Introducing myself...
Hello! My name is Julia Ovalle, I'm a first-year student, and I am a Health Services Administration major here at the University of Central Florida. I've always enjoyed writing and consider it a mental outlet. This spring semester, I had to take ENC1102 or Composition II, where we had to complete a series of reading and writing assignments, as well as a major research article each of us worked on throughout these 15 weeks, all of which rendered towards achieving six-course outcomes.
​
​
The Great Climb?
Every student has a story, and this E-portfolio is meant to explain just that. More specifically, my story is throughout ENC1102, instructed by Professor Proulx. To help showcase and correlate my writing artifacts throughout this spring semester to the six outcomes I've reached, I'll reference my journey as the experience of climbing up a mountain or The Great Climb. The journey of climbing a mountain is a very adventurous journey where one is put to the test with each step they go further up., which indeed relates very much to how this course unfolded from the beginning in January to Now, in terms of my evolution with writing and learning how to conquer past writing challenges that this course aimed towards identifying and helping me through them. More specifically, these six outcomes:
Generating Inquiry:
Students will be able to generate and explore genuine lines
of inquiry related to writing, language, literacy, and/or rhetoric.
Multiple ways of writing:
Students will be able to purposefully integrate multimodality,
multiple languages and/or multiliteracies into writing products to
support their goals.
Information Literacy:
Students will be able to evaluate and act on criteria for relevance,
credibility, and ethics when gathering, analyzing, and presenting
primary and secondary source materials.
Research Production:
Students will be able to produce writing that demonstrates their ability to
navigate choices and constraints in a variety of public and/or academic
research genres that matter to specific communities.
Contributing Knowledge:
Students will be able to draw conclusions based on analysis and
interpretation of primary evidence and place that work in
conversation with other source materials.
Revision:
Students will be able to negotiate differences and act with intentional feedback
from readers when drafting, revising, and editing their writing.
​
​
​
​
​
