ENG 1272 University of Minnesota ENG 1272 Portfolio Assessment Committee Memo

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ENG 1272

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so 1.5pages single spaced then youll just copy and paste my project one and project 2 and paste in there

Then you do the appendix at the end

The paper has to look like the Memo template I will provide it down and provide my project one and two and also the portfolio directions


Memo (1.5 pages single space)

Memo Introduction—2 essays/projects that will be included. Why you chose them.

Memo Body—Address the 8 learning outcomes as they relate to the 2 projects you’re showcasing.
REMEMBER for the projects you just copy it and paste it then at end donthe appendix thats it

Memo Conclusion—Wrap it up.

Insert first project (2 pages)

Insert second project (6 pages)

Appendix (2 pages)

o Evidence of revision from first project

o Evidence of revision from second project

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ENG 1272 Final Portfolio Due Dates Rough Draft/Peer Review NA Final Copy Due Tuesday, 5/5/20 What is a portfolio? Why am I doing this? In a nutshell, a portfolio is a collection of your “greatest hits.” For this class, you will choose two projects completed this semester and write a memo to accompany them. You will also need to provide evidence of revision for each project and reflect on how they represent personal progress toward course learning outcomes. The purpose for completing this portfolio is to give you an opportunity to reflect on what you’ve learned this semester. What do I need to include in my portfolio? There are four main components: • • • Two written projects. To determine which two pieces to include, it makes sense to consider the grades you earned. However, I encourage you to look beyond grades to also consider which pieces represent the most learning or most memorable learning experience. Did you struggle to master particular concepts? Did one of your projects take an unexpected turn during drafting/completion? If so, describing the journey or process for completing these projects requires deep critical thinking and lends itself to a thoughtful and interesting memo. No matter which projects you choose, make sure they reflect your growth as a writer. Lastly, make sure you include polished, revised copies of your projects that are free from comments or mark ups. Memo. After you’ve decided which projects to include in your portfolio, you will craft a one- to two-page memo that describes how completing these projects has helped you master the eight learning outcomes for the course. Considering the following questions may help you begin thinking about how you will format the memo: What will the reader find in this portfolio? Why were these choices made? Which Learning Outcomes will the reader see in this portfolio? Where? How? How do you think developing as a writer will contribute to a life of significance and worth? These questions are meant to help guide your decisions about which information to include in the memo; it is up to you to determine how to organize the content in a manner that will make sense to the reader. Additionally, please address your memo to the ENG 1272 Portfolio Assessment Committee. Appendix. This is the portion of your portfolio that includes evidence of revision for the two projects you have chosen to include. Anything that you believe represents the stages of development of your project can be included. This may include but is not limited to freewrites; other activities you completed for participation points, either in class or online; and rough drafts, including peer review feedback. How should I format my portfolio and how long should it be? Portfolios will vary in length depending on the projects chosen for inclusion; however, all components (i.e., Memo, 1st project, 2nd project, and Appendix) of your portfolio should be combined into one document. Please assemble your portfolio as follows: • Memo • 1st project (For The 2 project you will just copy and paste them after the memo) • 2nd project • Appendix o Evidence of revision for 1st project o Evidence of revision for 2nd project Portfolio Rubric Portfolio components are assembled into a single Word document. /5 Memo is appropriately formatted and meets length requirement. /5 Author describes which two pieces were selected for inclusion and why. /10 Memo demonstrates thoughtful reflection about personal writing skills and addresses personal progress toward course learning objectives. Memo is well organized. /15 The memo is carefully proofread and edited. /10 1st project: The first project chosen for inclusion is polished and well written. /10 2nd project: The second project chosen for inclusion is polished and well written. Appendix contains evidence of revision for the two projects chosen and are appropriately labeled. /10 /15 /20 Total /100 ENG 1272.AH Memo To: Professor Rodesiler and ENG 1272 Portfolio Assessment Committee From: Suzy Smith cc: Date: 5/5/20 Re: ENG 1272 Portfolio 1. Identify the rhetorical (genre, audience, purpose) features of texts in typical academic and professional genres 2. Adapt one’s writing process to the purpose of a text 3. Compose texts in multiple genres and modalities 4. Identify appropriate investigative methods for research questions 5. Categorize types of evidence used in academic and professional fields 6. Evaluate sources for reliability and validity 7. Articulate the concepts of intellectual property that motivate citation conventions 8. Describe how writing reflects conceptions of significance and worth in various fields • Memo (1.5 pages single space) Memo Introduction—2 essays/projects that will be included. Why you chose them. Memo Body—Address the 8 learning outcomes as they relate to the 2 projects you’re showcasing. Memo Conclusion—Wrap it up. • Insert first project (2 pages) • Insert second project (6 pages) • Appendix (2 pages) o Evidence of revision from first project o Evidence of revision from second project 2 Carrie Rodesiler Professor Giraldo-Garcia EDST 650 25 January 2020 Reflexive Writing #2 The interpretive framework or paradigm that aligns with my research project is social constructivism/constructivist. I think this is this an appropriate fit because I want to study how participants experience the tutoring training at my university. The ultimate goal, I suppose, is to find out what is working well in the current training program and what needs revising. However, the first step is to learn about the training itself (e.g., how, where, when it happens), and then explore how writing tutors experience the training via observation and interviews. If I break this down into the five philosophies of science (or philosophical assumptions), I think this paradigm becomes even more evident. Because the tutor’s experience is subjective and not all tutors will experience the tutor training the same way, and because I want to allow room for multiple realities and experiences, I believe a constructivist paradigm is reflected in this ontology. A universal truth about the training program doesn’t exist but rather various truths according to various tutors. Concerning epistemology, knowledge about the training program is limited only by the number of people involved with it, including the writing tutors and the director. I plan to learn about the effectiveness of the training program by listening to the experiences of the writing tutors. The distance between me, the researcher, and the thing under study, the training program, will be lessened by my observation and interview. I am concerned that one observation and one interview isn’t enough, but every study has its limitations. Axiology 3 was fleshed out pretty well in my Reflexive Writing #1 wherein I described my positionality and subjectivity as the investigator. I have a personal history with writing centers and training programs, so I have opinions about what should and should not be included (e.g., active listening, ‘how-to’ training like setting an agenda with each client, etc.). I don’t believe I anyone can ever be totally objective, so reflexivity plays an important role. Concerning methodology, my study is obviously qualitative, which means my aim is transferability and not generalizability. Lastly, concerning rhetoric, I plan to share findings via participants’ voices as much as possible. I appreciated reading Lareau for this reason: she provided both the right amount (quantity) of dialogue from the participants to illustrate her point and also made fantastic choices about the content (quality) being shared. It’s important to choose the right quotes to illustrate your point and also not over do it—there’s a fine balance. 