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  • 8/13/2019 Portfolio Essay Very Important

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    Kylie Wallace

    Ms. Ingram

    English 1101-049

    5 December 2013

    Por!olio Essay

    "or my #or!olio I organi$e% i chronologically !rom o&r !irs assignmen

    o o&r las assignmen 'ih he e(ce#ion o! he #or!olio essay 'hich is he

    !irs ab. I sars 'ih an inro%&cion elling a lile bi abo& mysel! an% hen

    I ha)e my #or!olio essay ab. *!er ha I ha)e my lieracy narrai)e ab+

    mi%erm+ genera analysis ab+ my blog+ an% hen my 'il% car% an% my

    'riers noeboo, ari!ac.

    he 'ay I se i 'as o gro my ari!acs ogeher base% on he

    goal assignmen. "or e(am#le+ I #& my #or!olio brainsorming on he #age

    'ih my #or!olio essay. I %i% his so yo& can see he #rocess I 'en hro&gh

    o ge he !inal 'or, I %i%. I hel#e% me ma,e s&re I ha% e)eryhing as 'ell

    almos li,e chec,lis. I a%%e% hea%ings as 'ell o %irec he a&%ience o each

    'or,. a#ions 'ere a%%e% o each #iece o! 'or, o !&rher e(#lain 'ha i is.

    *%%iionally I change% he color o! my blogs ha I re)ise% o re% o ma,e

    hem san% o&.

    Mos o! 'ha I go o& o! his co&rse ha% o %o 'ih geing a beer

    &n%ersan%ing o! comm&nicaing 'ih my a&%ience e!!eci)ely. * he

    beginning o! he co&rse yo& can see ha my 'riing is a bi con!&sing

    beca&se o! he senence sr&c&re+ essay sr&c&re+ an% 'or% choice. /o& see

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    i a lo in my narrai)e essay es#ecially in he !irs hree #aragra#hs. I sar

    'ih %escribing in he classroom an% ho' &ncom!orable 'as+ b& hen

    insea% o! e(#laining 'hy ne( I &m# o 'ha 'e 'ere %oing in he class

    hen al, abo& 'hy I 'as so &ncom!orable. o me his ma,es #er!ec sense

    ho'e)er+ a!er recei)ing !ee%bac, 'ih &esion mar,s an%+ Why %i% yo&

    no !i in an% Im 'on%ering his oo &s beca&se yo& 'ere ne' o

    school hey commene% again !arher %o'n saying+ 6h7 Im beginning o

    &n%ersan% 'hy yo& !el so o& o! #lace. his hre' me o!! beca&se I %i%n

    hin, abo& my a&%ience8 has no somehing Im &se% o %oing. I en%e%

    ,ee#ing he #aragra#h or%er b& I change% my senence sr&c&res o beer

    clari!y he hings I 'as rying o #orray o my a&%ience. "or e(am#le I !i(e%

    he las senence in #aragra#h 3 o hel# he a&%ience &n%ersan% an% o

    clari!y 'ha 'as ha##ening a ha #oin o say+ I 'as li,e a scene !rom a

    mo)ie 'here one #erson a','ar%ly san%s o& !rom he res an% I 'as ha

    #erson.

    *lho&gh I learne% a lo righ o!! he ba 'ih my #or!olio essay+ each

    #iece o! 'or, ha I %i% conrib&e% o he hings ha I learne% ha Ill a,e

    'ih me o !&&re co&rses. I hin, his 'o&l% be bes e(#laine% in he or%er

    ha my #or!olio goes so Ill sar 'ih my lieracy narrai)e ab.

    he !irs 'or, in my lieracy narrai)e ab is my 'riers noeboo,

    ari!ac. I chose o a%% my brainsorming !or he essay as my 'riers

    noeboo, ari!ac beca&se i really sho's ho' 'hen I 'rie I really %on a,e

    anyone else ino acco&n an% &s #& he 'or%s ha ma,e sense in my hea%

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    on he #a#er. I &se% arro's an% abbre)iaions ha no e)eryone necessarily

    can &n%ersan%. I really sho's ho' nai)e I 'as a he beginning o! he

    co&rse hin,ing ha nohing else maere% as long as I &n%ersoo% 'ha I

    'as 'riing.

