Introduction

Going into this class, I was not sure what to expect. As a composition course, there would likely
be writing involved. But the rest was a mystery. Despite not knowing the topic or structure of
the class, I was content knowing that I would be completing the required "C" credit that had
me scrambling to register for the first composition class I saw.
On the first day of the class, I learned that we would be spending the quarter discussing the
Japanese American Internment, the Vietnam Diaspora, and, more generally, trauma. I had not
been expecting such somber themes, but recognized the opportunity to learn about events I
have had little acquaintance with. Throughout the quarter, the reading and writing
assignments have challenged me to think about these important historical events. I gained
knowledge of these events and about trauma, along with learning valuable composition skills.
The course centered around four goals for skillful writing. These outcomes related to the
writing prompts that we were assigned, allowing us to implement the goals into the writing
processes. Through the writing assignments, two short assignments or "SA's" and two major
papers or "MP's," we put the outcomes into practice. The writing that I did for this class
illustrates the goals that we learned.
The first outcome concerns genre and audience, and the second MP was a good opportunity to
work on that goal. You can see my MP2 project, a letter to a novelist as well as a personal
memoir, in the section about Outcome 1. There you will find my original MP2, my MP2 marked
with instructor comments, and my revised edition of MP2. These three documents accompany
a reflection statement that describes how the project allowed me to utilize the outcome.
A reflection and these three document components exist for each of the outcomes in this
portfolio. The second outcome, which is about synthesis, relates to my SA2. Therefore, under
the Outcome 2 section you will find three SA2 documents and a reflection about my process of
synthesizing sources for that assignment. Outcomes 3 and 4 both discuss my MP1, which was a
persuasive argument to keep teaching the ENGL111 class readings at the University of
Washington. Outcome 3 related to this assignment in that it was about persuasive arguments.
Outcome 4 dealt with revising drafts, and MP1 is an assignment that I did a plentiful amount of
revision to. The only assignment that I did not revise is SA1, and it can be found in the
compendium section of my portfolio. This was a poem, so it also assisted the implementation
of Outcome 1, writing to various genres.
With each of the writing assignments we were able to practice and improve the abilities that
were targeted by the course goals. These skills are valuable, as competent writing is required
constantly in school and in life. Refining my writing skills is a great asset for the future.
ENGL111 provided me with a time to learn valuable writing skills and learn about important
historical events. In the end, I walk away from this class with much more than composition
credit.