Learning Outcome 1:
I like to approach revision as a way to cement my ideas. When looking over my writing I like to reread the same paragraph over and over and think whether the point I want to make is conveyed to the reader. In my significant writing project, I focused on revising my paraphrase and quotations. Usually when I write, I do not have enough evidence and so my thesis is weak and has little support. Adding quotations from my sources allows the reader to see that I have this evidence to back it up. In Nancy Sommer’s piece “Revision Strategies of Student Writers and Experienced Adult Writers”, Sommer’s writes about how we must look beyond the superficial wording and look into the meaning of the sentence or paragraph as a whole. It must provide insight into the work. When I rewrote my significant writing project, I tried to remove all the things that had no relevance. I made the statement more clear, and therefore provided the reader with an easier way to see my point.
https://vlanglitz.uneportfolio.org/english-110/first-final-drafts-of-significant-writing-project/
Learning Outcome 2:
Quotations are a vital component to an essay. They provide “proof”, so to say, that you know what you are saying. In my significant writing project, I integrated many quotations into my final draft. In my previous draft, I had used mainly paraphrase and summary but came to realize that these did little to support my argument. It just didn’t seem credible. So, for my second draft I introduced new quotes to back up my argument. One such quote was one from Thomas King in his TedTalk. “My generation and the ones following need to become job-makers, not job-takers” (King). I supported this with the following analysis “King believes that those who initiate change are the ones who will improve the future. If they don’t make new jobs, society won’t be propelled forward. But what about the jobs that are present now? King encourages young adults to not take the jobs available to us now, to join something or make something new.” This quote allowed me to dive deeper into my thesis and promote new ideas to continue to make my argument.
https://vlanglitz.uneportfolio.org/english-110/first-final-drafts-of-significant-writing-project/
Learning Outcome 4:
Peer reviewing gave me the opportunity to share my unbiased opinion on someone else’s writing. It is often difficult to look at your own work critically. When review a peer’s writing I like to look at the organization of their writing. Whether it be in their sentences or paragraphs. One of my comments “I would reword this to “In a digitally distracting world, a wealth of constant information weakens young minds by forcing them to multitask, distracting them from growing up, increasing the use of drugs to become more focused, and placing them more at risk for developing mental illnesses. “more at risk is kind of thrown in the middle.”” I labeled this comment as an “L” for Local revision. I offered insight on how to move around a sentence to improve reading clarity. Another one of my comments “Maybe place another sentence in front. Introduce the topic a little. “suggests moving around sentences in a paragraph to increase awareness on her subject before developing it further.
https://vlanglitz.uneportfolio.org/english-110/marked-draft-of-peers-paper/
Learning Outcomes 5 & 6:
My significant writing project showcases my ability to cite sources following the MLA guidelines. Throughout English 110, we worked on how to correctly integrate quotes and make sure they followed the citation rules. For example, placing “(King)” after a direct quotation in the writing or making sure to introduce the source so that the source isn’t suddenly appearing in the essay. In my final draft, I got to work with more quotes to make sure I cited them accurately. I also worked on changing my introductions to sources in the essay to improve reading clarity.
https://vlanglitz.uneportfolio.org/english-110/first-final-drafts-of-significant-writing-project/
