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Ashley Silva

Professor Hemstrom

UWP1

14 March 2017

Portfolio Cover Memo

When I registered to take UWP1, I assumed it would be like the workload class I took in

the previous quarter, WKLD 57. I was completely wrong. UWP1 is based on learning how to use

past experiences as references in your writing, revise, use different modes, find efficient

research, and determine what writing process works best for you. Once you learn all these skills,

you learn to practice by using them in different assignments.

In the three assigned projects, I incorporate my past experiences into my writing in order

for it to be more personal and have an even stronger connection with the audience. For example,

in the Literacy Narrative Project, I wrote about my life in the Hispanic community and how it

affected my appreciation for literacy along with my experience in WKLD 57. In the College

Literacy Resource Project, I wrote about my experience in writing and what procedures worked

best for me in the workload class in hopes of helping others who are struggling in writing as I

had been for a long time. Lastly, in the Discourse Community Project, it was a bit different for

me because although I did write about my childhood, this project was based on our goals in the

future. This gave me an opportunity to not only tie my past with the present, but with the future

as well. No other course has made me do that other than UWP1. In completing the DCA, I had to

complete further research about nursing and the whole community around it. I learned to

differentiate the credible sites with the non-credible sites.


The whole composing process of these projects took time and was based on improving.

On every project we completed, we turned in a first rough draft where our peers were able to

give us feedback. Before completing the feedback process, we were assigned readings that gave

us key tips in revising. One of those tips was to not focus solely on grammatical error, but focus

on the actual concept of the piece. In doing so, you can help your peer by giving feedback as a

member of the audience. After analyzing the revisions, we edited our first rough drafts and

turned in a final rough draft. After turning in the final rough draft, our professor read through our

piece and gave us tips on how to improve the assignment along with a potential grade. Why

would our professor do that? She did so in order to yet again give us another opportunity to take

into consideration from all the tips we have receiving, from our peers to our professor. This

process of revision is so important and I am glad to have been a part of this process because it

really helped me acknowledge the importance of revision. I am now completing various drafts

and making sure I ask others too read over my essay, give me feedback, and then return and

revise even more before turning in a writing assignment to any of my classes.

Throughout these projects I was able to work with different modes. I was intrigued by a

few of the modes because I had never worked with them, but I was always glad to take on a

challenge. I not only had to think of what to write, I also had to make sure the writing was

appropriate for the audience, of course, and the mode as well. This course has introduced me to

many important skills that I will use throughout my educational career and any career I choose to

pursue. All of the skills learned are efficient and highly important because of the effect they have

had on my writing and will continue to have.

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