4 Appendix Project #1 Brainstorm 5 Alshabanat 1 Zaid Alshabanat Professor: Carrie RodesilerCourse ENG1272 March/24/2020 Analysis of the poem, Still I Rise by Maya Angelou In our contemporary society, people depict a lot of strength in the face of terrible challenges. The poem, Still I Rise, is a significant example of poems that address issues faced in our current society. The author presents a black woman who is so much ready to air her grievances and the claims of other living blacks and her ancestors. The author directs the message to the white oppressors who have mistreated Blacks for decades. The persona is bitter and confident throughout the poem. She confidently says that all that the oppressors do to her do both matters, but she is glad that none of them can take away all the strength she posses. She faces her oppressors with a lot of power and determination. All the incidents narrated in this poem reflect on personal experiences. This paper addresses the theme of oppression and suffering, as depicted in this poem And it describes how hard a person is, whatever the necessity, even if he falls to the ground, he must fight for me to rise, as long as the poem in this passage You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Angelou remarks upon American forms of slavery and the constant pain imposed on the blacks. Both black men and women can feel the impact of enslavement from whites. They are exposed to oppression and suffering, for they have no say in the White-dominated societies. Alshabanat 2 These acts of pain are evident in most lines in the poem. "You may write me down in history / With your bitter, twisted lies..."(1-2). From these lines, it is clear that Americans have set a history of shame for being heartless or inhuman when interacting with the blacks. The acts of whites in this context are an awful example of racism evident among the whites. From the persona, it is clear that the whites aim at shooting her with their words and cutting her with their eyes. Slavery is an excellent source of oppression and suffering in this poem. The author mocks the society she lives in for being racial, sexiest, and discriminative. She yearns for a better community free from oppression and suffering. She feels that she has the strength to fight all the Imposed harmful practices. Physical oppression is evident in this poem in the third line, the persona reveals that blacks face physical abuse in the hands of the whites. She says, “You may trod me in the very dirt/But still, like dust, I'll rise” (3-4). From this metaphor, it is clear that whites do not respect blacks. Treading one in the dirt is a sign of expressing significant disrespect and brutality to someone. In the first line, the persona reveals the violence and disrespect that the whites accord the black community. However, she displays her enormous strength in the second line quoted above. She says, but still, like dust, I will rise. The soil in this context symbolizes something negative. From the poem, the whites view blacks as their inferiors. The persona uses this word to show how inferior being can reveal strength and positivity in activities. Blacks are resilient and robust, as the speaker says. From these claims, I can conclude that blacks are not easy to control, for they can cause trouble to all people trying to suppress or mistreat them. Additionally, the persona depicts more instances of physical abuse in stanza six when she said You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I’ll rise. The persona creatively uses metaphors Alshabanat 3 to reveal different forms of violence that the whites embrace in the American institution of slavery. The speaker confidently says, "You may shot me with your word" (21). This form of metaphor reveals that the oppressors embraced violence of gun shooting. She uses this metaphor to show the pain induced by her oppressors’ hateful language. She confesses that this language will never pierce her. The second metaphor she uses to show an additional form of violence is, "You may cut me with your eyes" (22). This metaphor implies the cutting with a knife. The oppressor's look is so cruel such that it hurts the speaker. This brutal look cuts her like a knife. The third metaphor is," You may kill me with your hatefulness”(23). From this quote, the persona claims that the hatefulness of the oppressor could kill her literally. The oppressor has a strong feeling of hatred towards the oppressor such that it kills her spirit. She reveals her strength by claiming that she would still rise above this pain. For sure, the oppressor embraces diverse forms of violence that kill different parts of the black woman or the voice speaking in this poem. Moreover, Angelou uses various techniques to display the hostility of the oppressors in this poem lake when she said Out of the huts of history’s shame I rise Up from a past that’s rooted in pain rise I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide.. She embraces rhetorical questions like, “Did you want the see me broken?” (16). The use of this question implies that oppressors are hostile towards the speaker. It is meant to critic the activities of the oppressors. He uses other rhetorical questions. Does my sassiness upset you?” (5) to taunt this racial and oppressive society more. In the fourth stanza, the persona delineates the expectations of the community or her oppressors. From the description provided, the organization expects her to break down, fall off her shoulders, and lower her eyes. This stanza summarizes the hostile acts of the whites to the blacks. The readers can see how abusive this society is and how blacks face harassment. Alshabanat 4 The oppressive nature of the society that the persona lives in is evident in stanza three. The persona compared herself with different objects of life that have a deeper meaning in this society. First, she compares herself to the black ocean, where she claims that she can bear the tide (Arthami 5). In a different stanza, she compares herself to the moons and the suns. She mentions how calm the waves are. In this case, tides refer to the obstacles faced in this oppressive society. The mention of moons, suns, and the black ocean reflects on the speaker’s resilient nature and adherence. No matter the obstacles she faces in this society, she heals quickly, and the tides do not strike her just like what happens in oceans. The speaker implies that the blacks are healthy, or they have all the power to endure what they go through from the oppressive nature of the whites. The use of the phrase, I rise in the poem is a sign that the persona is going through hell. This phrase is used several times in this poem and more so in the last stanza (Raharta & Waode 24). The primary thing that crosses our mind is the question, where does the persona rise from? This particular question could be answered from various stanzas. The persona says that she will arise from the history of shame, night fear, and other forms of oppression. She is ready to endure the pain rooted in society. Therefore, this statement is enough to prove that there are forms of suffering that the persona prepares to overcome. She is rising from the oppressive nature of whites to a brighter future. In conclusion, the theme of oppression and suffering as depicted in this poem. Angelou remarks upon American forms of slavery and the constant pain imposed on the blacks. She describes various instances of physical oppression. Through the persona, Angelou depicts more cases of physical abuse in stanza six, where she creatively uses metaphors to reveal different forms of violence that the whites embrace in the American institution of slavery. Again, Angelou uses various techniques like rhetorical questions to display the hostility of the Alshabanat 5 oppressors in this poem. This oppressive nature of the society that the persona lives in is still evident in stanza three. The persona compared herself with different objects of life that have a deeper meaning in this society. She compares her strength to that of the black ocean. She depicts her confidence, courage, and power by criticizing the brutal acts of the whites to the black race. Through the use of diverse styles in this poem, Angelou develops the theme of oppression and suffering. Work cited Angelou, Maya. "Still I Rise by Maya Angelou." Youtube. Disponível em:< https://www. Youtube. Com/watch (2018). Arthami, Cyrillia Prima. "The African American life, as reflected in Maya Angelou's Still, I rise and caged bird poems." English Language Education Study Program, Department of Language and Art Education, Faculty of Teacher Training Education. Sanata Dharma University, Yogyakarta (2017). Raharta, Akhbar Pradana, and Waode Hamsia. "An Analysis of Metaphor in Maya Angelou’s “Caged Bird” and “Still I Rise” Poems." Tell: Teaching of English Language and Literature Journal 4.1 (2015): 23-34. Alshabanat 6 Still I Rise BY MA YA ANGE LOU You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? ’Cause I walk like I've got oil wells Pumping in my living room. Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still I'll rise. Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries? Does my haughtiness offend you? Don't you take it awful hard ’Cause I laugh like I've got gold mines Diggin’ in my own backyard. You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I’ll rise. Does my sexiness upset you? Alshabanat 7 Does it come as a surprise That I dance like I've got diamonds At the meeting of my thighs? Out of the huts of history’s shame I rise Up from a past that’s rooted in pain I rise I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide. Leaving behind nights of terror and fear I rise Into a daybreak that’s wondrously clear I rise Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise I rise I rise. Running head: LITERATURE REVIEW OF COVID-19 AND THE WORLD 1 Literature Review of Covid-19 and the World Zaid Alshabanat Indiana Institute of Technology ENG 1272: Research Writing Professor Carrie Rodesiler April 28, 2020 Literature Review of Covid-19 and the World 2 Literature Review of Covid-19 and the World Introduction Coronavirus is a wide range of viruses that affect humans and animals. The origin reports say to have been at a seafood market in Wuhan, Hubei province of China (WHO) in January 2020. From Wuhan, it has spread to other parts of the world and was declared a public health emergency of international concern by the World Health Organization (WHO) in January 2020. Coronavirus belongs to the family of viruses that causes viral pneumonia together with fever, breathing difficulty, and lung infection. This virus mainly affects animals, and there has been the least association with human transmissions; the direct link to humans is still being researched. However, the virus is profoundly transferred through contact from one person to another. With the high infection cases worldwide, those most infected are persons with low immunity. Without the ability to fight the virus once the infection has occurred, the person might lose their life within a short period. This literature review will take a critical approach to illustrate the challenges existing in terms Effect COVID-19 at the world of, and you will answer these questions how dangerous it is for humans, how is it transmitted between them, and how can human fight it? These questions will be the focus of this article. In answering this, we shall analyze why the measures put in place to curb this pandemic is necessary for controlling the spread of the virus. In understanding more about this virus, a lot of epidemiological and etiological investigations are still being conducted, which in the end, would lead to finding a lasting solution. In this research, I shall address this topic and respond to a large number of questions that pertain to COVID-19. Literature Review of Covid-19 and the World 3 The Literature material for this review was identified by searching the following online sources, OSHA, ACHA, Live science, congressional research service, and the help of BBC. These materials have helped provide a deep understanding of the analysis of the central theme of this work. The method used is a breath analysis of literature materials. Coronavirus awareness, risks, and symptoms to humans, Coronavirus has been spreading at an unprecedented pace sparing no borders. As the virus swerved from one country to another and causing devastating havoc, countries responded by quickly closing their borders and air spaces to manage the spread of the virus. Meanwhile, medical experts played a crucial role in educating masses on the severity of the infection, how to control the outspread, and further measures to be taken when one is asymptomatic to the Coronavirus. According to findings by the Occupational Safety and Health Act (OSHA), persons infected by the Coronavirus show symptoms that range from mild to severe, and in worse cases, it is fatal (Guidance on Preparing Workplaces for COVID-19, 2020). These symptoms include fever, cough, and shortness of breath. The writer also states that the virus has some nonrespiratory symptoms, with some individuals being asymptomatic but experience no symptoms at all (Almutairi et al., 2020). This source further indicates that this disease has affected all aspects of daily life, travel tourism, food supplies, and financial markets. In less than four months, we have seen people encouraged to work from home. Countries have had to balance containing the infections and keeping the economy running. The existing gap in this report is that in as much as it encourages civilians to take preventive measures on the disease, it assumes the psychological balance of those affected by the virus in any possible way. It will be important that awareness created should also focus on the mental illness Literature Review of Covid-19 and the World 4 associated with the infection and how it affects workers, the symptoms, and more meaningful measures that should be taken. Coronavirus and children Researchers have been taking a closer look at the effects of this pandemic on children. The majority of those who have shown severe or critical conditions have been the middle age and the elderly. However, the reports and trends among children are of interest to medics. According to Harvard Health Publication, Claire McCarthy provides an in-depth approach to this topic. She says that children less than one-year-old have 10.6% and 3% for those that are 16 years old and above for the severity of the disease (Harvard Health Publishing Harvard Medical School, 2020). Other reports depict a picture that the fight against COVID-19 has spread to each age group, and children are not an exemption. As the young ones have a higher risk of running into trouble, their parents should stay abreast of guidance provided to control the spread of the infection among children (Cai et al., 2020). During child development, touch is an essential modality for facilitating growth and development (HHPHMS, 2020); children touch objects and unknowingly put their hands in mouth. While this behavior is significant, it must be monitored during this pandemic as it can lead to children contracting the disease. It is advised that parents should not only restrict the number of people coming into contact with the child but also choose caretakers cautiously in the effort to control the spread of the virus. Coronavirus and Adults Since children with COVID-19 might have milder symptoms, adults should minimize contact with children. Reduced exposure is especially so with adults and the elderly with preexisting diseases that enhance the manifestation of the virus in the body. COVID-19 infection is notably worse with congenital heart diseases such as hypertension and coronary heart Literature Review of Covid-19 and the World 5 disease (What It Means for the Adult with Congenital Heart Disease, 2020). These conditions compromise the immune system of the body such that in case the virus is contracted, it is difficult to save that life. Adults contract the virus by mingling with those infected, as well as inhaling particles of the viruses from coughs and sneezes containing the virus. The article puts it plainly that adults should maintain social distancing and avoid gatherings since crowding increases the spread of the virus. This article confirms other works of literature as to the precautions necessary to manage the spread of the Coronavirus among adults and the elderly with severe underlying medical conditions. By practicing respiratory etiquette and frequent handwashing with soap, we can keep the COVID-19 at bay. The spread of Coronavirus through breathing and talking Several issues are yet to be established concerning the virus. These include transmission