    he secon% #iece o! 'or, I ha)e in my lieracy narrai)e ab is my

    secon% %ra! 'ih 'o !ee%bac, ari!acs. I chose o &se he co#y ha 'o

    #eo#le 'roe on so yo& can com#are an% conras 'ha he 'o #eo#le

    'roe. "or e(am#le boh re)ie'ers %i%n really &n%ersan% he ransiion

    be'een #aragra#h one an% #aragra#h 'o. hese 'ere he bes commens I

    hin, I ha% on any o! my #a#ers an% I &se% a lo o! heir s&ggesions in my

    !inal %ra!. I really li,e% he s&ggesion o a%% commens an% %ialog&e 'here

    Im al,ing abo& ho' ro'%y my class 'as o hel# he a&%ience really !eel

    li,e heyre here. I en%e% a%%ing+ "ollo'ing mos o! her insr&cions 'e

    'o&l% hear o&b&rss o!+ /o& can ell me 'ha o %o7 an% We r&n his

    school7 I hin, his 'as %e!iniely nee%e% an% really hel#!&l !or he a&%ience

    an% I ne)er 'o&l% ha)e #& i in 'iho& someone re)ie'ing i an% noicing

    ha i 'o&l% be hel#!&l here. I learne% a lo abo& ho' hel#!&l #eer re)ie'

    as 'ell as eacher re)ie' can be es#ecially since I ha% ne)er really %one i

    be!ore.

    asly !or his ab I ha)e my !inal co#y o! my #or!olio essay. his essay

    'as by !ar my !a)orie an% I really go o e(#erience 'riing on a 'hole ne'

    le)el. In high school 'e ne)er really go o ha)e o&r o'n o#inions abo&

    anyhing+ i 'as all iner#reing 'hae)er he eacher ho&gh 'as correc.

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    "or his essay 'e go o loo, bac, on o&r #as e(#eriences an% loo, a 'here

    'e are no' an% &s 'rie abo& hings ha 'e ,no' insea% o! reieraing

    'ha he eacher says 'e sho&l% 'rie )erbaim. he har%es #ar abo& his

    essay !or me is 'ha a&gh me he mos. I ha% no i%ea ho' o organi$e his

    or ho' I sho&l% e)en brea, he #aragra#hs7 I en%e% &s 'riing an%

    leing all my ho&ghs %o'n ono #a#er an% i 'or,e%. I learne% o r&s

    mysel! 'ih my o'n 'riing.

    he ne( ab in my #or!olio is my mi%erm. he mi%erm 'as )ery

    %i!!eren han 'ha Im &se% o b& I really li,e% i. I ma%e me !eel li,e 'ha I

    ha% o say 'as im#oran an% my learning 'as really im#oran o he

    #ro!essor. 6ne o! he &esions 'as+ :o' #ic, a ,ey conce# ha yo&re

    sr&ggling 'ih. his one &esion really soo% o& o me beca&se i really

    reen!orce% he i%ea ha my learning is im#oran o he #ro!essor. I also

    really go me hin,ing abo& 'ha Im sr&ggling 'ih so I co&l% ge hel# 'ih

    ha. I concl&%e% ha c&riosiy 'as my 'ea,es ,ey conce# an% ha 'as

    'ha I nee%e% o !oc&s on. *s !ar as mos o! he oher ones I a leas

    &n%ersoo% an% I 'as 'or,ing on+ b& I %i%n !eel li,e I ha% room !or c&riosiy

    an% I hin, his &esion really ga)e me he chance o #& i ino 'or%s an%

    hel# me become an all aro&n% beer s&%en !or his class. ;imilarly+

    &esion < as,s+ Wha &esions %o yo& sill ha)e Wha %o yo& sill really

    'an o in&ire abo& in his co&rse. *gain his &esion ga)e me he

    o##or&niy o %ig a lile %ee#er an% ry an% !ig&re o& 'ha I nee% hel# 'ih

    an% 'ha my #ro!essor can %o o hel# me. I 'asn really &n%ersan%ing he

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    genre assignmen so I 'roe+ I %on really &n%ersan% he genre assignmen

