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 Julia Terry

Professor Ingram

UWRT 1103

“There is no real ending. It’s just the la!e "here you sto the story.# $ %ran&

'er(ert

I "as in the "riting !enter "aiting to ha)e my aointment to dis!uss

my aer "hen I o)erheard a !on)ersation. The (asis of the !on)ersation

"as that they do not ha)e to "rite rough drafts (e!ause they are that good

at "riting. Re)ision is unne!essary* aart from tyos* (e!ause on!e they

ha)e their "ords on a age* they &no" that it is !omlete. I "ish I "as that

lu!&y. When I try to "rite a aer in one sitting* readers do not understand

"hat I am trying to say (e!ause* unli&e the eole at the "riting !enter*

"hat I "rite do"n does not e+a!tly mimi! "hat I am thin&ing.

,eing a erfe!tionist* I ha)e al"ays had frustration and anger "hen

trying to "rite (e!ause I "or& really  hard just to ha)e the reader say* “I don’t

get it.# Therefore* it is not surrising that "hen I enrolled in a !lass !alled

“Writing and In-uiry# I "as dreading it to the oint of ha)ing an+iety.

'o"e)er* (eing in this !lass has (een a turning oint regarding my

!onden!e in "riting. Through nding out "hat my "riting ro!ess entails

o)er the eriod of this !lass* I ha)e (een a(le to rodu!e ro!ient essays.

Exploratory Essay

/ey

R$ "hat

learned

PURP2$ &e

!on!ets

R4$ oth

"or&

5R64$ m"or&

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 The rst essay I "rote "as an e+loratory essay "herein I told the

audien!e "hat I "as assionate a(out. 6t rst* I "as stressing out a(out the

assignment (e!ause not only did my rofessor not gi)e se!i! guidelines* I

also had no idea "hat to tal& a(out. 7in!e I had ro!rastinated until the last

minute and I needed to at least get something on the age* I just started

tying "hate)er !ame to my mind. 6(out an hour later* I had "ritten

something retty su(stantial. It did not ha)e an introdu!tion* not e)erything

"as "orded the (est "ay* and fran&ly it "as a aer that "ould ha)e

re!ei)ed a lo" grade. 'o"e)er* it had urose* and "hat I "anted to get

a!ross "as in the aer.

4e)ertheless* I "as still dreading eer re)ie" the ne+t day. I do not

thin& eole reali8e ho" em(arrassing it is for someone to thin& I !annot

formulate thoughts and ma&e an argument. 6lso* in high s!hool "e "ere

ne)er taught ho" to eer re)ie". ,e!ause of this eole "ould just tell me it

"as (ad and "al& a"ay due to the fa!t that they simly did not &no" ho" to

hel. 7o not only "as I "orried a(out that* (ut the su(je!t of my aer "as

also )ery ersonal and something I really !ared a(out* and I "as e+e!ted to

share that "ith strangers. ,ut during !lass that day* I a!tually really enjoyed

eer re)ie".

We started out (y getting in a small grou and reading aloud our

essays. Then "e told ea!h other se!i!ally "hat "e thought ea!h erson

!ould "or& on and "hat "e thought "or&ed "ell. %or e+amle* a re)ie"er

"rote to me that* “I really li&e the oints you ma&e in the aer. I "as

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engaged the "hole aer.#  That same re)ie"er also "rote* “7ome senten!es

I feel you !ould !om(ine together. 5thers "ere too long.# 6lso during this

time* "e dis!ussed ea!h other’s aers -uite e+tensi)ely 9most li&ely

(e!ause "e all really li&ed ea!h of the su(je!ts:. 7o* yes* "hile dis!ussing my

aer my eers "ere not -uite sure exactly "hat I "as trying to say* (ut I

"as a(le to tal& them through it. ,e!ause of this* I "as told "hat I needed to

ma&e !learer and "here they thought it might (e logi!al to ut those

suggestions in regards to the stru!ture. %or e+amle* my thesis statement

"ent from a )ague* “...those traits are "hat I !herish and hold !lose to me*#

to “;ha)ing assion* not (eing materialisti! (ut (eing dee* ha)ing

manners* !aring deely and (eing "arm and oen to others$$ is "hat I am

)ery assionate a(out.# 6dditionally* I "as told that it "as a good essay and

that* "hile reading it* they felt li&e they "ere just tal&ing to a friend.

