Stanley 1
Krystal Stanley
Egl 441.01
Professor Emenheiser
April 30, 2002
Journal/Experiences Reflective Essay
This past semester has been very enlightening for me. I have been through so much and learned a great deal. I have had so many different experiences this semester. At times it may have been overwhelming but it was always worthwhile. The friendships alone make everything that happened this semester extremely valuable. This semester began with much fear and trepidation. I was not sure if I would be able to complete all that was expected of me, but I did and I also feel that I did it well. It wasn’t as difficult as I thought because I found a passion for the assignments I had, especially in my teacher preparation courses. These two classes required for me to work to my full potential and show what I was capable of, especially my Methods of Teaching course. One of the assignments that I feel I received the most out of was my observation experience.
For this assignment, my classmates, and me had to observe fifteen different English classes in the middle school, junior and high school. While this assignment was time consuming it did open my eyes to the variety of ways one would teach. I met with many cooperating and interested teachers who were more than happy to answer questions I had, and also wanted to hear what I had to say about their teaching style. Even though I did not always agree with the style that they taught in, I valued each and every class and
(Stanley –1)
Stanley 2
learned what works and what doesn’t. One teacher that has helped me in ways beyond just observation was Mrs. Patricia Morahan, a high school English teacher at Comeswogue High School.
Mrs. Morahan was grateful to have me in her class, and also helped me find placement for student teaching. She valued my opinions and encouraged me to take a more active role in observing by having me speak to the students and to learn about the assignment that they had on the day I observed. Besides being a valuable resource to me while I was in her class, she also gave me her home phone number so that I could call her if I had any further questions or concerns. I used this charitable offer when I called her for help with placement for student teaching. Mrs. Morahan told me that she would be more than happy to help me and did find me placement. Due to her much appreciated generosity, I will be student teaching at Comeswogue High School in the Fall of 2002. Another teacher that helped me beyond what was expected was Mr. John Sharon, a high school English teacher from The Stony Brook School.
Mr. Sharon introduced me to his class and then brought us all to the library, so that his students could do research for the debates they were preparing for. While his students searched through the well-stocked library, Mr. Sharon sat with me and explained his views on teaching. I took this time to really delve into the world of teaching English. Mr. Sharon explained how he was once an administrator for a high school and then eventually entered into the field of teaching. For him, administration kept him from the students. He wanted to build relationships and to help students who needed it, that’s why
(Stanley –2)
Stanley 3
he became a
teacher. He also told me about
different states that he worked in, and that I should be aware of the standards
for each state and even each school that I work in. He was also interested
in why I wanted to be a teacher. I was really impressed by Mr. Sharon, not only
because he is a great teacher who cares for his students, but also because he
has to live with a physical disability that keeps him bound in leg braces and causes
him to have trouble writing. Besides
these limitations, he still is an English teacher, and he doesn’t let his
disability get in the way of doing his job to the best of his ability. I admire
him. I really appreciated him giving me
his time and I look forward to speaking with him again. Unfortunately, not all of my observation
experiences were as extraordinary as the two that I described. There were some
that showed me what not to do as a teacher, and even though these may have not
been completely positive experiences, I still valued what I learned and will
take what I saw with me when I become a teacher.
One of the classes that I observed had a young male teacher who tried a
little to hard to be a friend to the students.
He went beyond the line of student- teacher relationship and
unfortunately lost the respect of his students. The students treated the teacher as if he were one of their
friends from outside the classroom.
This lack of respect caused for foul language, inattentiveness, and continuous
disruptions from the students. The
teacher had little or no control over the disruptive behavior and he had a hard
time keeping the students on track. I
was somewhat shocked at the behavior of the students. I have never seen or heard foul language used in the
classroom. I went to an honors high
school where
(Stanley –3)
Stanley 4
the students were motivated and all working
towards college. This may have
sheltered me, but it also showed me what kind of classes I want to teach. I know that the behavior I saw in this young
man’s classroom is not the behavior I am going to allow in my class. I will be
caring and sincere when dealing with my students, but I do feel that there is a
line a teacher should not cross. Observing this class showed me what doesn’t
work when being a teacher. Fortunately,
most of my observation experiences were rewarding and gave me ideas on how to
treat students and how to be a great teacher.
From what I have learned through these fifteen observations, I will
always remember to validate students because what they have to say is
important. I have also learned that
once a student is validated they are much more eager to participate and to
partake in critical thinking. An
example of a class that I observed where the students were validated was Ms.