from animals to humans, as well as the spread of the virus in the air. Different pieces of literature agree that there is a potential that the virus is spreading through the air, especially from coughs and speech. Before a person can develop a cough as long as they have the virus, they can spread the virus by dropping particles in the air. Live Science states that the larger the particles, the higher the chances of exposure to the infection (COVID-19 may spread through breathing and talking, 2020). There are many airborne precautions and other protective measures such as wearing face masks and adhering to social distancing directives. Adding to the traditional knowledge, avoiding crowding not only does it prevent direct contact with the infected person, but it also helps in ensuring that while holding conversations, droplets carrying the virus don't get inhaled hence fighting the infection. Covid-19 differences for men and women Coronavirus is a non-discriminatory disease. Pre-existing social conditions fuel its infection. Men and women alike get infected, and there in dare consequences, thousands have Literature Review of Covid-19 and the World 6 died. From the available statistics, it is undeniable that more men, as opposed to women, have succumbed to the disease (Why Covid-19 is different for men and women, 2020). There is no substantive evidence to ascertain these data; however, experts agree that among the reasons for the high mortality rate among men is lifestyle choices and that women have a relatively higher immune response to the virus compared to men. In terms of economic onslaught, women have suffered job losses compared to men. Most of the financial sectors hard hit by the pandemic are the hospitality industry, and education forcing more women to work from home or voluntarily leaving their jobs (Fernandes, 2020). This literature review underscores the fact that everyone is affected, and the economies are crushing helplessly. Therefore to recover, it is still going to take a communal effort to fight the disease and to build the economy again. Global Economic effects When the WHO declared Coronavirus a public health emergency of international concern, heads of states started announcing the closure of their borders, and movements were restricted. For the first time in history, a pandemic led to the grounding of planes as containment measures were implemented. These efforts had to be taken to contain the infections and avoid the massive spread of the virus. As a result, global trade volumes fell tremendously, with projections that it would decline to between 13% and 32% in 2020 (Global Economic Effects of COVID-19, 2020). Worldwide, countries went on lockdown, which saw millions lose jobs as a result of weaker global economic activities; this supports the report by the BBC. The pivotal insight of this research is that economies have suffered, and unemployment sharply struck even as measures and efforts are put in place to flatten the infection curve of the Coronavirus. Literature Review of Covid-19 and the World 7 Conclusion In conclusion, Coronavirus is dangerous to humans not only by causing death but also leading to frustrations and financial constraints. Countries have reported deaths in thousand, and millions have lost their jobs as economic activities are frustrated. In terms of spread, COVID-19 has no gender disparity nor age favoritism. The disease can infect anyone that comes into contact with a person infected or by inhaling aerosols containing the virus. In managing Coronavirus, health experts advised that maintaining social distancing as well as strict personal hygiene by handwashing with soap and water is a priority. This literature review has shown its relevance to the current pandemic, as to its effect and prevention. Literature Review of Covid-19 and the World 8 References Almutairi, K. M., Al Helih, E. M., Moussa, M., Boshaiqah, A. E., Saleh Alajilan, A., Vinluan, J. M., & Almutairi, A. (2015). Awareness, attitudes, and practices related to coronavirus pandemic among public in Saudi Arabia. Family & community health, 38(4), 332-340. (Almutairi et al., 2020) Occupational Safety and Health Act. (2020,March). Guidance on Preparing Workplaces for COVID-19. Retrieved April 13, 2020, from https://www.osha.gov/Publications/OSHA3990.pdfFernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. Available at SSRN 3557504. Harvard Health Publishing Harvard Medical School. (2020, March 25). What one study from China tells us about COVID-19 and children. Retrieved from https://www.health.harvard.edu/blog/what-one-study-from-china-tells-us-aboutcovid-19-and-children-2020032319279 Adult Congenital Heart Association. (2020, April 14). COVID-19 (Coronavirus): What It Means for the Adult with Congenital Heart Disease. Retrieved from https://www.achaheart.org/your-heart/health-information/covid-19-coronavirus-whatit-means-for-adults-with-congenital-heart-disease/ Live Science. (2020, April 7). COVID-19 may spread through breathing and talking — but we ... Retrieved from https://www.livescience.com/covid19-coronavirustransmission-through-speech.html Literature Review of Covid-19 and the World BBC. (2020, April 12). Why Covid-19 is different for men and women - BBC Future. Retrieved from http://www.bbc.com/future/article/20200409-why-covid-19-isdifferent-for-men-and-women Congressional Research Service. (2020,April 17). Global Economic Effects of COVID-19. Retrieved from https://fas.org/sgp/crs/row/R46270.pdf 9
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Memo
To: Professor Rodesiler and ENG 1272 Portfolio Assessment Committee
From: Suzy Smith
Cc:
Date:
Re: ENG 1272 Portfolio
Introduction
I chose the two-essay projects. The first project is the analysis of the poem Still I Rise by Maya
Angelou. I chose this project because I feel that the message resonates with values I adore so
much in life. The message in the poem is about strength, resilience, and beauty that the black
community continue to exhibit even with the many years of discrimination and oppression. In
a time when racial tension and discrimination are still being experienced in certain parts of the
World, I feel that Angelou's literal piece is still as relevant as it was decades ago. It serves as a
reminder to everyone in the World that through inequality and collective pain, we can still rise.
The second project is a literature review on the Covid-19 and the World. I chose this project
because it is quite relevant and resonates with current occurrence. The Covid-19 has hit the
World to the core and has affected every aspect of the economy such as education, agriculture,
businesses and transportation. I feel that it is a topic worth being researched to gain the required
insight, especially at a time when the World is trying to find a solution to overcome the
stagnation that has come with Covid-19.
Learning Outcomes
Any reader going through the two projects will expect to come out with 8 learning outcomes.
The first learning outcome is to identify the rhetorical features of texts in professional and
typical academic genres. These rhetorical features may include purpose, audience and genre.
For instance, from Maya Angelou’s text, the purpose of the text is to highlight and inform the
people of the bad morals that exist in the society that we should learn to address collectively.
The other feature is the audience which in this case is the oppressed and the oppressors of
discrimination. Regarding the second project, the audience of the text is everyone who is
interested in researching the Covid-19.
The second learning outcome is to adapt the writing process to the purpose of a text. The
purpose of the poem by Maya Angelou is to inform the audience on how we can overcome
social obstacles and woes and thrive together. This is the reason why the first project was
adopted to an analysis of the poem in order to unravel the real purpose or meaning of the poem.
It is only through analysis that meaning to various sections of the poem can be unravelled and
purpose of the poem unravelled. The same applies to the second project, which has been
adapted to an investigative method in the form of a literature review to provide answers to
questions or explore the issues of Covid-19.
The third learning outcome is to compose texts in multiple genres and modalities. In this case,
the texts have been composed of an analysis of poem and literature review. Each of the different
genres bears different purposes that offer diverse information.

