Zangotsis | Victoria Zangotsis Professor Raymond UWRT 1102 13 January 2016 Predicting What's Ahead in My Portfolio Journey Asthe guide, Portfolio Keeping, explains, there are many important uses to creating a portfolio for multiple situations. Being a student in the University Writing Program, we are required to produce one of these electronic portfolios, also known as ¢-porfolias, for the majority ‘of our grade. Having done an e-portfolio before in an earlier elass, Portfolio Keeping certainly cleared up some confusion I have had ia the past. This includes the principles of portfalio keeping, and the primary goals of portfolios used for presentation. Leaming that a portfolio should be consistent and viewed as a whole, rather than different picecs, it makes more sense as to why a port can be so effective when used as a presentation of work. Thercfore, one of my questions for the e-portfolio assignment required for UWRT 1102, would be: Will our pieces of ‘writing, drafts, papers, documentation, artifacts, and 0 forth, have any consistency to be put as a be pd t whole? ily ‘ From what I have learned in Portfolio Keeping, | believe that I will be the most successful in the variety portion of principles of portfolio keeping. In the past with my wi and portfolios | have always had a large variety of pieces included in my e-portfolios. Also with the advice given by the guide, it should not be too hard to be able to gather a variety of items. However, on the downside, the hardest part of making an e-portfolio from past experiences has been the reflection portion. Sometimes I have a hard time explaining why I made certain choicesZangotsis.2 and what I intended for the intended items to show: This portion of the portfalia process will be ‘the hardest for me and one I'll struggle with. Furthermore, Portfolio Keeping has already helped ‘me understand some concepts of the portfolio process so | ean only hope it will help with reflection as well,Zangotsis | Vietoria Zangotsis Professor Raymond UWRF 1102 26 January 2016 Preparing to Present Yourself ‘Atthe end of the semester for the e-portfalio, I want to achieve choice, variety, and reflection within my content. In order to show my progress and improvement throughout the course, I will put work that I have done from different points of the semester. Also maybe put different reflections of my thoughts from throughout the semester, To show my persistence, embedding the semester-long project to Cape Hatteras into my e-portfolio would be « good example, The reason to show my persistence an one project would be to really show the audience my work ethic and motivation to do a project to its full potential. To conclude some of my abilities, I would also like to show off my web designer skills by making my ¢-portfolio easy to navigate and very appealing to the eye. Having a sort of appeal will make my e-portfolio stand out from the rest of the class, (Others ways to achieve choice, variety, and reflection within my content by showing ibility, creativity, and independence. | want to show my flexibility to write in different styles and voices by putting different pieces in my ¢-portfolio. Hopefully through Daily Writings I can show different writing styles and perspectives for topics. To show creativity I plan to go above yom St 50 iM pottawt, Bopectalleg 11 Hh and beyond with one-assignment from this semester and make it my own, Of course | would ot follow the guidelines for the project but just add a little bit more of my own personal touch. As. for independence, I have always been an independent person and I want my work to reflect who |Zangotsis 2 am, In future assignments, I hope to be set apart from the rest of'class by doing my own ideas for assignments. | think it is always a good to be be able to go above and beyond the standards to show your best work, and overall the ¢-portfolio should reflect that.Zangotsis 1 Victoria Zangotsis Professor Raymond UWRT 1102 2 February 2016 Remembering a Time When Learning Clicked There have been many learning experiences outside of the classroom, that I have encountered throughout my lifetime. However, there is one experience that I treasure over them all. This experience was the first time I had Jeamed to ice skate. My aunt and I had traveled tw New York City for a January wedding, As most people know, there is a huge ice skating rink in Rockefeller Center which is where this learning experience happened. My aunt, as a (een, use to ice skate competitively so of course she wanted to go ice skating to teach me. Never being on the ive belore, I had no idea what I was doing, or how to do it, After multiple falls, T was finally able to ice skate on my own without having to hold onto my aunt. ‘The learning experience just happen and then it was as if 've been ice skating for years. The more you are on the ice, the easier it gets. Looking around Rockefeller Center while ice skating is a sight that I would never forget. U4 This learning experience was.a positive one overall in all aspects. Learning, how to ice skate is a challenge within itself, but having my aunt by my side made it a lot easier to gel up and try again. Usually I give upaficr a couple of tries. however, this time | stuck with the task until the end which is why the experience was so positive, | learned a lot about posture, balance, focus and determination all in one activity. ‘This experience was a real life example of the statement, “Get up and try again.” Having the outcome successful made the experience that more pleasantZangorsis 1 Victoria Zangotsis (MLA) Professor Raymond UWRT 1102 7 February 2016 Evaluating a Reeent Peer Review Session My most recent peer response session was in the fall semester while taking UWRT' 1101 ‘The participation of this session was only a partner and myself: In this peer review, we were reviewing each others research paper on an