%irstly* re!ie)ing e)en a small amount of raise ga)e me a lot of

!onden!e. I dis!ussed this in (log ost num(er four. 7e!ondly* ha)ing a

)ery su!!essful eer re)ie" made me li&e the !on!et and* therefore* I

a!tually read the arti!le our rofessor ga)e us dis!ussing ho" to eer re)ie"

!alled <Resonding$$Really Resonding$$To 5ther 7tudents= Writing< (y

Ri!hard 7trau(. It denitely heled me later in the !ourse not only for my

o"n "or&* (ut to (e a(le to su!!essfully hel others "ith their "or&. I thin&

the (est ad)i!e from 7trau(’s "riting is "hen he says* “ >ou’re there to lay

(a!& to the "riter ho" you read the aer? "hat you got from it? "hat you

found interesting? "here you "ere !onfused? "here you "anted more.# This

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"as in the (a!& of my mind for the rest of the semester (e!ause* if someone

had eer re)ie"ed my "or& follo"ing those guidelines in high s!hool* I

ro(a(ly "ould not ha)e had su!h a hard time. 2astly* and ro(a(ly most

imortantly* it made me reali8e that ho" I aroa!hed this aer "as just

"riting do"n "hat I "ould ha)e said if I "as sea&ing. 4ot ha)ing to "orry

a(out stru!ture* length* and a!ademi! "ording made me a (etter "riter. It

taught me a(out my ersonal !omosing ro!ess.

uring the time (et"een draft one and t"o I "as a(le to add and

erfe!t "hat "e dis!ussed in eer re)ie" su!h as adding an introdu!tion*

!orre!ting the thesis* and simle mista&es li&e* “I "ould li&e to e+tend that

too to;# to* “I "ould also li&e to e+tend that to;# 6dditionally* I "as a(le to

loo& at it "ith a di@erent frame of mind. 6s I mentioned a(o)e* it "as a(out a

)ery ersonal thing that I "ent through and* therefore* "hen I rst "rote it I

"as emotional. 2oo&ing at it a se!ond time "ithout all of that emotion

allo"ed me to see "hat oints "ere imortant to &ee for my argument* and

"hat oints "ere there urely (e!ause I "as )enting. 6lso sin!e "e had a

fair amount of time (et"een draft one and t"o* I "as not !onstantly thin&ing

a(out the aer. ,e!ause of that* I seemed to get really good ideas out of

no"here.

 The ne+t time I (rought my draft into !lass* I &ne" it "as not erfe!t*

(ut it had imro)ed immensely. 'o"e)er* eer re)ie" this time in)ol)ed

handing your aer to someone and then they "ould gi)e it (a!& to you after

they "ere done re)ie"ing it. I "as not leased "ith "hat my eer had

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suggested I + (e!ause it "as not rele)ant for my su(je!t. %or instan!e* she

"rote on my aer* “"hat &inds of !lu(s did you try to join and "hyA# and*

“What is your reason for "anting to enter the medi!al eldA# "hen my aer

"as a(out going through a tough time in s!hool. 6dditionally* I "as una(le

to nd out her reason for suggesting these things (e!ause there "as not any

!ommuni!ation (et"een us. That is "hen I reali8ed that this arti!ular tye

of eer re)ie" "ill ne)er "or& for me. I need the !ommuni!ation to (e a(le

to (oun!e ideas (a!& and forth* to nd out "hat eole are thin&ing* and to

!larify to them "hat my thought ro!ess is.

 This is re!isely "hy I thought that I should go to the "riting !enter.

 The rst time I "ent "as )ery helful as the tutor* Belissa* and I read aloud

my aer and )oi!ed (oth of our !on!erns. We fo!used on the "ording and

stru!ture of my senten!es su!h as “It "ent as far as to e)en get into some

!lu(s you had to go through a “rush# of sort not unli&e the ree& system*

than an inter)ie"* and nally* you "ere either a!!eted or de!lined a sot*#

)ersus* “It e)en "ent as far as to get into some !lu(s you had to go through

a “rush# not unli&e the ree& system* then an inter)ie"* and nally* you

"ere either a!!eted or de!lined a sot in the !lu(*#? un!tuation ro(lems

su!h as the roer use of a semi!olon in lists? "here I tended to (e "ordy

su!h as !hanging* “;the main reason "e "ere all there in the rst la!e;# 

to* “;the reason "e "ere there;#? and other suggestions she had. We only

got through half of the aer and it "as a "hile until my ne+t tutor session*

so I de!ided that the (est "ay to use my time "ould (e to ha)e a meeting

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"ith Professor Ingram sin!e I only re!ei)ed her "ritten feed(a!& on draft t"o.