The fourth outcome is to the identification of appropriate investigative methods for research
questions. In the case of the second project, a literature review has been identified as the most
appropriate method for investigating the relevant research questions. The literature review
seeks to provide answers to the challenges that exist regarding the effect of Covid-19 on the
World. It also seeks to find out how risky is the virus to humans, its transmission between
humans and how it can be fought. The first project seeks to unravel the meaning of Maya
Angelou's poem.
The fifth learning outcome is to categorize the types of evidence used in academic and
professional fields. For instance, in the first project, the analysis of the poem looks at different
aspects of the poem, including theme, tone and use of different phrases to unravel the meaning
behind the poem. For the second project, the literature review brings together different
literature materials from various online sources or databases such as ACHA, OSHA and
congressional research services.
The sixth learning outcome is to evaluate sources of validity and reliability. The literature
review helps to assess the different literature materials obtained from different databases or
online sources. It helps to determine the accuracy of the sources in giving information regarding
the research topic. The first project also assesses the poem as a literal text for its relevance and
reliability in offering insight on social issues in society.
The seventh learning outcome is the articulation of concepts of the intellectual convention that
motivates citation convention. This has to do with the acknowledgement of the different
materials used to obtain information for completing the different projects. For the first project,
it is evident that different sections of the poem are being cited and ultimately referenced
appropriately. Other sources from which information related to the poem are obtained are also
cited. The same applies to the literature review that acknowledges the different sources such as
journal articles and websites from which information on the research topic is obtained.
The final learning outcome is to describe how writing reflects a conception of significance and
worth in various fields. The literature review and analysis of the poem both reflects the
significance of literal analysis and scientific research, respectively.
Conclusion
The two projects exhibit the significance of studying different texts which in this case are
poems and research work. The two together have different learning outcomes. It only takes the
right approach to obtain insight and information from a specific text.

