Welcome to my e-Portfolio website!
ENC 2135 STUDENT
Welcome to my e-Portfolio website!
Greetings, internet traveler! You've stumbled upon Valeria Delanoy's personal e-portfolio for the Spring 2024 ENC 2135 course. Here, you'll delve into my journey of exploring various composing practices, refining writing skills, and reflecting on the course experience.
Within the tabs above, you'll find a detailed account of my endeavors during my recent college English course. First up is the reflection section, where I offer insights into what I've learned, the support I received, and how I've applied these lessons to enhance my work. Next, explore the revision tab, where you'll discover an updated, globally revised version of our initial project. Finally, check out the artifacts tab, where I've curated the assignments and tools referenced in my reflection, showcasing their role in shaping my writing journey.
Feel free to navigate through my e-portfolio and gain a deeper understanding of my growth and development as a writer.
Greetings, internet traveler! You've stumbled upon Valeria Delanoy's personal e-portfolio for the Spring 2024 ENC 2135 course. Here, you'll delve into my journey of exploring various composing practices, refining writing skills, and reflecting on the course experience.
Within the tabs above, you'll find a detailed account of my endeavors during my recent college English course. First up is the reflection section, where I offer insights into what I've learned, the support I received, and how I've applied these lessons to enhance my work. Next, explore the revision tab, where you'll discover an updated, globally revised version of our initial project. Finally, check out the artifacts tab, where I've curated the assignments and tools referenced in my reflection, showcasing their role in shaping my writing journey.
Feel free to navigate through my e-portfolio and gain a deeper understanding of my growth and development as a writer.
Reflection,
My name is Valeria Delanoy as I reflect on my experience in ENC 2135, I can't help but acknowledge the journey I've embarked on since the beginning of the semester. As a senior at Florida State University, having transferred from Clemson University, I found myself enrolled in a class I initially viewed with reluctance. ENC 2135, though mandatory for graduation, seemed like an unnecessary hurdle at first. Little did I know that this course would become a transformative experience, both academically and personally.
One of the initial challenges I faced was reconnecting with my writer's identity. Having completed all my English credits previously, I had drifted away from the creative and analytical aspects of writing. However, as the semester progressed, I found myself rediscovering the joy of crafting words, of sculpting ideas into coherent narratives. ENC 2135 served as a catalyst for this rediscovery, nudging me gently but persistently back into the realm of writing.
In Project 1, the Investigative Field Essay with Annotated Bibliography, I learned the importance of identifying a contemporary topic or issue within my field and formulating a research question to guide my exploration. This initial step was crucial in narrowing down the focus of my research and ensuring that I could delve deeply into the subject matter. Through extensive research and writing, I discovered the complexity of the chosen topic and the various perspectives surrounding it. Additionally, the process of compiling an annotated bibliography helped me evaluate the credibility and relevance of sources, enhancing the quality of my research.
Moving on to Project 2, the Rhetorical Analysis of Field Artifacts, I further honed my analytical skills by examining two artifacts from my field of study: a text-based artifact and a non-text-based artifact. This project challenged me to look beyond the explicit statements of the artifacts and consider how rhetorical strategies were employed to construct meaning and achieve specific purposes. By comparing and contrasting the genre conventions and rhetorical strategies of the two artifacts, I gained a deeper understanding of how different forms of communication can influence perception and understanding.
Finally, in Project 3, the Multigenre Persuasive Campaign and Rhetorical Rationale, I had the opportunity to apply the research and analytical skills developed in the previous projects to create persuasive texts in multiple genres. Taking an explicit stance on an element of the researched topic, I crafted three distinct texts aimed at moving audiences to action. The process of composing these texts allowed me to explore different rhetorical approaches and consider how to effectively engage diverse audiences. Furthermore, writing the rhetorical rationale provided an opportunity to reflect on the rhetorical choices made in each genre and articulate how these choices were tailored to the specific purpose, audience, and context of each text.
Overall, completing these three major projects has been a transformative learning experience. I have gained a deeper appreciation for the role of genres, composing, and rhetorical strategies in effective communication within my field of study. Moving forward, I will continue to apply these newfound insights and skills to my academic and professional endeavors, striving to become a more effective communicator and advocate for the issues that matter most to me.
In Project 1, the Investigative Field Essay with Annotated Bibliography, I learned the importance of identifying a contemporary topic or issue within my field and formulating a research question to guide my exploration. This initial step was crucial in narrowing down the focus of my research and ensuring that I could delve deeply into the subject matter. Through extensive research and writing, I discovered the complexity of the chosen topic and the various perspectives surrounding it. Additionally, the process of compiling an annotated bibliography helped me evaluate the credibility and relevance of sources, enhancing the quality of my research.
Moving on to Project 2, the Rhetorical Analysis of Field Artifacts, I further honed my analytical skills by examining two artifacts from my field of study: a text-based artifact and a non-text-based artifact. This project challenged me to look beyond the explicit statements of the artifacts and consider how rhetorical strategies were employed to construct meaning and achieve specific purposes. By comparing and contrasting the genre conventions and rhetorical strategies of the two artifacts, I gained a deeper understanding of how different forms of communication can influence perception and understanding.
Finally, in Project 3, the Multigenre Persuasive Campaign and Rhetorical Rationale, I had the opportunity to apply the research and analytical skills developed in the previous projects to create persuasive texts in multiple genres. Taking an explicit stance on an element of the researched topic, I crafted three distinct texts aimed at moving audiences to action. The process of composing these texts allowed me to explore different rhetorical approaches and consider how to effectively engage diverse audiences. Furthermore, writing the rhetorical rationale provided an opportunity to reflect on the rhetorical choices made in each genre and articulate how these choices were tailored to the specific purpose, audience, and context of each text.
Overall, completing these three major projects has been a transformative learning experience. I have gained a deeper appreciation for the role of genres, composing, and rhetorical strategies in effective communication within my field of study. Moving forward, I will continue to apply these newfound insights and skills to my academic and professional endeavors, striving to become a more effective communicator and advocate for the issues that matter most to me.