portfoliofinalcesaredeluisi

Foundations of College Writing Dr. Sherry Portfolio Synthesis Letter Cesare Deluisi

This semester, in Foundations of College Writing, I have worked toward earning five goals that would improve my writing. I have made progress towards reaching my goals mainly through our 3 projects over the course of the semester. I draw my examples mainly from the three projects we did: in the first project, I researched the typical stereotypes given to sorority girls, and tried to change my class’s views. I wanted to show them what it really meant to be in a sorority, and not just what is seen through the media; in the second project, I transformed my research into three different genres for three different audiences, stating my feelings as a sorority girl; in the third project, I wrote a personal narrative about my own experiences related to the main topic of the course-what it means to be educated. In my research project, I investigated the typical stereotypes given to sorority girls on college campuses. When I was given the assignment to write in three different genres, I created something that would be most appropriate to that audience. I created a flyer for incoming freshman encouraging them to meet sisters to seek their interest in the “rush” process. I created this flyer through past research of what I was trying to convey to the audience already. After trying to prove the great things being in a sorority brings, a flyer to encourage them to see if being in a sisterhood is right for them. I described on the flyer, where and when the girls can begin the rush process. I listed the national and local sororities of Bloomsburg to get some names out there to show the girls, which are here at their school. I thought that was really important to do because it shows girls that all the sororities are interested in meeting new girls and not just certain ones. I transformed the information found in my first research project of the semester, to create something in appropriate language and with enough detail to show freshman that sorority girls are interested in getting them involved. This semester, I created a parent letter based on my topic of stereotypical sorority girls. I focus on making a letter to the parents stating what it meant for their child to enter the community of Greek life at Bloomsburg University. The criteria of the assignment were to compose in a genre that would be appropriate to a parent of a student. Therefore I conducted a formal letter using the proper introduction “Dear Parent and Guardian”, I introduced what who I would be talking to in the letter, aka the Parents and Guardians. I then stated what would be their child would be going through during the new member education process. I provided specific examples using bullets, of what exact projects will be done. I tried to convey to my audience that Greek life is a great experience for a parent’s child to be apart of here at Bloomsburg University In our own groups this semester, we were given a book to read together which we had to discuss together. In our classroom, this assignment was called Literature circles. My group was given the novel “Educating Esme” about an independent woman’s diary of her first year of teaching. We were taught to each week give each other different roles and jobs to make sure the discussion went smoothly. Each member played an important role in the discussion. The summarizer wrote down all the points that were talked about. The questioner, asked questions about topics they felt needed to be discussed. Finally, the discussion director makes sure the conversation stays on task and all points needed to be discussed are talked about. Literature circles really helped me understand the novel I was reading for class. I think it was a great success to be placed into groups to interpret together the important points that were touched upon in this novel. We discussed as a whole the issues, and our favorite parts of the novel. This semester I learned how to use a lot of new features regarding a media standpoint. I learned how to work the website wikispaces.com and we used that website for all of our semester work. In our projects this semester of using different genres that were related to our research project, we followed guidelines that were consisted of using contrast, repetition, alignment, and proximity. In my research assignment, with creating three different genres I applied these concepts by creating a flyer for incoming freshman, I used contrast to create a color scheme to follow through the entire flyer. I used alignment to make sure all the boxes throughout the flyer were aligned correctly on the page. I learned a lot through the process of starting my assignments in this course, the editing process is what helped me the most to shape my projects into the best they could be. We had drafts required to be submitted for each assignment for all of our projects. After bringing copies of our drafts to class we were placed into groups for peer editing. In class, my classmates and I exchanged papers hoping for the best feedback possible. After giving and receiving feedback from our classmates, we then got feedback from Dr. Sherry. The drafts helped me a lot with the editing process, because I got enough feedback that I was able to recreate my assignments to make them the best they could be. I also benefited this semester with the editing process using our revision sheets. Revision sheets this semester was a sheet we were required to complete with our mistake, our revision, and why we made this revision. These revision sheets helped me to realize the mistakes I had made, and why it was important to fix them. I learned a lot through the editing processes this year for my future career in editing papers for other classes
 * Goal A. Students will be able to compose for particular audiences and purposes**
 * Goal B. Students will be able to compose using language and conventions appropriate to genre.**
 * Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments**
 * Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres**
 * Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.**