Analysis of the poem, Still I Rise by Maya Angelou
In our contemporary society, people depict a lot of strength in the face of
terrible challenges. The poem, Still I Rise, is a significant example of poems that address
issues faced in our current society. The author presents a black woman who is so much ready
to air her grievances and the claims of other living blacks and her ancestors. The author
directs the message to the white oppressors who have mistreated Blacks for decades. The
persona is bitter and confident throughout the poem. She confidently says that all that the
oppressors do to her do both matters, but she is glad that none of them can take away all the
strength she posses. She faces her oppressors with a lot of power and determination. All the
incidents narrated in this poem reflect on personal experiences. This paper addresses the
theme of oppression and suffering, as depicted in this poem And it describes how hard a
person is, whatever the necessity, even if he falls to the ground, he must fight for me to rise,
as long as the poem in this passage You may write me down in history With your bitter,
twisted lies, You may trod me in the very dirt But still, like dust, I'll rise.
Angelou remarks upon American forms of slavery and the constant pain
imposed on the blacks. Both black men and women can feel the impact of enslavement from
whites. They are exposed to oppression and suffering, for they have no say in the Whitedominated societies. These acts of pain are evident in most lines in the poem. "You may write
me down in history / With your bitter, twisted lies..."(1-2). From these lines, it is clear that
Americans have set a history of shame for being heartless or inhuman when interacting with
the blacks. The acts of whites in this context are an awful example of racism evident among
the whites. From the persona, it is clear that the whites aim at shooting her with their words
and cutting her with their eyes. Slavery is an excellent source of oppression and suffering in
this poem. The author mocks the society she lives in for being racial, sexiest, and

