Unit 5 “Portfolio” Cover Letter for Lee Mortensen's ENGL1010 Class
last revised 12/6/17
This final assignment evaluates your assignments in order for you to learn more about yourself, but to also make notes about your accomplishments this semester. This is not an evaluation of the course or the instructor. You will be able to review these things at MyUVU before the end of the semester. This letter self-evaluates the main essays you've written, the writing process you've worked with, and what you want to do with your new knowledge and confidence in your future.
You want to use your evaluation to help give advice to a High School student (or a younger self) who is thinking about college and all of it's difficulties which might disuade them from going. Aa student in high school (16-18 years old) who wants to know more about the realities of taking a college class and specifically a writing class. What about critical reading and writing would help these young folks do better with, or how can you help them be better prepared?
- In professional business format with “letterhead”--look up Purdue Business Letter Format
- I was taught to do letters with everything flush left except letterhead
- Length: Try to focus since you only have a page or a page and a half. You could use from about 300 words to 400-600 words for the body paragraphs.
- The paragraphs of your letter are based on EA p. 796 questions (three sections of which appear below, modified., that should help with the letter).
- Start with a brief introductory paragraph, and end with a few lines that help the reader focus on how you can help them and how they can contact you.
- Keep in mind the need to be pursuasive, to argue in favor of what you've learned, and how that can help you as well as a young High School student.
- Evidence supports Claims: In your body paragraphs, if you make a claim about something you improved like organization, be sure to give a specific example from at least one essay showing a before and after paragraph, but be sure to comment on the improved organization--don't ever let quotes speak for themselves.
- Remember, you are trying to showcase your writing ability for your professor, but with a focus on helping the highschool student understand the satisfaction of writing a good essay and finding and using good sources etc.
- The Questions: Below "you” represents the high school student, and “I” represents you, the student in Engl1010 writing the evaluation:
- review each piece of writing in my portfolio. It’s Important to know your strengths and weaknesses when taking any class at college. What are the strengths and the weaknesses with my essays? Which is my best piece? Explain why it is the best and what it demonstrates about what I’ve learned. Which would I say is the weakest—and how would I change it if you could? What has been your strongest essay?
- analyze my writing process. Study any drafts, responses from others, and “journals” like freewriting, brainstorming, and clustering. How did these pre-writing tools help or hinder you? How will they help or hinder the High School student? How did any responses like from workshops did I receive that helped me revise? How? Which of them helped the most and why? Were any not helpful?
- define goals. You might think you’re a crappy writer. So did I. What has my portfolio helped me understand about myself as a writer? It’s important in college to know yourself because you might get involved with the wrong major if you don’t. Knowing yourself also helps you know how to self-motivate. What strengths or weaknesses do I now see? What are your strengths and weaknesses with reading and writing? Based on this analysis, what writerly activities do I now want to work on for a future job, a boss, or another writing class, or a class in my major?