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ENGL 102

Critical thinking and composing

Compose persuasive researched arguments for various audiences and purposes, and in multiple modalities

Support ideas or positions with compelling discussions of evidence with multiple sources

Once again for this course goal, in my first project I was able to include three different articles in my work, and required to find a way to make them all connect to my idea of homosexuality in different professions in the world, including my future profession, Architecture.

Synthesize research in development of an argument

Evaluate the appropriateness, quality, and credibility of sources

Having to go in to depth on how these particular evidence relate to my main idea in my work. For example, for my counter-argument I was required to find articles that were not agreeing with my idea. I had to incorporate evidence on why poverty can be a choice and relate that to my overall message to strengthen my claim.

Incorporate evidence, such as through summaries, paraphrasing visuals, and quotations

Employ a variety of researched methods, including primary and/or secondary research, for purposes of inquiry

For this goal, I achieved it in a way that i was able to find evidence effectively for the support of my claim for multiple projects that I have done. but the project that stands out was of course, the twelve-required article bibliography.

Personal Goals

When writing, use strategies to not only engage my readers, but allow them to relate to my work and use it to connect it to their work and many other texts.

For example, in my last project, in my opinion I felt like I able to persuade my idea, my argument was valuable because I based my essay off an emotional foundation so I think I engage my readers to my work.

Use my critical thinking as an advantage and use that to problem solve rapidly and wisely.

For example, in the discussion we had in class about a short story that was read. This was about an islander who was treated inferior because he look different from everyone else on the island. The discussion, we were thinking may be why and why not this was a right decision through role play. It took a lot of critical thinking from us.

Be able to include only credible evidence in the work, only to strengthen the argument and the point I am trying to get through

For example, for my annotated bibliography, I was required to find twelve credible sources to support why poverty was not a choice, and that people are not given enough help and resources to do good in life. Two of them sources were dedicated in my counter-argument. So I feel like I completed that effectively.

Be able to achieve academic success and become an overachiever in this course

For example to conclude this year, finishing my Eportfolio with a strong bang and doing everything I can possibly do finish on a good note.

One personal goal was to understand and master rhetorical awareness

For example in the students guide textbook, the first topic we cover is being able to use rhetorical strategies to understand different types of texts doing so. Using what I learned from the readings, I was able to use rhetorical strategies to rhetorically analyze in my annotated bibliography.

With many of my personal goals in the course, there were many expectations when going into the year from last year. I expected to learn a lot coming in to the year.

Reflection and Revision

Reflect on their progress as academic writers

From the beginning of the year, I can admit that I had no idea on what rhetorical awareness was, conventions, and other rhetorical strategies that I am aware of today. My progress as an academic writer in the course came from all the criticism, reflections, the drafts, and all the times I felt like this was not for me. From project one to the final portfolio that we just concluded. The progress is evident.

Evaluate and act on peer and instructor feedback to revise their texts

In order to learn from my instructor and what my peers were advising I should alter in my work, I take a lot of notes and use the feedback to improve my future work.

Identify the collaborative and social aspects of the writing process

Suggest useful global and local revisions to other writers

Perfect example, in my third project for the first and second drafts, me and one of my peers, Ian, focused on giving constructive criticism to each other so that our final draft came out the best it can be.

Produce multiple revisions on global and local levels

Adapt composing and revision processes for a variety of technologies and modalities

For this course goal, there has been many times reflecting and revising were important in our improving our overall skills in the course. That is why we were required to reflect after every major project.

Main topic

Rhetorical Awareness

Respond to a variety of writing contexts calling for purposeful shifts in structure, medium, design, level of formality, tone, and/or voice

This was the most significant one because it had required us to not just read articles, other people's projects and drafts, stories in the Student's Guide, short stories read by the teachers and online texts that we to analyze using specific rhetorical strategies that we learned throughout the year. This is all we been doing, whether it is ours or other people's work, rhetorically analyzing everything has been the foundation in our improvements as academic writers.

Read in ways that contribute to rhetorical knowledge to writers

Analyze how genres shape readings and composing practices

Be able to analyze a ways a text's purpose, audience, and context may influence the rhetorical's options.

When are required to find articles to support our claims in different projects and smaller assignments we did, we have to analyze texts and use that evidence based off the rhetorical analysis of them to implement in to our ideas. For example, the group rhetorical analysis we did in class on how Mexican food became more American than traditional American foods.

Identify the purpose of, intended audience for, and arguments in a text, as situated with a particular cultural, economic, and political contexts.

During this year, I feel like this was one of the most important course goals we had to do because this is required in order for every other course goal to work.

Conventions

Reflect on why genre conventions for structure, paragraphing, tone, andmechanics vary.

Not every assignment and work that we read were in the same format or structure and it was our job to differentiate the diversity in the writing world. This then allowed us to translate the ideas of other texts and connect them to ours.

Apply citation conventions systematically in their own work.

This goes back to Project two once again when we were required to cite our evidence at the end of our essay so the instructor can understand the whole idea of our work from reasons why our claim that it was and the how the evidence strengthen and support them and relate to the overall message.

Demonstrate familiarity with the concepts of intellectual property (suchas fair use and copyright) that motivate documentation conventions.

Identify and effectively use variations in genre conventions, including formats and/or design feature

In many of the writing and assignments that we did throughout the year, we were familiarize with different types of formats we should be using when completing our work. Like MLA and APA format. These two different design structures of our text also help organize and make our work transparent to the readers and audiences. For example, Project two was in APA format, so citing our references were important.

Follow appropriate conventions for proper punctuation, grammar, and spelling through practice composing and revising.

This was required to consider for pretty much every assignment that we have done in this class, really all classes. This goes back to the revising and close attention to what we are saying in our work, so that we do not make little mistakes in our final projects. For example, in the final portfolio, we were required to do multiple drafts so we could fix any simple mistakes we committed prior.