    b& Im %oing my bes. his 'as he !irs ime in an% 'riing ha I)e been

    able o really say e(acly 'ha I nee% an% is been acce#able o say I %on

    &n%ersan%. Is so &ni&e in my o#inion o be able o 'rie so #ersonally b&

    be able o ,ee# i #ro!essional as !ar as syle. Wih his in min% i ma%e i a

    lile easier o #orray my i%eas o he a&%ience in a more &n%ersan%able

    'ay raher han my &s&al con!&sing 'or% choice an% senence sr&c&res.

    "ollo'ing my mi%erm ab is my genre s&%y analysis ab. he !irs

    'or, is my #rocess 'or, ari!ac !rom my brainsorming #rocess !or his

    essay. I learne% a lo !rom his beca&se his 'as an assignmen I ,in% o!

    sr&ggle% 'ih 'hen I !irs began mosly beca&se I %i%n ,no' 'here o

    sar. I en%e% saring 'ih his brainsorming #iece. I incl&%e% i beca&se

    i sho's ho' con!&sing my 'riing 'as 'hen I sare% his co&rse an% ho' I

    %i%n e)en ,no' 'here o sar. I en%e% ma,ing a lis o! he genres an%

    go i%eas !rom here.

    he oher #iece in his ab is my !inal essay. I oo, his assignmen )ery

    serio&sly beca&se I really ha% no i%ea 'ha I 'as %oing. I 'as a )ery in

    %e#h analyical assignmen ha I 'asn com#leely s&re abo& e)en no'7 I

    ,no' ha my #ro!essor %i%n 'an &s &s ans'ering he &esions an%

    ma,ing i so&n% li,e a lis so I rie% my bes no o %o ha. Insea% I 'or%e%

    hings li,e+ he #rom# is 'rien !or s&%ens 'ho are as,e% o re#ly o i

    %&ring he ;* es+ an% is a )ery sr&c&re%+ limie% #rom# ma%e o be !air

    an% &nbiase% o all oher ;* #rom#s 'rien by )ario&s a&hors. I chose

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    his 'or%ing beca&se i incl&%es he necessary in!ormaion 'iho& ma,ing i

    so&n% li,e a lis. his 'as a big s,ill ha I learne% !rom his assignmen an%

    Im really gla% i 'as 'rien li,e his beca&se i challenge% me o 'or%

    hings in his 'ay.

    he ne( ab has all my blogs on i ha 'e)e %one hro&gho& he

    year. I really enoye% hese assignmens beca&se his is a genre or 'riing

    I)e ne)er been e(#ose% o. E)eryhing ha)ing o %o 'ih blogs is ne' o me

    an% I learne% so m&ch abo& i. * !irs I 'as con!&se% an% ass&me% here

    'as no 'ay o %o i beca&se is s&ch a lac,a%aisical genre b& I &ic,ly

    reali$e% ha e)en ho&gh here aren really r&les+ heres a cerain 'ay

    ha mos #eo#le 'rie heir blogs an% is all he same. I learne% ha one o!

    he main r&les is be com#leely clear 'ih yo&r o#inions an% %on bea

    aro&n% he b&sh. *lso+ I re)ise% =log #os >2 an% a%%e% hings in. I a%%e%

    'o #aragra#hs so insea% o! &oing I change% he color o! he e( o re% so

    i san%s o& in my #or!olio.

    My las ab is ile% e(ras an% conains one 'riers noeboo, ari!ac

    an% my shiy !irs %ra! rea%er res#onse leer. My 'riers noeboo, ari!ac

    is a o&rnal enry I %i% o'ar%s he beginning o! he year. he &esion 'as+

    Wha &esions %o yo& ha)e. I incl&%e% his enry beca&se I sill %on really

    &n%ersan% 'hy high school is sill he 'ay i is i! 'e ,no' i %oesn #re#are

    &s !or college a all. I 'roe+ * &esion I ha)e is+ i! 'e ,no' college english

    is he 'ay i is+ 'hy %on 'e change high school english o beer #re#are &s

    !or college I sill %oesn really ma,e sense o me 'hy i is he 'ay i is.

