically: Challenges Portfolio Post
One aspect of the class that really helped me in successfully grasping rhetorical writing was analytical reading. Reading with a critical lens on allowed me to better understand the subject I was reading and focus on what was important in writing responses to said readings. One example of rhetorically reading was in class examinations of pieces by Herbert, Thomas and King. (Scan in class notes here along with King’s critical notes).
One of the biggest obstacles I faced in rhetorical writing
was learning how to cite works properly so as to not plagiarize. The in-class
handout that described to us what was considered plagiarism and what was not,
as well as how to properly avoid it was extremely helpful. Here are my in class
notes on how to properly cite different sources as well as the link to OWL at
Perdue website where there are further instructions on how to cite:OWL Perdue MLA Citing.
All of these aspects helped me grow and learn as a
rhetorical reader and writer in this class, however I was still experiencing
some difficulties. Perhaps the best way in which I learned just how to write appropriately for
rhetorical purposes was through editing and revision. We had multiple in class
peer review sessions for out major writing assignments. While this was helpful,
I felt I needed something more critical to push me to question the decisions
and choices I was making in my writing, When I went to the writing center for
revision of my analytical review I got just that.
It was strange at first, I assumed she was going to read
through my paper and tell me what to fix and I would be on my way. However,
that was not the case. Instead, she would read and look at me and ask, “What is
the purpose of this paragraph/section/sentence/word?” and after I responded to
her she would then reply with, “Do you think this accomplishes what your
purpose for it is?”. In doing so she was forcing me to make the decisions about
the importance of words and phrases. She was forcing me to grade my choices and
make new ones according to whether or not my first, second, or even third
attempts were practical:
These two revisions sessions helped me rethink my processes
to writing and decision making strategies for rhetorical writing in the future.
I personally revised this writing assignment here, putting into effect the
strategies and decision making skills I have acquired throughout the course.
(Insert revised piece).
As much as I have learned thus far in the art of rhetorical
writing, I still have a long ways to go. I would like to practice my rhetorical
writing skills so as to be able to write and accomplish the task at hand
without any setbacks or major revisions necessary. I would like to become so good
at rhetorical writing and strategies that I will one day be able to advise
someone as lost as myself in the art of rhetoric.
Rubric:
1.
Well Developed
2.
Well Developed
3.
Well Developed
4.
Well Developed
5.
Developed/Needs Improvement
6.
Developed/Well Developed