7he "as a(le to hel my aer immensely (y telling me that my aer "as

front$hea)y and suggested that I should !onsider adding an e+amle at the

end. When I "ent to add the e+amle* I sa" some of the same issues that

Belissa and I had +ed in the (eginning of my aer also at the end* so I "as

a(le to re)ise them. ,e!ause of this* the se!ond time I "ent to the "riting

!enter for this aer* the tutor* Jennifer* +ed minor ro(lems (ut* o)erall*

thought it "as a good aer.

By e+loratory essay is the aer that a)ed the "ay for the rest of

the !lass in terms of ho" I aroa!hed "riting and my !onden!e in doing

so. 6dditionally* it is the aer I "or&ed on the most (e!ause I had the

freedom to !hange it the entire semester. ue to this* it e+emlies ho" I

learned a(out my "riting ro!ess and other atterns I ha)e in "riting that I

am no" a"are of for future aers.

Traditional Research Essay

 The se!ond aer I "rote "as my traditional resear!h essay. 6t rst*

the !lass "as instru!ted to thin& of toi!s related to their e+loratory essay

that !ould (e resear!hed to ma&e either a traditional resear!h essay or a

multi$genre roje!t. i)en the !omle+ity of my e+loratory essay toi!*

nding a similar toi! "as not really an otion for me. By !lassmates "ere

!hoosing things li&e "eightlifting and )egetarianism to resear!h. While

imortant* these toi!s seemed too one dimensional for me. I had enjoyed

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"riting my e+loratory essay because it "as not just a simle yes or no

toi!. 7o one day I "as in so!iology !lass and "e "at!hed The Human

Behavior Experiments* a mo)ie a(out ho" and "hy eole !hange their

(eha)ior in !ertain situations. Right after that !lass* I "ent to sy!hology

"here "e learned a(out ersonality. I "as intrigued (y all of this and thought

that something asso!iated "ith the t"o "ould (e a great resear!h toi!. This

all haened around the time eriod "hen I re!ei)ed emails from The New

York Times "here the to ne"s arti!les in!luded* “5regon 7hooting at

Um-ua College /ills 10* 7heri@ 7ays# and “In 4ote 2eft ,ehind* unman

Did 4ot 2i&e 'is 2ot in 2ife*’ 5E!ials 7ay.# It made me interested enough

that I "anted to ma&e my aer a(out "hat fa!tors inFuen!e "hy eole do

the things that "e do. 6s I started ondering this* I reali8ed it "as too (road

of a su(je!t. 5ne su(!ategory* ho"e)er* is (elief systems 9also too (road:

and a su(!ategory of (elief systems are (eliefs that "e !annot ro)e. %or

instan!e* one !ould as&* “Why did that man in 5regon (elie)e that &illing

eole "as the (est ans"erA# 6t this oint I &ne" that "riting a traditional

resear!h essay "ould (e (etter than ma&ing a multi$genre roje!t (e!ause

the toi! "as not (est e+lained )isually* it needed to (e e+lored more than

that.

arly on in the "riting ro!ess 9around the time I did my midterm:* I

learned that* “;esta(lishGingH a ro(lem* e+aminGingH ase!ts of the ro(lem

using rior information* !reatGingH a hyothesis* !omosGingH a resear!h

methodology* and then setGtingH a(out ro)ing 9and sometimes disro)ing:

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the hyothesis*# li&e e(orah 'oldstein and anielle 6-uiline ad)ise in Who

7aysA The Writer’s Resear!h* is truly the (est "ay to go a(out resear!h. 6t

rst* I tried to "rite the main oints of the aer "ithout resear!hing

(e!ause I thought I learned enough from !lass to (e a(le to do so. 'o"e)er*

this !omosing ro!ess did not "or& and is artially "hy I had to re"rite the

aer so many times.

5n!e I got to the a!tual resear!hing art* I reali8ed it "as going to (e

the hardest art (e!ause there "as so mu!h information a(out this toi!.

