Emanuel Milazzi
E-Portfolio
ENC1102
Outcome 1
Generating Inquiry
Generating Inquiry refers to the process of getting students to ask questions about the text and the topics that go beyond the literal, and which are deep and thoughtful. This approach moves students from finding answers to exploring ideas and increasing their understanding of writing, language, literacy, and/or rhetoric.
Artifacts
Project 1: Draft 1​
After the completion of an annotated bibliography, a first draft of the research paper was assigned. The main purpose of this assignment was to write the general ideas that would be further discussed and include the sources from the annotated bibliography to support the claims presented. The topic of discussion for this paper had to be related to an issue in the student's field of study, future academic career, or professional community. From a personal perspective, by writing this paper I had a better understanding of how the issue I selected affects my field of interest. Since it is the first draft, I was allowed to comment on concerns about my paper for them to be addressed during the peer-reviewing process. Therefore, by knowing a peer's opinion on the paper and the changes they suggested I was able to perfectionate what I previously wrote on this draft and be more aware of possible writing and language strategies that can enhance my composition.
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Project 2: Draft 1
​Following the completion of Project 1, I had to complete a rhetorical analysis of two artifacts related to my field. Similarly to Project 1's first draft, this draft was for me to plan my essay and provide initial information and insights about the rhetorical strategies I selected from both artifacts. One of the artifacts I selected had to be text-based, whereas the other one had to be non-text-based. This allowed me to gain knowledge about the purpose of the rhetorical strategies used in both artifacts. Moreover, I was able to comment on my paper in case I had concerns about it, which would allow for the peer-reviewing process to be more targeted and simpler. Finally, for this analysis, a basic understanding of the genres was necessary, which this course's students were provided with through other assignments and sources regarding the concept of genre. Overall, this assignment was necessary for me to fully improve my ability to identify the rhetorical strategies used in the diverse types of sources and the function that they have.
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Reflection
By meeting the requirements for outcome 1, the assignments provided an opportunity for me to delve into different writing styles that were relevant to my chosen subject matter. These assignments also required the inclusion of citations, allowing me to be more familiar with that aspect of writing. Moreover, these drafts allowed for errors to be made as they would be corrected by a peer partner, which helped me be aware of future assignments that followed the same criterion as this one. Additionally, these assignments that fit his outcome's criterion are the most significant for me as they allowed me to discover more aspects of writing, language, literacy, and rhetoric. In terms of impact, these assignments allowed me to be now more aware of the correct ways of writing in different formats I will be required to write in the future, and my major.
In the assignments related to Projects 1 & 2, my writing processes had to be carefully reviewed to meet the expectations for them. Even though they had similarities in terms of how they improved my comprehension of writing strategies and identifying the different aspects of rhetoric, the writing process in Project 2 had different expectations than Project 1 in terms of organization and composition.
