This portfolio is  to demonstrate that I deserve an “A” in this course. If grading was just based on the journals, workshops, and papers that I have done in this class, then yes, I do deserve an “A” because all have been graded so. However, the objective of this portfolio is not just to showcase my “A” awarded papers and journals, but to show how my writing process has evolved throughout this course, what I have learned in this class and how it is applied to my writing, and how I achieved all of the course objectives. “How” will be my main purpose of my Reflection as oppose to “why”. I will show, through my work I have done this semester, how I derserve an “A”.

(Some parts of the Reflection are posted on other pages. Please read these pages as well as they do complete this Reflection.)


On the first day of class, we were given a syllabus that contained objectives for the course. I believe that it is important to show how I have accomplished each course objective because they are the main goals that Professor Wolcott wanted us to gain from this class.

Study writing as situated, motivated discourse:

I believe that this has been an apparent theme throughout the course. When we first covered the concept about literacy at the beginning of the semester, we first said literacy only as reading and writing. As we explored more on literacy, we began to see literacy more as the ability to serve purpose and objectives. It is the ability to use reading and writing achieve purpose. This was one of my main points in my Literacy Narrative.

When we studied about genre, we learned that genre interacts between members of a discourse and nonmembers of a discourse. I read journals from Amy Devitt that says that in order to fully analyze a genre, historical and social norms as well as the rhetorical situations must be addressed. These combined help promote action. In my Genre Analysis, I have discovered that financial statements evoke different discourse communities to act in a particular way.

Study rhetoric as a theory of writing and a way of knowing and persuading:

I have completed this by reading both journals assigned in class, as well as journals that I have read for my Annotated Bibliography.

I have used the journals assignments to strengthen my thesis and add logos in my Literacy Narrative and Genre Analysis.

For the research writing process, I have used the journals in the Annotated Bibliography and translated it to my Literature Review. From the journals, I was able to form my own understanding and was able to add to the argument and also suggest additional research.

Study the conversational and knowledge-creating nature of researched writing:

The research writing process was one of the main objectives of this course that started around the second half of the semester. We first started to learn how find academic journals for the Annotated Bibliography. After the Annotated Bibliography, we wrote a Literature Review, which established all the conversations researchers has already said as well as, our input and Final Project proposal.

Throughout this process, I feel that I have built a stronger foundation when it comes to writing a research paper.

Study how we read and the conversational, contributive nature of reading:

When we discussed about literacy at the beginning of the semester we went over several factors that shape our literacy such as sponsors, environment, and materials. After reading articles by Malcolm X and Brandt and then writing about my own Literacy Narrative, I have gained a better understanding of how literacy is shaped by these factors.

Practice locating and evaluating documentary and human sources:

Locating and evaluating documents is the starting point of the research process. I have accomplished this during my preparation to write my Annotated Bibliography. I was required to search for academic articles. For one class, we were taught how to use resources that are provided by the UCF Library. I used what I learned in that session to find all of the required articles I needed in order to complete my annotated bibliography. I also had to use my intuition and see which articles I thought was important to include into my Annotated Bibliography.

Practice identifying available choices in writing and editing and making the strongest choice:

Editing is major part of my writing process. Every major paper has gone through at least one revision and sometimes two. Each draft goes through an in-class workshop where my at least two of my classmates read my draft then writes constructive criticisms on my draft. They help me fix weak points in my paper that I would have otherwise miss. I realize the workshops are also part of the research writing process. Scholarly journals must go through several peer reviews before it is publishable.

I talk more of my editing process in each of my major papers.

I also made major revisions to my Literacy Narrative, my first paper of the semester. The reasons why I decided to revise this paper, as well as what I have revised will be in the Literacy Narrative section.

Consider the ways that genres emerge from and function in discourse communities:

I have achieved this through reading academic journals by Swales, Devitt, Bawarshi, and Reiff and also by completing my Genre Analysis. I comprehend that genres are “text-types that come out of repeated rhetorical situations in particular discourse communities”. In my Genre Analysis, I observe how financial statements function within a discourse community as well as among other discourse communities. I have taken what I have learned from the journals and had applied it to my Genre Analysis as well.


In conclusion, this class has taught me more than what I had expected. I thought that the majority of this class would be reading some textbook and writing papers based on readings which is what we somewhat did, but I realize that most of our assignments have deeply involved our majors. In a general education classes, where there are a variety of students interested in different majors, it is hard to teach students specifically towards their chosen major, but I feel that this course has done an excellent job trying to correlate writing to our majors. I feel that the concepts I have learned in this class will benefit me as I continue to pursue my degree in Accounting. I know that Accounting is not exactly a writing-heavy course, but it is still important to know the research writing process. I felt that learning the research process was the most beneficial to me because I have learned the steps of how to start a research. I also have learned more about accounting in real-business applications, which is surprising to me that I learned this in an English class.

Overall, I believe that I have grown as a writer as well as a prospective accountant and that I have fulfilled everything that is needed in order to deserve an “A” in this course.

In other words…


Defending my web layout choices:

So you’re probably thinking why I decided to include animal drawings in my portfolio . Well, when I first started thinking of designs for my online portfolio, I wanted to be creative and have a portfolio that can show who I am (other than an amazing student deserving an “A”). When I saw this pre-made template that WordPress provided, I knew it was perfect. I mean what screams “WRITING!” more than notebook paper? When I think of notebook paper, I think about writing, scribbling, notes, and even materials for literacy, now. And when I open my notebook, I also see doodles. I draw on the header, around the notes, on the sides. You name it! And most of my drawings are of animals. So I decided to make my portfolio much like my notebooks, filled with silly animal drawings.

I wanted someone to look at this portfolio and not just see a student majoring in Accounting, trying to fight for an “A” in ENC 1102, but also someone who likes to draw, is witty, and has a corny sense of humor. I know this is not really relevant to my portfolio, but I thought it was important enough to include why I chose how my portfolio would look, especially since it counts as 15 points of the portfolio grade.