6dditionally* it "as e+tremely hard to !ategori8e all of the resear!h into tiny*

indi)idual toi!s that readers !ould !omrehend and di@erentiate. I "ent

through draft after draft to get it right* "hi!h is "hen I learned that using the

!omments and !olor$!oding on a "ord do!ument is )ery useful "hen "hat

you are "riting seems li&e a jum(led mess. %or e+amle* the most useful

thing I did "as highlight all of the &ey oints so that I &ne" that I stated that

oint )ery !learly* and so that I &ne" the toi! of that se!i! aragrah if I

needed to go (a!& to add additional resear!h.

6ll of this is "hy the aer "as not !omleted "hen it "as time for my

!lassmates and me to ha)e !onferen!es a(out it. Truthfully* if a nal aer

had to ha)e (een turned in at that moment it "ould not ha)e !ome out as a

!reati)e ie!e. That* or it "ould ha)e (een a aer attemting to e+lain the

toi!* (ut it "ould not ha)e made sense to the reader. Than&fully* I had time

to "or& on it.

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uring that time I had dis!ussions "ith (oth my sy!hology and

so!iology rofessors to nd additional toi!s to resear!h 9indeendent

in-uiry and !uriosity:. By so!iology rofessor suggested I loo& at so!iology

as a "hole* so!ial !onstru!ts* and so!ial inFuen!es* "hile my sy!hology

rofessor suggested I loo& at %reud* ersonality disorders* and trait theories.

 This "as a huge ad)antage and it allo"ed me to "or& on ma&ing

!onne!tions (et"een all three of the !lasses and to other resear!h I had

re)iously found* to add onto the argument. 6dditionally* sin!e these toi!s

"ere dis!ussed in !lass* they "ere resented less li&e fa!ts* li&e in the (oo&s*

and more as suggestions to sar& hilosohi!al ideas* "hi!h made my nal

aer more !reati)e. %or e+amle* Professor Baisto in sy!hology !lass

stated that some s!ientists thin& that (eliefs may just (e* “massi)e trends of

delusional thought.# That statement ro)ed to (e more useful than the

denition of delusions (e!ause it romoted a di@erent "ay of thin&ing a(out

the su(je!t. 6ll in all* this !olla(orati)e e+erien!e taught me to (e oen "ith

others a(out the toi!s that I am "or&ing on (e!ause someone !an gi)e me

an idea* suggest some reading* or e)en !hange the "ay I aroa!h a aer.

ssentially* feed(a!& from others* ese!ially in)ol)ing tri!&y toi!s* is

imerati)e to my "riting ro!ess.

 This is "hy* "hen I "as still ha)ing a hard time "ith the aer* I "ent

to the "riting !enter. By meeting "ith 7usan* the tutor* "as urely a(out

dis!ussing the indi)idual toi!s* "hat I "as a!tually trying to say* and ho" to

"ord it roerly. ,e!ause "e dis!ussed it in deth* 7usan made me reali8e

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that my ending$$“When I as&ed you to ans"er the -uestion of this aer* I

as&ed for your (elief a(out "hy "e (elie)e. That in and of itself is a (elief

that !annot (e ro)en. This sho"s you ho" strong our (elief system is? e)en

after reading a "hole aer full of e)iden!e for ea!h idea* "e still (elie)e

ours to (e the right one*#$$ "hi!h I thought "as interesting* thought$

ro)o&ing* and a re)elation of sorts* "as not any of that. It "as o()ious "hat

I had !on!luded* just a!&aged in a "ay that made it seem fan!y and

hilosohi!al. In the end* the ne" !on!lusion 7usan and I !ame u

"ith$$“...eole tend to al"ays loo& for reassuran!e of their (eliefs and (lo!&

out oosing ideas* e)en if they are "rong* (e!ause D;eole need to nd

!onsisten!y and sta(ility e)en in the fa!e of in!onsisten!y and

unredi!ta(ility’ 9Borris Baisto* 01K* . 3L3:.#$$ made the o)erall aer

(etter. I "ill (e honest* it "as disaointing (e!ause I thought the ending

"as really good. ,ut I also reali8e that* sometimes* simle is just (etter. 6

aer !an still (e thought$ro)o&ing and interesting "ithout it ending in a

re)elation.

