First Due Date: Thursday 11/30 For this discussion board, you should attach a draft of your Writer’s Profile as a .doc, .docx, or PDF.
First Due Date: Thursday 11/30
For this discussion board, you should attach a draft of your Writer’s Profile as a .doc, .docx, or PDF. (Please do not use Pages.)
Importantly, please make sure that this is a polished draft of your Writer’s Profile. For it to be polished, at a minimum, it should:
Be organized into paragraphs, with each paragraph focusing on one idea
Include examples in each paragraph
Be free of grammatical errors
Organized in an order that makes sense to the reader.
Address the major topics required in the guiding questions.
What is this project?
You are now poised to complete ENC 1102 and thus to have succeeded in completing your first-year writing requirements. Congratulations! For your last ENC 1102 assignment, you will create a Writer’s Profile that showcases who you are as a writer and researcher.
What is a Writer’s Profile?
A Writer’s Profile is a professional genre. It requires thinking and writing skills that you have practiced throughout the first-year writing curriculum, including reflection and argumentation. This genre requires you to first reflect on your growth as a writer and then “package” this information in a persuasive way for your readers. This document can serve various purposes. For example, individuals applying to writing-intensive jobs or internships will often include a Writer’s Profile as part of their digital portfolio of work in order to introduce themselves and their writing to potential employers/internship sites. We can also see the Writer’s Profile as part of a larger academic portfolio where a student nearing graduation explores the ways in which writing has informed their academic career. In this context, the Writer’s Profile offers a space for the writer to reflect on their growth and learning as a writer and researcher. For example, see this Engineering student’s “Personal Overview”
. You’ll see that this student is focused on selling his strengths as a writer and explaining how these skills are related to his future career. He uses evidence (including specific details and hyperlinks for more information) to support his claims. In another example,
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an employee discusses his growth as a writer in an evaluation.
In the future, you might choose to use a Writer’s Profile as part of a writing-intensive job or internship application, or you might update it each year so that by the time you graduate, your Writer’s Profile is a reflection on the ways in which writing has informed your academic career. Whether or not you decide to pursue these options, the practice of reflecting on your growth and learning as a writer and researcher will be beneficial, as you will definitely continue to use both writing and research skills throughout your college career.
What is the context of my Writer’s Profile?
For this assignment, you will imagine that you are applying for a position as a student-mentor at FIU. The position offers attractive pay and internship opportunities in exchange for mentoring other students. You’ve been asked to include a Writer’s Profile as part of your application packet. The prompt provided to you asks you to think about how your future job responsibilities would include mentoring new freshmen–who might be apprehensive or dismissive about the role of writing in their college careers. A major job responsibility, if you are hired, would be to help convince freshmen of the value of the skills they learn in ENC 1102. 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.
Who is the audience for my Writer’s Profile?
The audience for this Writer’s Profile is a hiring committee who is deciding whether or not to hire you as a student-mentor. In some ways, this is like writing for a public audience, because you don’t know much about the people on this committee–but you do know you are writing for an audience beyond your instructor and peers. We can assume that this audience knows quite a bit about ENC 1102, since they are in charge of hiring mentors for ENC 1102, but they don’t know the details of what was assigned by your individual instructor or what was discussed in your specific classroom, so you’ll need to provide context and explanation throughout your Writer’s Profile so that your audience understands the significance of the claims you are making. After reading, your audience should have a good understanding of what you’ve 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.
What can my Writer’s Profile look like and what should it discuss?
As in the example linked above, the structure of your Writer’s Profile will resemble an essay, and you will organize your writing into paragraphs according to the main idea(s) of your profile. 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? As previously stated, 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. You want to avoid generalizations about what ENC 1102 aims to teach all students; instead, reflect on what you learned, then repackage that as a persuasive document for your readers. You want the reader to be able to summarize your profile in one sentence when they weigh it against the others in the pile: this is the applicant who….
Make it personal: As previously stated, 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. You want to avoid generalizations about what ENC 1102 aims to teach all students; instead, reflect on what you learned, then repackage that as a persuasive document for your readers. You want the reader to be able to summarize your profile in one sentence when they weigh it against the others in the pile. They should be able to sum up your profile in one sentence: this is the applicant who….
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: what did you learn from your peers, working collaboratively and engaging in peer review? What did you learn from your research process that informed your final project this semester? What did you learn from specific course readings? What did you learn from working with new genres, perhaps including a web article or a prezi? Use your specific learning experiences as evidence to support your general claims about where you are now as a writer. You also might refer to course learning outcomes to help you brainstorm.
Be persuasive: The use of evidence is important in documents such as these, because they help your reader understand your claims about what you’ve learned. Specific details are also a key part of persuasion: if you are claiming that you learned ____ in the course, then citing an assignment, reading, class discussion where that idea came to life for you will help persuade the audience that you do, in fact, have that knowledge. Remember, your job is to reflect on what you learned, but also to convince your reader that you are well suited to the “internship” you are applying for (see scenario above).
A few more notes:
Organization will be important. How can you organize the information in your profile so what the audience views first makes sense and makes an impact? What information will you want them to view at the end, as the final thing they experience in your Writer’s Profile? What will be the topics (main ideas) of each of your paragraphs? How will those paragraphs contribute to your main idea(s)?
If you feel inspired, you may include relevant visuals (photos, graphics, etc), hyperlinks and stylistic elements. However, these items should be intentional (include them only if they help make your points), not merely decorative.
You’ll write your profile in Microsoft Word and then save the document as a PDF.
Writer’s Profiles usually are between 500-700 words long. Wherever yours falls within this word count, the key is to ensure that your content is developed enough for the document to accomplish its rhetorical purpose.
These are some guiding questions to get you started with brainstorming.
Guiding Questions for Writer’s Profile
STOP. Review the assignment sheet to make sure you are clear on the audience, purpose, and context for your Writer’s Profile. Once you’ve got a clear understanding of that, you may look at the guiding questions below to see if they help you. As you read over the questions below and brainstorm what you could write paragraphs about, keep your rhetorical situation in mind.
You should not answer all these questions in your Writer’s Profile. You may simply use this list to help you brainstorm what you want to discuss in your Writer’s Profile. The list is not exhaustive. You should think of ideas that resonate with you and develop paragraphs based on those. See the advice on page 125-126 of your textbook (Ch. 10) to help you get from guiding questions to draft.
Guiding Questions:
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 processWhat 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?
Topic 3: Your understanding of the importance of information literacy within and/or beyond academic contextsAcademic 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?
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?
Topic 6: Reflection and metacognition as part of the writing and research processWhat 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?
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