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Final portfolio
I marked the beginning of my journey in academia at the university by enrolling for a course in ENGL 1033. The process progressed smoothly before the introductory lessons. I was aware of some of the requirements for the class, although I was not certain of the experience during the semester. After completing the paperwork, I proceeded to the classes that initialized with an introduction to the basics of writing. The teacher provided an outline of the program over the cause of the semester. The interaction with the course outline marked the progression of the journey. The outline enlisted task that I undertook namely a reflective essay. Other tasks were participation in a timed-essay, and presenting evidence of research. The tasks mandated presentation of evidence of writing in the form of drafts and outlines. The last task entailed the presentation of an argumentative essay. Over the weeks, I have participated in all tasks. The experience so far has led to the comprehension of the technicalities in academic writing. I am cognizant of the competencies required for composing reflective essays, argumentative essays, and annotation besides integrating evidence in scholarly texts.
The introductory sessions improved the knowledge of formatting. The familiarization with the MLA writing style featured in the discussion. The task that followed involved reading the class material before preparing a reflective analysis aided in comprehending the process of creating an outline for a draft. I presented the paper before marking to allow correction for areas that need improvement. The session provided the opportunity to experiment with diverse ideas. The task included analysis and preparation for the annotation. The activity led to the visualization of the dynamics that define researching. I had to select the resources for use keenly to ensure the identification of the material that could serve the intended purpose. The task for the presentation was on the subject of mythology. I framed a question on the meaning of mythology and its variation in different cultures. The preparation process involved the identification of the academic database for use. I opted to use search techniques in line with the ideas taught in class. I then used the information as the basis for presenting an opinion on the subject for discussion.
The approach to presenting the argumentative essay eased the conceptualization of personal abilities. I learned that I am good at organizing paragraphs as instructed. The task presented stuck to the word count. The tone for selection in composing articles ought to communicate both views of scholars addressing the subject. After several weeks of practice with the assignment, I was able to express opinion while considering the view of the other person opposing the claims logged in an argument. Writing a paper on mythology proved interesting in many ways. The assignment provided the opportunity to contextualize the complexity of sourcing other people’s ideas, then framing a claim using the same. I committed to the task as the basis for sharpening skills for expository writing. At the end of the task, I realized the need to minimize grammatical mistakes besides practicing vocabulary. The assignment influenced the view that research requires background knowledge of the subject before the presentation of the same to audiences. Additionally, the knowledge on the expectations of the audiences helps in framing the discussion in a manner that convinces the readers to agree with the expressed opinion. Such was the case in the presentation of a reflective essay.
One of the strengths in the composition presented over the semester was the ability to identify the topic of study effectively. The writing meets the requirements in terms of word count and response to the question. However, the expression of the contradictory points in argumentative articles failed short in several areas. The process of writing a reflective essay and the argumentative essay after the correction highlighted improvement. Before the tasks indicated, the areas of communication required creativity expressing contradictory ideas to the audience. The strength of the sources is that the information managed to highlight the view of the author on the subject of expression. I incorporated personal views on other people’s opinions in a bid to ensure that the text sound convincing. In most of the papers i wrote, the vocabulary for choice aligned with the subject of discussion. Another strength is the ability to format the paper in line with the instructions. I employ the ideas gained in class that outlined the basics for MLA. At times, drafting ideas for a scientific subject is challenging. The same applies to the expression of social sciences and religious studies. Such was the case in the paper on mythology. I used a simpler diction in connecting the ideas to ensure that the presentation makes sense.
The areas of weaknesses include bias in the expression of a contradictory opinion objectively in an article. The tone adopted in rebuttal for the argumentative essay sounded different from the expression for the reflective essay. The process for composing the text proved easier at the beginning, but the integration of other scholars’ contradictory opinion took much longer. It was equally difficult to ensure that the article flows from one point to the next. The vocabulary that I use in communication aligns with the ideas expressed on several occasions. However, in the expository essay, I confined the task of using terminology associated with the subject. An additional challenge in the presentation of an academic idea arises when using an article that has referenced another source. An example manifested in the presentation of the essay on mythology using ideas from Emerick Carolyn’s text titled “Mythology Magazine.” I had to adjust my points in line with the claims of the author while ensuring objectivity in expression. After succeeding in using the materials, I came to learn that paraphrasing the information demands keenness to ensure that I accredit the rightful owner of the idea that has served as the source for my presentation.