6art from the aer* the !lass "as instru!ted to organi8e the resear!h

"e had done into three !olumn notes or a )isual (i(liograhy. When rst

"riting my aer* I !hose the three !olumn notes (e!ause I li&ed the idea

that I !ould ma&e it ha)e a to$do list stru!ture. 'o"e)er* "hen I had to get

more resear!h* I gured that I might as "ell try to do the )isual (i(liograhy 

to get out of my !omfort 8one of to$do list stru!tures and non$)isually

aealing aroa!hes. I did not thin& it "as going to hel (ut* in the end* it

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"as mu!h (etter than doing another three !olumn notes "ould ha)e (een

(e!ause I "as a(le to )isuali8e the tiny* searate toi!s that I "as tal&ing

a(out* and "hat resear!h needed to go "here. 7o I feel that a good rule of

thum( for the future is that )isual (i(liograhies are the (est !hoi!e "hen

rst starting on a aer (e!ause I "ill not &no" ho" to organi8e it -uite yet.

 This is (e!ause* for me* three !olumn notes are generally targeted to"ards

these uroses found on the assignment sheet on BoodleM “ To in-uire into

your toi! as you loo& for ans"ers*# “to (uild your understanding of ho"

others$$ e+erts* s!holars* informed o(ser)ers* anyone "ho’s invested in the

toi!$$ are ans"ering your initial in-uiry -uestion*# and “to hel you rene

your -uestion.# 'o"e)er* "hen I ha)e lanned out my essay and ha)e an

idea of ho" I "ant it to (e organi8ed* I "ill use the )isual (i(liograhy. %or

me* the )isual (i(liograhy is generally targeted to"ards these urosesM “ To

see ho" sour!esNte+tsN)oi!es !onne!t to ea!h other*# and “to nd your o"n

)oi!e in the issue. That is* this assignment "ill hel you de)elo a thesis

statement and dene an audien!e for yourself.#

E-Portfolio

 Then it !ame time to "rite my nal e$ortfolio essay* "hi!h e+lained

e)erything that I learned this semester. That seemed li&e a (ig tas&* so after

a failed attemt at "riting the rst aragrah* I did "hat I do (est and I

"rote it do"n in a list. The list -ui!&ly turned into a(stra!t art as I thought of

ne" ideas and ne" la!es to ut things. It "as a jum(led mess and I reali8ed

that is "hy my aers used to not ma&e sense* my thoughts "ere a jum(led

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mess. If I !annot e)en "rite "hat I am thin&ing in a roer list* ho" !an I

"rite a "hole aer a(out itA It made me reali8e that* for the future* I need

to "rite an outline rst if the aer feels o)er"helming* (e!ause just "riting

"hat I thin& is ro(a(ly not going to "or& in that !ase.

 This essay "as ro(a(ly the easiest one to "rite on!e I got e)erything

organi8ed (e!ause the story of “;"hat and ho" GIH learned*# 9-uoted

dire!tly from the nal ortfolio essay assignment sheet: "as laid out for me

in my roje!ts. ,e!ause of this* I felt )ery !omforta(le. 6dditionally* I "as

a(le to !orre!t the mista&es that I made in the re)ious essays "hile "riting

this essay (e!ause I &ne" "hat to loo& for. This is all e)iden!ed (y the fa!t

that "hen I had my "riting !enter aointment "ith /elsey* my tutor* to go

o)er the rst se!tion* all "e needed to do "as + little things li&e dening

“they# and "ording I "as ha)ing trou(le "ith su!h as* “;they !ould "or& on

and "hat "e thought "or&ed really "ell*# )ersus* “;ea!h erson !ould "or&

on and "hat "e thought "or&ed "ell.# 5)erall* the story I "as attemting to

tell "as !omrehensi)e.

,e!ause I "as more !omforta(le "ith this essay* I "as a(le to fo!us on

ho" I "as going to use multi$modality of rint and digital te+ts throughout

my essay and "e(site. Using multi$modality "as a goal for me as dis!ussed

in (log ost num(er se)en. Therefore* I engaged "ith the gestural mode in

my essay (y using hyerlin&s (e!ause I "anted it to (e in syn! "ith the

"e(site the (est that it !ould (e. I also used !olor !oding (e!ause it heled

me see !ertain oints !learer* so it ro(a(ly also heled my reader.

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I "anted to utili8e the satial mode in my "e(site (y ha)ing it

resem(le a (oo&* rimarily (e!ause e)erything that haened this semester

layed out li&e a story. The nal e$ortfolio essay is the refa!e (e!ause it

does e+a!tly "hat a refa!e does* it is a ie!e that "as "ritten after the

(oo& "as "ritten to introdu!e or e+lain something in the follo"ing "or&.

