April 30, 2022

Terrianne Webster
Instructor of ENGL 1010
Salt Lake Community College
4600 Redwood Road
Salt Lake City, UT 84123

Dear Ms. Webster,

Not surprisingly, you delivered on your promise to guide my writing, as one of your students,
throughout this Spring semester, if I promised in return to follow your instructions and allow the process
to unfold itself by completing the assignments.

I am happy to report that I have grown as a writer in many ways but mostly, I have learned to spot
issues, or reasons, or purposes in the writings’ of others, which is something I could not do before I
completed your class. It is a marvelous thing to have obtained a new skill set, in such a minimal amount
of time, in a subject of which I am already wholly familiar.

My purpose in writing is to inform you of how I fared in class and to address my experiences through the
eyes of these project introductions.

The first project I completed was called a Flash Narrative. It required the retelling of an event that
happened to me in a few hours, something I had experienced, in story form, using past tense verbs. The
threshold concept for this unit was Literate Practices. I told this story because it was one of my most
memorable events from living in an old house in Wyoming during a tough time for me financially and
emotionally. I wanted my audience to see humor from an adverse situation. I learned, when I wrote out
the story and read it aloud, that I had harbored resentment against myself for not having done a better
job with my life’s choices. I found a different perspective, self-compassion, after authoring this paper.

The next project we completed was called a Rhetorical Analysis Essay. It required a scholastic
breakdown of someone else’s written work, a published article with attributive tagging, describing the
rhetor’s use of Ethos, Pathos, Logos and an additional concept, such as Voice, which is the one I chose.
The threshold concepts explored in this unit combined, were that writing is a series of moves which are
contingent upon context, for the purpose of study. I found learning how to summarize the work of
another to be helpful as I followed a template, which taught me how to deduce why people write what
they write; that writing is indeed a series of choices. My goal was to recognize what these concepts
mean in any future form of writing and organize them accordingly. I learned how to comprehend these
strategies with practice. I am proud of this.

The final project I completed was called a Viewpoint Synthesis Essay. It required a meld, or a combining
of arguments using a minimum of six scholastic references from databases in our Library, highlighting
three viewpoints and learning how to cite intext with a reference page, just like articles on Wikipedia. It
was a paper written by me about an important conversation that interested me with supportive writings
from others and explored the broader meanings, or where the conversation could go, from the
viewpoints. The threshold concepts studied were using writing as a form of action that creates change in
the world when used as a resource. I learned that it is okay to use my voice, that I should be writing,
something I was not allowed to do in my home growing up. Also, I felt embarrassed by my work on this
project as it took me a long time to figure out where I wanted to take my paper, as I am familiar with the
content of the conversation and needed to rely not on my erudition but on the works. Because of illness,
I missed an important class on this assignment. This project needed more sustained engagement
(revision) I did not have time for.

Here is a link to my published Eportfolio:

https://bartlingkathy.weebly.com

I want you to know that I took away a substantial amount of information from your teachings. I am
grateful to have found your Saturday class (with no final exam) and to have had you as an instructor. I
am hopeful that you will be teaching ENGL 2010 Fall semester. It has been a pleasure.

Respectfully yours,

Kathryn Bartling

kbartlin@bruinmail.slcc.edu

(801) 928-9289