Additional challenges manifested in the expression of thoughts sourced from other scholars’ contradictory opinion. The task required reflective abilities. Even though I can assert that my writing is different in terms of style and tone, the challenges of the past still hinder the presentation of concrete argumentative essays. I have to practice drafting then writing before reflecting on the contents for dissemination. In the past, I struggled to summarize the research finding of the scholars whose sources served as the basis for the presentation. I had to review the introductory section of the text to understand the view of the writer on the subject. The last sentence enlisted as the thesis helped in identifying the theme of the sources. Nonetheless, the process of reviewing the information took long. I realized that annotation explores the basis for summarizing, but the task is detailed. The annotation explains the main point in addition to narrating the significance of the source and the strategy employed in the formulation of the contents.
The lesson from the assignment is that the tone for adoption plays an integral role in shaping the view of the audience towards the subject for study. In a context where the author uses a formal tone, the reviewer of the same might consider the source as academic. The technique differs from the style used in informal presentations. I use a vocabulary that corroborates with the theme of the presentation. When discussion a topic on spirituality and cultural concern, the choice of terminology as beliefs and myths must feature in the presentation for the task to make sense to the audience targeted. The likable thing about the task of the past is that the assignments improved the ability to use rhetorical devices in the presentation. I came to learn the benefits of incorporating the ethos, pathos, and logos of persuasion in an article. I can express ideas confidently without fear, even though I have to proofread the task several times to attain the desired outcome in the presentation of a paper. In this portfolio, I believe that I have presented information that proves that learning took place. I commend the teacher for the corrections that helped improve the quality of the text. The paper presented in line with the suggestion meets the threshold for categorization as a credible scholarly material.
In conclusion, the journey in academia at the university that begins with enrolment for a course in English has been an exciting experience. The process that involved registration progressed smoothly before the introductory lessons. I was aware of some of the requirements for the class, although I was not certain that the experience would be this interesting. I have had a fair share of challenges working on tasks. Examples include argumentative essay. After completing the assignments, I gained the opportunity to revise the tasks presented on the portfolio as I progressed with the classes. I incorporated the concepts learned during the semesters in making the work enticing. As a result, I believe that my writing skills have improved tremendously. The communication skills have developed as projected in the portfolio presented. The experience so far has led to the conclusion that the academic journey has been a worthwhile experience. I am cognizant of the competencies required for composing reflective essays, argumentative essays, and annotation.
Sources used in previous writing
Balzer, Marjorie Mandelstam, “Mystics, Shamans and Visionary Arts”. Oxford Research Encyclopaedia of Religion, 2019.
Emerick, Carolyn. “Mythology Magazine.” Featuring the art of Seamus McArdle, 31 Aug,
2015, pp. 3-7.
Morford, Mark, et al. Classical mythology: Oxford university companion site to the ninth
Edition of the book. Oxford University, 2011.
Rajarajan, R. K. K. “Sangama of Buddhism in the Asiatic Diaspora: Imagery of Monks-Bodhidharma and Aravana-Atikal in Visual Art”. Journal of Fine Arts 2.4(2019): 4-17.
Ugwu, Agozie. “The Pragmatics of Film Language and Sentence in the Creation of African Myths in Nigerian Movies: An Evaluation of Obi Emelonye’s The Mirror Boy.” Nile Journal of English Studies 2.3 (2016): 3-10.
Witzel, EJ Michael. The origins of the world’s mythologies. Oxford University, 2012.
“What is a myth? What does myth mean?” YouTube, uploaded by the audiopedia, 17 Aug
2016, https://www.youtube.com/watch?v=cVMjX-CCcpo