Self Assessment

My Time in Eng 11000

Freshman composition otherwise known as English 11000 is a course where students “explore the connections between writing, reading, rhetoric, and critical thinking” (SYLLABUS) It is a required core class where students complete a variety of assignments. Unit 1 focuses on the students; they are told to write a literacy narrative describing an important moment in their language composition journey. The unit that follows allows students to interact with their classmates to create a profile based on their literacy narrative as well as a one-on-one interview. The third unit focuses on the creation of a research paper based on the work of an author previously explored by students. These assignments are set to allow first-year students to improve certain objectives. Which leads to the question “To what extent have I achieved the course learning objectives this semester?” 

I wrote my literacy narrative about my first day of first grade. I was new to the country and my English skills were lacking. In my writing I tried to encapsulate the feeling of being a child in an unfamiliar environment. To me describing how I felt at that moment was crucial in setting the tone for the paper. The use of imagery allowed me to show how I was feeling smaller than my true size because of this new space and uncertainty I was feeling. After being left at school to start my first day and having to adapt to the unique environment I was forced to talk to the people around me. This was a success because then I was able to interact with those who could speak English better than me. Thus, I improved my language ability and was able to read by the end of the school year. Through my paper, I completed the second learning objective where I explored and analyzed, in writing and reading, a variety of genres and rhetorical strategies (UNIT 4). In order to properly get my point across I had to implement the use of different rhetorical strategies.  

To better prepare us for our peer profiles we were told to observe a set of multimedia resources and produce 10 observations about what we had seen. I transcribed my thoughts onto my notebook. My 10 observations were about similarities I had noted within the sources. Afterwards I wrote a paragraph about each source, going into detail about what each person did in their video/paper that made it personal to them. This activity helped me note different themes/rhetorical devices that can exist within a paper. While working on my peer profile, I implemented what I learned from the observation activity on better describing/analyzing Jeslie Malena. Thus, I was able to address the fourth learning objective; “recognize and practice key rhetorical terms and strategies when engaged in writing situations.” (UNIT 4) When conducting my one-on-one interview with Malena I was able to see a different side to her as a writer. This provided me with a unique perspective when writing my peer profile. While working on my peer profile I had to work on a variety of tasks. The profile allowed me to address another learning objective once again; “compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation.” (UNIT 4) This is because I had to summarize her literacy narrative as well as quote and analyze her experiences. The interview also allowed me to synthesize a new perspective to help further argue my point about what made her interesting.  

 Since our research papers had to be about a topic connected to the work of an author, we had previously read about in class I was able to look back on previous assignments regarding said authors. While thinking about what I could write about I came across an assignment we were assigned at the beginning of September. We were told to read and annotate “Theme for English B” as well as “Mother Tongue.” In my annotation of “Mother Tongue”, I wrote about how I had a personal connection to what Tan was trying to say. Her personal essay could word how I felt and allowed me to properly understand the relationship between language and power. This assignment addressed the first learning objective; “examine how attitudes towards linguistic standards empower and oppress language users.” (UNIT 4) Throughout our drafting process we were given different assignments related to the discovery and analysis of sources. The Open Internet sources Classwork & Homework sheet was one such assignment.  

The Open Internet Research aspect of the worksheet helped recall different strategies I could implement to make sure my sources were credible. This addressed the sixth learning objective; “Locate research sources (including academic journal articles, magazine and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias.” (UNIT 4) We were also told to write about something new we learned from our research during our free write on the 7th of November. During this free writing I was able to word my thoughts and could reference what I wrote when revising my research question. The sourcing worksheet as well as the free write illustrated the third learning objective; “Develop strategies for reading, drafting, collaborating, revising, and editing.” (UNIT 4) The research paper required different citations both in-text and in the works cited. This addressed the eighth objective; “Practice systematic application of citation conventions.” (UNIT 4) 

Throughout the course I was also able to work on the fifth objective; “Understand and use print and digital technologies to address a range of audiences.” (UNIT 4) This is because we would be provided with various sources and directed to annotate/analyze what we read. Overall, I think that while my writing ability stayed the same, I am now able to better appreciate the need for drafting/planning what I am about to write. The worksheets that led us to the final products might have seemed tedious then, but looking back, they were important in laying out my thoughts.  

Works Cited 

SYLLABUS. Eng 110: Composition I. (n.d.). 

UNIT 4. Eng 110: Composition I. (n.d.-b). 

Amy Tan Annotation: Free Write:

10 Observations: 

Sources Worksheet: