For this assignment, you will imagine that you are applying for a position as a student-mentor
Therefore, you should submit a Writer’s Profile that convinces the hiring committee that you’ve thought carefully about the skills that you now have after taking ENC 1102 and convinces them that you would be able to articulate your strengths as a writer and researcher to your potential future mentees.
You will organize your writing into paragraphs according to the main idea(s) of your profile.
FORMAT:
Have a Thesis: There should be a controlling idea (or ideas)–that is, a theme, a thesis–pulling what you say together. If you can summarize the main idea of your profile in one sentence, what would it be? After viewing your Writer’s Profile, your audience should have a good understanding of what you have learned about writing, research, and information literacy and how that informs the ways in which you see yourself as a writer and rhetorician at this point in your college career. Reflect on what you learned, then repackage that as a persuasive document for your readers.
Make it personal: You want to avoid generalizations about what ENC 1102 aims to teach all students; instead, reflect on what you learned and what assignments and ideas meant the most to you in the class.
Make claims and provide evidence: In the body of your Writer’s Profile, you want to make claims to support your thesis. In each paragraph, you must draw on specific examples from your ENC experiences. Whatever your overall focus is, make sure that every paragraph in the document supports that focus and that every paragraph provides specific evidence. You can use the topics listed in the guiding questions to formulate the body paragraphs (select at least 3).
You should not answer all these questions in your Writer’s Profile. You may simply use this list to help you brainstorm:
Topic 1: Your understanding of the importance of audience, purpose, and genre for effective writing and communication
How do you understand the importance of identifying your audience and shaping your message for that specific audience?
Why is it important to make purposeful design choices when presenting information to a specific audience? How can design impact an audience’s experience understanding and/or interacting with information?
In what ways does genre impact the ways in which information is presented and designed?
In what ways does the specific audience, purpose, and genre impact what counts as “effective” writing and communication in a specific rhetorical situation?
How might your understanding of audience, purpose, and genre impact the ways in which you will approach future writing tasks in professional, personal, and/or academic contexts?
Topic 2: Your understanding of research as a rhetorical process
What do you understand about the fluid nature of research and the ways in which audience, genre, and purpose can shift throughout one’s research process?
What do you understand to be the relationship between researched sources and credibility? Here, you might discuss the ways in which sources can impact your credibility as a writer/researcher and/or the ways in which audience and genre can impact the types of sources that are deemed credible.
What do you understand about the importance of continually reflecting on your research question and process as you continue to research and learn more about your research topic?
Did the way we shifted from topic to research question to narrower question, etc, shift the way you think about research? In what ways did your original topic and your final topic (and whatever shift that took place in between) reflect your understanding of rhetorical research?
Topic 3: Your understanding of the importance of information literacy within and/or beyond academic contexts
Academic contexts:
What do you understand about the importance of information literacy in helping students to evaluate the persuasiveness and credibility of researched sources?
How do your ideas about information literacy shape your understanding of research and interacting with information in academic contexts beyond the ENC 1102 classroom?
In what ways does information literacy help students to be more credible, informed, and/or thorough writers and researchers?
Non-Academic Contexts:
What do you understand about the potential for research to spark meaningful change?
What do you understand about the importance of information literacy beyond the classroom, as it exists in non-academic contexts?
What do you understand about the importance of information literacy on social media and other digital writing contexts?
What do you understand to be the important aspects of research when it comes to moving an audience to action?
Topic 4: Your understanding of your own writing has improved, or how you are better at producing “research-based writing” that adapts to specific rhetorical situations.
What do you understand about choosing rhetorically effective media/genre for different audiences?
What do you understand about how information is packaged for outside audiences–and how you might package information for your audience?
What do you understand about researching and composing researched writing in a multimodal, digital world?
How has your own writing improved, especially as it relates to using research in your writing (for example, your use of sources, citation, synthesis, etc)?
How do you understand the relationship between research and the genre, audience, and purpose of the document we need the research for?
Topic 5: Your understanding of responsible rhetorical research and effective research.
What do you understand about ways to effectively research, including tools and methods available to you?
What do you understand about the ethical use of information?
What do you understand about evaluating sources for reliability and validity for rhetorical context (selecting sources that meet information need, based on audience, context, purpose, etc)?
What do you understand about research as a repetitive process, driven by questions?
How have your ideas about information, research, etc, changed and deepened? Do you feel more prepared to find information (that is accurate and reliable) in the digital age? Have your practices changed?
Topic 6: Reflection and metacognition as part of the writing and research process
What do you understand about the importance of reflection in the writing process? In the research process?
What do you understand about the importance of revision in the writing/research process?
What do you understand about the importance of critical reading as part of the research process?
Have you found yourself reflecting more on your work outside of this class? Have you found the revision process to be helpful?
Topic 7: Transfer:
Which skill that you learned in this course do you think is going to be the most transferable to other contexts?
In what way will the way you learned to do research in this class impact the way you think about research in other courses or in your personal life?
In what way did your writing process change, and do you see that process changing in your writing for your other courses?
Which assignment or reading from the course had the greatest impact on your understanding of writing, rhetoric, or research? How does that compare to what you thought before? How will that impact play out in other courses?
SOME THINGS I HAVE LEARNED IN THIS COURSE: how to find reliable sources for research papers, how to write an annotated bibliography, and how to create an engaging presentation.
HERE IS AN outline of what I have worked on in this class:
Module 1 Project: Researching Rhetorically in the 21st Century: In this unit, you will examine the ways in which researched writing can affect change in beliefs, thoughts, feelings, and/or actions. You will also begin your own exploratory research that will contribute to your larger course project. You’ll be given opportunities to analyze texts in a variety of genres/modes for a variety of audiences and purposes in order to better understand the relationship between rhetorical effectiveness and information literacy. Your writing task will summarize and synthesize your sources and reflect on what you have learned about researched writing. You will receive extensive instructions, guidance, and feedback during this unit, and I will also provide a detailed rubric.
Module 2 Project: Getting Started: Responsible Researched Writing: Building on the foundational concepts from the first module, you will develop strategies for effective research as you specify a research question to answer for your longer course project. Your writing task will inform a specific audience about your research process. You will receive extensive instructions, guidance, and feedback during this unit, and I will also provide a detailed rubric.
Module 3 Project: Putting Your Writing and Research into Action: In this unit, you will put together all that you’ve learned about research, audience, genre, and rhetorical purpose as you craft a public-facing text, such as a report or article. You will write as an authority on your subject while navigating audience needs and genre expectations, with a clear communicative purpose. You will receive extensive instructions, guidance, and feedback during this unit, and I will also provide a detailed rubric.
I HAVE ATTACHED AN EXAMPLE OF HOW IT SHOULD BE.