6fter that is !hater one "hi!h is the e+loratory essay* and so on follo"ing

a !hronologi!al order. a!h essay has its o"n !hater (e!ause ea!h essay

has its o"n narrati)e. That is also "hy the things that "ere used in that

essay’s “story#* su!h as drafts and notes* are in that se!i! !hater.

,e!ause it is in the format of a (oo&* it made ha)ing -uotes as titles of

the essays aroriate (e!ause it a!ted the same "ay an eigrah "ould.

When I "rote my e+loratory essay* I "anted to do something uni-ue* so I

used a -uote as the title (e!ause I lo)e -uotes. Then it just (e!ame a thing I

did for e)ery essay* so ha)ing a reason for in)ol)ing that many -uotes "as

imortant. This is ho" I utili8ed the linguisti! mode.

 The title of my e$ortfolio* my “(oo&*# is also a -uote. I ut it there at

the (eginning of the semester (e!ause it is one of my fa)orite -uotes.

%unnily enough* it a!tually sums u the rst art of my "riting ro!ess* just

utting do"n "hat I am thin&ing on a age and not "orrying a(out it (eing a

nal rodu!t. This reali8ation is "hat I started "ith this semester* so I

thought it had enough imortan!e to ma&e it the title.

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6dditionally* one of the most imortant things that is diE!ult to ma&e

o()ious* desite using the )isual mode* is that e)ery title has the same font

si8e* !olor* and la!ement on the age? the la!ement of my "or& and "hat

outlines it are !onsistent on e)ery age? all of the nal essays are formatted

the same? and the (a!&ground is either the left side of the (oo& or the right*

and it !hanges as if you are reading it from front to (a!& in an a!tual (oo&. I

"anted to do this (e!ause I said in my midterm that I ha)e a hard time "ith

multi$modality* "hi!h is true. 'o"e)er* I "as a(le to ma&e these multi$modal

elements uniform to sho" that I !an ma&e a )ery organi8ed and* "hat some

eole may thin&* dull resentation of my roje!t* (ut still ha)e uni-ue*

o"erful* thought$ro)o&ing !ontent* almost li&e an a!tual (oo&. 6s Professor

Ingram said on my midterm re)ie"* “I don’t thin& that !onsidering multile

modes means that; !omositions need to (e messy;# and no"* I do not

either.

6ll in all* I really li&e the fa!t that it is in a (oo&$li&e format (e!ause

e)en "hen real authors u(lish something* there still may (e tyos or*

loo&ing (a!&* they may "ant to !hange things. In fa!t* most authors "ish

they !ould re"rite "or& that they u(lished 9refer to Professor Ingram’s

!omment:. 7o it sho"s that nothing is e)er really done. 6ll "riting is a "or&

in rogress. 7o "hile these essays are ro(a(ly not erfe!t* they are "hat I

!onsider done (e!ause they say "hat I "ant to get a!ross* and that is more

imortant than ha)ing a fe" misla!ed !ommas.

Grade

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 The grade that I deser)e is a mid to lo" 6. %or my e$Portfolio* I

e+tensi)ely -uoted my o"n "or& 9sho"n in yello":* other "riter’s "or&

9sho"n in green:* and dis!ussed more than three &ey !on!ets 9sho"n in

urle:. 6lso* the layout of my "e(site is !omlete "ith all of the re-uired

elements? thoughtfully arranged in !hronologi!al order due to it reli!ating a

(oo&? and easily na)iga(le* in my oinion* due to the list$li&e stru!ture of the

menu "hi!h is )ery similar in attern to ho" e)erything is referen!ed in my

essay. I also feel that I did not lea)e any unans"ered -uestions (e!ause I

"al&ed the reader ste$(y$ste through "hat I did this semester regarding

the !lass. I thin& that utting the &ey oints of "hat I learned in red heled

!larify e+a!tly "hat I learned.

%or arti!iation* I ne)er missed a !lass and I al"ays (rought "or&

"hen it "as due. 6s stated earlier in this essay* it might not ha)e (een my

(est ie!e* (ut that "as not (e!ause I "as not "or&ing on it. In fa!t* I "or&ed

really hard on my assignments "ith all of the tutoring sessions I "ent to*

readings I did* and o)erall time of just sitting do"n and "or&ing on it. It

might not (e the (est "or& anyone has e)er seen* (ut I denitely tried.

5)erall* I am roud of my "or&.