artifact that was exemplifying a SLO (Student Learning Outcome). Before my partner had reviewed my paper. we had many a verbal agreement to honestly criticize my paper no matter the quality of it, The agreement was an informal one but ‘one thal my pariner followed precisely. When reviewing my paper, my partner fixed grammar errors, spelling errors and even formatting. Within my paper, there were sentences and information that she pointed out as maybe sounding weird or incorrect that she had caught. My partner had taken the time to eare for my work and help make myself a better write: ‘As a result, many communication patterns had developed between my partner and I. Our communivation went beyond partners and formed a friendship even over peer reviewing papers. Even if my paper was not of the best quality, we had formed a communication pattern that allowed my partner to tell me the truth and not just (cll me that my paper was great, even though it was not. Although my most recent peer response session wets not huge group, my partner and | still had shared the same amount of work by just reviewing each others papers. At the end of the day we were each others personal editors almest, which made the experience a joyful one because I knew I could count on my partner to fix my mistakes as a writer, YfiUL ine puLL Lys writ deuclop that similar Lovel of rausr wf ycreu Quetp membovs and divelop 10 quar peor eclutore>‘Zangotsis 1 Victoria Zangotsis (MLA) Professor Raymond. UWRT 1102 24 February 2016 Synthesizing Your Expectations Then and Now When looking back at the first Writing Prompt that was completed, there are many things that I stil agree with based on what I reflected on. I had wrote that 1 would be suevessfil in my portfolio when it to collecting a variety of principle pices to show my strengths throughout the this course due to the large ‘course. In this case, my expectations had proven to be true amount of rescarch styles, writing styles and group work | have done throughout. [t has also been successful in the sense that most af the pieces I have collected already have consisteney with them and work together asa whole. Therefore, it should be quite casy being able to place a wide variety in my ¢-perffolio just as Porifolio Keeping suggests. other component that I had reflected upon in the first Writing Prompt task, was that | Jed with being able to reflect on certain pieces that are intended for the c-portfolio. | have always struggled with this concept of reflection because sometime | just do not know why I do things, [just happen to do it, However, throughout the course, it has become easier to reflecton a variety of pieces because we have had so much practice with it thus far. Even in this Writing Prompt | am exercising the practice of reflection when looking back at the first Writing Prompt. As a result, | do not agree with what | had wrote about my struggle of reflection because I have certainly over come it throughout the course.Zanqorsns 2 Victoria Zangotsis (MLA) Professor Raymond UWRE 1102 23 March 2016 Checking Plaves for Revision Revision can be defined as, in the book Portfalio Keeping, making global or lange-scale changes involving adding, deleting, moving chunks of text, or changing the form or delivery system, My understanding of revision however, is basically having someone, or yourself. make ‘changes to an item to better it overall. Revision huppens before a final product can be produced and helps get another perspective of the product from someone else Demonstration of revising is every where within alll work we have done throughout UWRT 1102, For my e-portfolio | have decided to show that revision through my annotated bibliography. by embedding a rough draft and then the final product. ‘The revision wa done by a ‘when ereating my final product which in the end I think really helped my product out. Other demonstration efforts of revision from classwork, will be the proposal for the Cape Hatteras project, and two required revision writings based off of'a Daily Writing. All of these revisions will be shown be embedding the rough and final draft with an explanation in the reflection portion of the e-portfolia,Zangotsis 2 ‘The goal that [ have set for revising all of my portfolio entries is to thoroughly look over any and alll entries placed in my portfolio, I will also have someone else to look aver all entries and thoroughly read them all, Hopefully this will prevent any errors regarding entries or even technical issucs.as wellZangotsis | Victoria Zangotsis (MLA) Professor Raymond UWRE Ta) 28 March 2016 ting Prompt Number Seven. ‘As Lam in the middle of research an cestigating my semester long project on Cape Hatteras, there has been much insight and help of other projects throughout the extensive research, There was much rhetorical knowledge that was used to help formulate questions about wmattion about Cape Hatteras that I was able to research further on, I knew general i lighthouses such as the purpose and the keepers themselves. 