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    I also incl&%e% my shiy !irs %ra!s rea%er res#onse leer beca&se I

    really enoye% his aricle sim#ly beca&se i a&gh me so m&ch abo& 'riing

    an% ho' none o! &s are #er!ec a 'riing. I ma%e me !eel a lile beer

    abo& no really 'riing clearly !or my a&%ience. In he aricle she incl&%es a

    #ar abo& &s geing somehing 'rien on #a#er an% 'orrying abo& he

    res laer. he #ar ha soo% o& o me he mos 'as her #ar abo& r&sing

    yo&rsel! 'ih 'riing an% in my res#onse I 'roe+ I srongly agree 'ih her

    saemen abo& r&sing yo&rsel! o he 'riing #rocess ,no'ing ha i

    'on be #er!ec on yo&r !irs ry on #age 303. his really mean a lo o me

    beca&se as I sae% earlier abo& my genre analysis I)e ha% o resor o &s

    r&sing he #rocess an% i ma%e me !eel beer abo& %oing ha. I learne%

    ha is a real sraegy7

    "inally my #or!olio ab conains hree 'or,s incl&%ing 'o #rocess

    'or, ari!acs an% my !inal essay. he !irs ari!ac is my !irs aem# a

    brainsorming !or my essay an% an aem# a an% organi$aion sraegy. his

    essay 'as har% !or me a !irs an% i really hel#s me o ha)e e)eryhing lai%

    o& so I ,no' 'ha I ha)e+ %on ha)e+ an% %on nee%. his 'as my !irs

    i%eas o! 'ha o incl&%e an% I ho&gh i 'as im#oran o incl&%e beca&se i

    sho's 'here I sare% 'ih he essay an% !&rher %o'n is he !inishe%

    #ro%&c.

    he oher 'or, ari!ac is my chec,lis. *s I sai% in he #aragra#h

    abo)e I 'or, beer 'hen I ha)e e)eryhing lai% o& !or me o see an% ha)e

    angible. I creae% a !ol%er ha ha% e)eryhing I 'as going o incl&%e in i

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    an% he 'or, ari!ac is my chec,lis !or ha !ol%er. I 'as he mos &se!&l

    ool I ha% !or his essay. I learne% ha e)en i! hings a,e longer+ yo& migh

    as 'ell ge hem %one correcly han c&ing corners an% mos li,ely ha)ing

    o re)isi i.

    asly is his essay. I 'roe his essay once be!ore an% acci%enally

    %elee% i so his is my secon% #or!olio essay. his is a re!lecion an%

    analysis o! my 'or, ho&gh o& he semeser 'ih e(am#les o hel# my

    a&%ience &n%ersan% he hings I e(#laine%. his essay hel#e% me ge a

    beer #ers#eci)e on my 'or, hro&gh he semeser an% hel#e% me reali$e

    he goo% an% he ba% abo& 'ha I learne% an% sill ha)e o 'or, on.

    'o o! he ,ey conce#s I really engage% 'ih 'ere res#onsibiliy !or

    ones o'n learning+ as 'ell as re)ision mi(e% 'ih recei)ing !ee%bac,. his

    semeser has been really har% !or m&li#le reasons b& I ha% o ma,e some

    really har% choices an% some o! hem re&ire% me o go home 'hich !orce%

    me o a,e res#onsibiliy !or my o'n learning. I also go really sic, !or 'o

    class #erio%s o! his an% ha% o each mysel! 'ha 'e learne% an% com#lee

    my assignmens on my o'n. I &rne% e)eryhing in an% go all my 'r, %one

    %es#ie my oher res#onsibiliies. I hin, I %i% really 'ell 'ih a,ing

    res#onsibiliy o! my learning his !irs semeser o! college es#ecially 'ih his

    co&rse.