discriminative. She yearns for a better community free from oppression and suffering. She
feels that she has the strength to fight all the Imposed harmful practices.
Physical oppression is evident in this poem in the third line, the persona
reveals that blacks face physical abuse in the hands of the whites. She says, “You may trod
me in the very dirt/But still, like dust, I'll rise” (3-4). From this metaphor, it is clear that
whites do not respect blacks. Treading one in the dirt is a sign of expressing significant
disrespect and brutality to someone. In the first line, the persona reveals the violence and
disrespect that the whites accord the black community. However, she displays her enormous
strength in the second line quoted above. She says, but still, like dust, I will rise. The soil in
this context symbolizes something negative. From the poem, the whites view blacks as their
inferiors. The persona uses this word to show how inferior being can reveal strength and
positivity in activities. Blacks are resilient and robust, as the speaker says. From these claims,
I can conclude that blacks are not easy to control, for they can cause trouble to all people
trying to suppress or mistreat them.
Additionally, the persona depicts more instances of physical abuse in stanza
six when she said You may shoot me with your words, You may cut me with your eyes, You
may kill me with your hatefulness, But still, like air, I’ll rise. The persona creatively uses
metaphors to reveal different forms of violence that the whites embrace in the American
institution of slavery. The speaker confidently says, "You may shot me with your word" (21).
This form of metaphor reveals that the oppressors embraced violence of gun shooting. She
uses this metaphor to show the pain induced by her oppressors’ hateful language. She
confesses that this language will never pierce her. The second metaphor she uses to show an
additional form of violence is, "You may cut me with your eyes" (22). This metaphor implies
the cutting with a knife. The oppressor's look is so cruel such that it hurts the speaker. This
brutal look cuts her like a knife. The third metaphor is," You may kill me with your