1 was able to- use this knowledge to further resgairch specifies to Cape Hatteras as to why the purpose of the lighthouse was such an mpage! Also, 1 had previous knowledge that Cape Hellteras lighthouse was moved and using this yed- We want au the cheteto, (Mo y. ane how. Some elements that PU ——— Certany ty iV ‘caused me to further investigate where the finances and the money that the lighthouse brings in-20-11 1 From aul ‘As research has shown so fas, numbers have just not appeared, Most of this knowledge is not 42 bs ‘knowledge | wats able to rescarch details such as how far, wh Public so further research will have to be conducted. ‘The project that has has pushed me the furthei ind out more about Cape Hatteras ‘was when we wrote down a brief summary and our classmates read each one and wrote down ‘one question they had about the topic. This gave my group an outline on what to focus om and ‘what to further investigate as well. Many classmates also wrote down interesting points about the lighthouse that pushed me to look more into such as who is the present day lighthouse keeper,Zangotsis 2 The sources that challenged my critical thinking skills the most were the ones whe had graphs and charts of the lighthouse, especially about the move. There was also one that had a diagram of how it was being moved and all the engineering involved which really pul my critical thinking skills 10 the test.Ps Zangotsis 1 Victoria Zangotsis (MLA) Professor Raymond UWRT 1102 6 April 2016 Writing Prompt #8 Fig. 1: Image showing “Mr. Hamilton’s Light” ‘Cape Hatteras Lighthouse." Cape Hatteras Lighthouse. North Country Storage Barns, n.d. Web. 02 Mar. 2016. , Tred Uf What I will say when slide ison sereen: 1S! When examining this image it shows a sketch of What the first attempt of Cape Hattcras lighthouse appeared like. As you ean see, it was very bland and not a lot to it ‘When scarching for images of Mr. Hamilion’s light there were no digital photos available, maybe due to the time frame. Either way it was the beginning of a lighthouse in the area Fig. 2: Diagram of Winslow Lewis’ Lewis Lamps Source: "Reflector Chandeliers.” . What E will say when slide is on screen: ‘This diagram shows how the solution, which was switching to Winslow Lewis’ Lewis Lamps, worked. You see in the diagram the reflector that made the brighter light going into the lens. Twenty ‘one of these contractions were placed in a cirele to get ‘the desired 360 degree light for the lighthouae Hattoras Lighthouse ron « * teat san 5. gs 8 ‘Ta joule camaeog Cane Hara Nal Sa. “eamap carat ne tinea wba ome ay ian you thin pelgtone == ‘Sat hse ne peace ar aah ME ato area ne et ‘et aL, 2016 Zangosis 2 Fig, 3: The Interview Source: Zangotsis, Victoria What I will say when slide is on sereen ‘Before this screenshot even happened, I had emailed the Cape Hatteras National Seashore helpline to get in contact with someone who has seen and experienced the changes of Cape Hatteras lighthouse. After many redirections, I got an email from Jami P. Lanier. who happens to be the Cultural Kesoure Manager at Cape Hatteras, This is the screenshot of the exact email she had sent me. From here forward. | was able to conduet an interview with Jami answers, ja phone. On the next slide, is the complete interview. questions andwr Zangotsis 1 Victoria Zangotsis (\\ A) Professor Raymond UWRT 1102 13 April 2014 Writing Prompt Nine When holding a conversation about Cape Hatteras lighthouse to my family. not many different perspectives arose, | held the conversation at the dinner table back at home, However, the conversation did not help me in really any way, due to the Fact, my family more of asked what the project was and why we were doing the project as such a big assignment. One of the big questions that | had asked in the conversation was if my family knew anything about the Cape Hatteras lighthouse. To my surprise. the only information my family knew was: the location of {he lighthouse. The conversation took a turn, as my family was more of asking me questions to / ,/ learn more information far their personal knowled; ‘Since my family knew practically nothing about the Cape Hatteras lighthouse. it really showed me how much work [nced to put into this project. If my family only knew about the location, more than likely so would my audience, Using Knowledge of Conventions, it would help me shape my audience's expectations of the just the lighthouse itself: Having different mechanics on the presentation would help outline the important facts of the Cape Hatteras lighthouse. Also to ensure that all the information | would be giving the audience is correct, 1 would used citations on not only information but pictures as well. As a result, I naw know that my research needs to cover a wide range of information for all education Ievels. Maybe someoneZangotsis 2 in the audience doesn’t even know what a lighthouse is, you many never know. Theretore, nm: v research needs to be extensive and precise. rg” hr ; 0 ate orca Cee A Ga a t aZangotsis 1 Victoria Zangotsis (MLA) Professor Raymond WRT 102 18 April 2016 Writing Prompt Number Ten For my semester long project, we had an initial project proposal and ideas in place for our research to give us a guideline on what to reseurch on, Our initial ideas, such as, history, jobs. significance and purpose of the Cape Hatteras lighthouse has come a long way. Although we still conducted research on our initial ideas, we branched out into other areas of Cape Hatteras lighthouse rescarch. Critically reflect 1 Our initial project proposal, we seemed (o have stayed in the basies. However, with more research involved, we began to find information that goes further than the basics. This includes, lighthouse Keepers, events held there, and even ghost stories Learning about how peaple believe Cape Hatteras is haunted, led to a whole different: i plcwey pit learning f of all sorts of ghost stories, which really shocked me. 1 never would have thought when the lighthouse was built, would turn into a haunted adventure, Looking deeper into Student Learning Quteomes, critical reading has been the casiest to accomplish while researching Cape Haticras lighthouse, When it came to official websites of lighthouse, more enhanced vocabulary was used therefore I was forced to analyze the picce of rescarch to really figure out what was being said. Overall, using this Student Learning Outcome so extensively through my research, I have scen.a growth in my writing. When at all possible, [ ‘ry to extend my vocabulary and give readers a chance to be amazed. Being able to use thisZangotsis 2 student outcome efficiently, has given me the opportunity to further and understand my researet. as well as a growth in writing. a} D