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Dear Malcolm,

One of the very first things you will see under my introduction is my “Dear Malcolm”

letter. Below I have my portfolio reflective letter upon which I look back on all the work I have

done compiled into one letter. My extended inquiry project has three subpages with my original

and edited versions of my topic proposal, annotated bibliography and final inquiry composition.

There is an informal writing tab that includes my daybook and blog entries. My peer evaluations

have my original and edited topic proposal along with my extended inquiry draft and reflective

letter. This portfolio reflective letter informs the reader about how all the assignments have

helped me progress into a better writer.

The “Dear Malcolm” letter was an assignment I enjoyed writing. This allowed me to ex-

press myself and let my professor get to know who I am as a person. I spent time discussing my

hobbies, my major, my personality and anything else relating to myself. The topic proposal was

the first step to the inquiry project. I had to think of a topic that I knew I could relate to and enjoy

talking about. Once I had my idea, I asked myself inquiry questions that I could extend more re-

search in to. The more information I came across, the more I realized my essay does not have to

support one side and refute the other. I wanted to discuss both views, the pros and cons of my

topic. There were more questions I kept asking myself. I felt an instant connection that made it

easier for me to write my essay and more enjoyable. I feel a personal connection with a topic

provides the reader with more than just a paper with words written in black and white. A per-

sonal connection with my topic allows the reader to get a bigger picture rather than simply look

at facts from cited sources.

The annotated bibliography was an assignment I was not too fond of. There was a lot

more writing than I thought there would have been. When I got my grade back, I was a little dis-

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appointed. I had the chance to look over my mistakes and make corrections. Not only did I have

to do more research on my topic, but I had to research my sources as well. Honestly, I did not see

the point in answering questions as to “how” and “why” the source was important to us.

The extended inquiry project was the most challenging. I had all of my information, I just

needed to organize it. This was where I was left to discuss whatever I wanted about my topic. I

decided to do something different compared to how I normally write an essay. I began with my

body paragraphs where I had the most information. From there I had to cut down on information

that did not support my topic. This helped me structure my information around my thesis state-

ment. My favorite part of the assignment was including how my topic affected me which made it

more enjoyable and easier to write.

The revisions were more of a challenge since it involved a deeper level of thinking. The

free writes, blogs and journal entries were required every week. I never really saw a purpose in

them. The only time we used them was to put into the portfolios. I had to write about what we

did in class and information regarding my research. Sometimes I would run out of ideas, so I

would write about random thoughts or things I did that day. I am glad I did that because it gives

the reader more insight about my process of writing. I thought the peer revisions were very help-

ful. The feedback from my peers allowed me to view their opinions on what I could improve on.

The most important piece of work was the portfolio. This is where I had to compile all of

my work and reflect on what I have learned and how I have progressed as a writer. My weak-

nesses were my opening paragraph and opening topic sentences of my final inquiry composition.

I had to come up with a way to draw the reader in, so I used more personal references. My

strengths in my writing were my use of personal examples. I felt this really gave more than just

any typical research paper. I am used to writing the ways I have been taught in high school, so it

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was difficult to transition out of it. I learned that adding personal stories can easily grab my

reader’s attention.

I feel this whole class and the way it was structured is a new experience for me. In high

school, I am used to being around English teachers that made us write in a certain format that

changed with each teacher I had. There was not as much flexibility in my high school English

classes. Topics were either chosen or the students had to write about something read in class.

This English class allowed for me to write about what ever topic I chose and felt comfortable

with. There were no outlines or flash cards required. The teacher I have now is more free spirited

than previous English teachers I have had. He is more laid back and easy-going. I felt more com-

fortable writing in this environment rather than feeling like I am constantly being watched or told

what to write. In this class, the answers were not simply given to you, you had to look for them

yourself. This class has given me the chance to research a topic of my interests and challenge my

way of thinking. Overall, this class was worth taking. I feel my skills as a writer have improved

and I will used them for future classes to come.

Sincerely,

Becca McMullan