hatefulness”(23). From this quote, the persona claims that the hatefulness of the oppressor
could kill her literally. The oppressor has a strong feeling of hatred towards the oppressor
such that it kills her spirit. She reveals her strength by claiming that she would still rise above
this pain. For sure, the oppressor embraces diverse forms of violence that kill different parts
of the black woman or the voice speaking in this poem.
Moreover, Angelou uses various techniques to display the hostility of the
oppressors in this poem lake when she said Out of the huts of history’s shame I rise Up from
a past that’s rooted in pain rise I'm a black ocean, leaping and wide, Welling and swelling I
bear in the tide.. She embraces rhetorical questions like, “Did you want the see me broken?”
(16). The use of this question implies that oppressors are hostile towards the speaker. It is
meant to critic the activities of the oppressors. He uses other rhetorical questions. Does my
sassiness upset you?” (5) to taunt this racial and oppressive society more. In the fourth stanza,
the persona delineates the expectations of the community or her oppressors. From the
description provided, the organization expects her to break down, fall off her shoulders, and
lower her eyes. This stanza summarizes the hostile acts of the whites to the blacks. The readers
can see how abusive this society is and how blacks face harassment.
The oppressive nature of the society that the persona lives in is evident in stanza
three. The persona compared herself with different objects of life that have a deeper meaning in
this society. First, she compares herself to the black ocean, where she claims that she can bear
the tide (Arthami 5). In a different stanza, she compares herself to the moons and the sun...


Anonymous
Excellent! Definitely coming back for more study materials.

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