Writing Portfolio Essay

I am writing this letter to inform you of my previous writing samples from quarter two of my junior year at Saint John’s High School. In this second quarter, I have written a total of eight essays, four occasional papers and four in-class essays. In my portfolio I am most proud of my occasional paper about Standardized Testing. This was my most recent paper and it took me a lot of time and focus to write it. In reality, I oppose the view from which I wrote, I believe standardized testing to be unnecessary

W233 helped shape my writing and critical thinking by reframing my concept of what constitutes a good piece of writing. Prior to this course, I thought that a good paper consisted of an argument supported with solid word choice and consistent organization throughout to guide the reader through each paragraph. My thoughts at this time were more focused the “what” of an argument, but I learned that in order to write a great paper—especially one that involves mediating an argument—it is equally important

course of the semester, the portfolio I have created in W233 has helped me gain a deeper appreciation and understanding of the writing process. Coming into the class, I felt confident in my abilities to write a good research paper. However, looking back on my former self, I now realize that there is much more to writing well. It is not all about using fancy, grandiloquent vocabulary and reading over drafts and revising and editing and following a prompt like a robot; writing truly becomes proficient

all my English portfolio pieces I see all a lot of positives and negatives throughout it. My final portfolio consist of a Traditional Essay, Poem, How-To, Public Service Announcement (PSA), and a Visual piece all relating to the theme of my dream career of being a dentist. All of these pieces were written differently and All of the pieces I did had their ups and downs. However, the traditional argumentative essay was the piece I struggle the most with. Even though I been writing these types of

different strategies. The five student learning outcomes (SLO) are Rhetorical Situation and Genre, Writing as a Social Act, Writing as a Process, Grammar and Usage, and Reflection. These are the specific concepts I now better understand and have showed progress in this semester. I find myself more familiar with these concepts after taking this course . The first student learning outcomes is writing as a social act. In other words you will point out the within the community who is in charge, who

discovered that within its English major there is a creative writing program, which appeals to my desire to continue studying literature while at the same time developing my skills and exploring my creativity as a writer. The program within the major involves multiple workshops and tutorials on both poetry and fiction, which can provide me with the independence and flexibility to learn by writing original content and develop my own portfolio of work. Furthermore, courses within the LSA’s English major

Eng1513 portfolio is about my reflections on this course. In the reflection, it highlights how I accomplished my goals in improving the quality of reading, being a critical thinker, grammar and improve language proficiency. Critical thinking is the ability to think clearly and rationally, understanding the logical connection. A critical thinker can understand links between ideas, approach and solve problems consistently, reflects on self, solve arguments and produce ideas. Academic writing style presents

Having weaknesses in writing is not a bad thing, because if you do have some you can just fix them. By forgetting about the weak spots in your writing means that you will continue to get told about fixing them when you send in a paper. However, if you fix your mistakes you won't have them, or have the same mistakes at least. When you reread your final paper, there might be some mistakes in the grammar or wording. By fixing them, you are fixing the weak spots in your writing and trying to improve

state that I did not have enough knowledge of how the representation of an academic writing should be in my first semester. Indeed, I did not realize that there were elements for an effective and strong persuasive argument paper. In summer 2014, I took ENG 507 with Dr. Steve Wilhoit. This course gave me the right beginning to understand the writing progress. From this course, I started diving in the English Writing to accomplish a better performance. As I finished my third semester of M.A, It is

This quarter has been very beneficial to my writing skills and has significantly made me a better writer. Previous quarters I felt as though I was just writing because I had to, but now I am actually enjoying what I am writing and reading about. Not only have I become a better writer, I have also become a better reader. I have never been a big reader and because of that I didn't really ever look into the meaning of things in stories. This term, symbolism and themes have been able to stand out to