    *s !ar as re)ision an% recei)ing !ee%bac, I no only engage% 'ih his

    b& I learne% a lo abo& hese conce#s. I ne)er ho&gh I% &se any re)isions

    in my #a#ers ha someone else ga)e me beca&se Im &se% o &rning in my

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    !inal #a#er 'iho& anyone really rea%ing i an% &s acce#ing 'hae)er

    gra%e I go. I learne% in his co&rse+ someone elses in#& can be hel#!&l.

    When I 'rie hings i %oesn al'ays ma,e sense o oher #eo#le. I ha% no

    i%ea ho' con!&sing my 'riing 'as &nil I go a b&nch o! &esion mar,s on

    #a#ers an% go an o&si%e #ers#eci)e on i an% lise% o 'ha my a&%ience

    ges !rom i. Mos o! he ime my a&%ience 'asn &n%ersan%ing 'ha I 'as

    rying o say an% I ha% no i%ea7

    I recei)e% a lo o! really hel#!&l !ee%bac, !or my #a#ers ha I en%e%

    &sing in my !inal #a#ers. he !ee%bac, no only hel#e% me reali$e an% !i( my

    con!&sing 'riing syle b& bring ne' #ers#eci)es o my aenion. My

    !a)orie re)ision 'as by *nna on my secon% co#y o! he lieracy narrai)e. I

    &se% an analogy o! mysel! !eeling li,e a girl in a mo)ie a','ar%ly no !iing

    in. I 'roe+ I 'as li,e a scene !rom a mo)ie 'here one #erson a','ar%ly

    san%s o& !rom he res an% I 'as ha #erson. *!er I 'roe his I %i%n

    hin, m&% abo& i+ b& 'hen *nna rea% i she s&ggese% o re)isi ha

    analogy !&rher ino he #a#er o ,ee# he rea%er engage%. ;he e)en #ic,e%

    he #er!ec s#o7 I a%%e%+ I !el li,e he girl in he mo)ie again+ san%ing o&

    li,e a re% soc, in a loa% o! 'hies. I 'as really ha##y 'ih his an% i really

    change% my #ers#eci)e o! recei)ing !ee%bac, an% o#ene% my min% o

    oher o#ions !or my !&&re #a#ers.

    "or his class o)er all I hin, I %eser)e a =. I rie% my har%es a

    e)eryhing 'e %i%+ com#lee% my assignmens !or his #or!olio an% ma%e

    he %ea%lines. Im really ha##y 'ih he 'ay e)eryhing &rne% o&. I

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    arrange% e)eryhing 'ell an% ma%e i easy o na)igae an% see 'here

    e)eryhing is. I %isc&sse% he ,ey conce#s hro&gho& my essay as 'ell as

    %e%icaing #aragra#hs o ,ey conce#s. hro&gho& my essay I e(#laine% he

    gro'h I %i% an% in 'ha 'ays I gre' by &oing !rom my 'or, I %i%

    hro&gho& he co&rse. Im really #lease% 'ih he 'ay e)eryhing &rne% o&

    an% I hin, I %eser)e a leas a = !or he 'or, I %i%.

    hro&gho& my semeser I learne% %i!!eren hings !rom %i!!erenassignmens 'hich hel#e% me be a 'ell-ro&n%e% 'riing s&%en. ?o'e)er+he main hing ha I reali$e% is my a','ar% organi$aion an% senencesr&c&re ha con!&ses my a&%ience. I hin, hro&gh each o! he

    assignmens I really go he chance o 'or, on his #roblem an% !i( i o hebes o! my abiliy in a single semeser. Im ha##y 'ih he 'ay e)eryhingcame o& an% I hin, I really engage% 'ell 'ih he %i!!eren conce#s. *s !aras analy$ing my 'riing I hin, I %i% a goo% ob o! ha beca&se again ihel#e% me !ig&re o& one o! my bigges #roblems 'ih my 'riing7 I &se%e(am#les hro&gho& my essay an% rie% my har%es o e(em#li!y an *#or!olio.