Linzee’s ninth grade honors class at The Stony Brook School. The students were sharing essays they wrote
that contained elements of The Odyssey. Ms. Linzee was very enthusiastic
and enjoyed listening to the work. All students who shared were given positive
feedback and were encouraged to develop their ideas even more because they were
so creative. Even the students who listened
to their classmates read their essays gave positive feedback and showed great
enthusiasm while listening. I was very
impressed. I even asked Ms. Linzee, how
she did it? How did she get the
students to be so creative and to even volunteer to share their work? She told me that her students are creative
on their own, and sometimes just need a little push to get the ball
rolling. Ms. Linzee also said that she
focused on the positive elements of her students and encouraged
(Stanley –4)
Stanley 5
her students to enhance their abilities by
validating what they had to say and what they wrote. She told me that once her
students are aware that they have potential they even exceed what she expected
of them. I really admired her teaching
style and I now know that I am going to validate what my students have to say
and focus on the positive not the negative.
I’m really happy that I was able to observe different schools and see what could work for me as a teacher. I met amazing people who hopefully will continue to be resources of information, and possibly friends. This was a task that was extremely worthwhile, and has encouraged me to continue observing in other districts, including districts that are labeled “bad.” I want to learn as much as possible about teaching English, and I have learned that the best way to do that is to watch others teach and take from them what I can.
(Stanley –5)
Stanley 6
Process Piece for Journal/Experiences
When beginning to write this one particular reflective essay, I had trouble with my introduction. I am not used to such open ended assignments. Usually, what I have to compose is much more structured. I had to figure out what I wanted to say, and how I should begin to say it. I decided to write what I felt and what I thought was most important about the experiences I had this semester. That was another difficult task. I have gained so much through my Methods of Teaching course, that I wasn’t sure exactly what I should focus on. I first though about speaking about the friendships I have made because they are very valuable.
Everyone, in both of my teacher preparation courses are amazing resources individually, and as a class, were a wealth of information, especially in my Methods of Teaching class. All the students in this class were willing to help each other. No one had to go through this experience alone, because it was overwhelming. I have been in classes where other students were willing to help, but not on the scale that was present in this one particular class. I am so grateful that I have met the people that I have, and will cherish them always. I feel that we became like a small family, who are always there for each other, and hopefully will continue to do so. This was important to me, but I feel that my observation experiences were crucial to me learning how to be not only a good teacher, but a great teacher. This is why I chose to focus on that aspect of the class in my reflective essay. It may have been difficult to begin, but once I started it was hard to stop. I have learned so much from everyone that it will stay with me forever.
(Stanley –6)
Stanley 7
Critique on Student’s
Paper
The paper that I received is by a twelfth grade student named Jeffrey
Cerzosie. He is a student at Farrell
High School, which is a parochial school, in Staten Island, New York. They were
discussing the work, Jonathan Livingston Seagull. They were relating the
novel to the beliefs of Christianity and to what is a considered an
“outsider.” Christianity struck me
right away, I wasn’t sure if I wanted to critique a paper that was wrapped in
catholic beliefs. I thought that I should find another essay, which wasn’t so
religious in context. However, I decided to accept that this paper was written
for a catholic school and critique it anyway.
The assignment was:
“After reading, Jonathan
Livingston Seagull, write a 2-3 page essay describing recurring themes that
are found throughout the work, such as topics we have discussed in class. Also include what was the ultimate message,
to you.
Be sure to look closely at the text
and have specific examples to support your argument.”
Since I have never read Jonathan Livingston Seagull, I
had to do outside research on the work so that I could critique the paper with
some knowledge on what was expected. To do this, I looked on line using the web
as a resource. I tried to find
information on the work and I was able to come up with that it is a spiritual
book based on the feelings of an outsider.
I also received a small summary, which matched the summary that Jeffrey
gave in his paper.
If I were to meet with Jeffrey about this particular paper, I would
begin by saying how impressed I was with his writing. As this critique continues, I will be addressing Jeffrey
(Stanley –7)
Stanley 8
as if this critique is written for
his eyes-only:
I feel that this is a very thought provoking assignment, that made close
reading necessary. From reading your
essay, Jeffrey, I feel that you took on this assignment with much thought and
excitement. I also noticed that you
related to the work on a personal level, and included your own experiences
within your paper.
While reading your paper, I was quite surprised at how well the essay
was written. I have to admit that I was impressed. You saw deeper meanings and connected them to the themes
throughout. I feel that you write very
effectively. An example from your paper
that shows that you saw the deeper meanings is:
….. I think it is common human error, and maybe even the
leftover habits of savage cavemen, to deny and repel any and all that is unlike
you and your surroundings. And the thought of accepting or even given chance to
hear a trial to those different on the outside, is absurd in the minds of most
humans. We seem to lose face that we all come from the same place, and
eventually will all end up in the same place too.
From this excerpt, I was able to see that
you know that this work isn’t just about a group of seagulls, but relates to
human kind and how we treat each other as people. You related the text to the world of today, and even the world of
the past, and proved your point that human kind has not changed much over
time. You show great insight into what
the author of the work was trying to say.
However, throughout your paper, there were some grammatical
mistakes. Some examples are,
repetitiveness, use of commas, word choices, and some spelling errors. There
are some fragments and the non-underlining or italicizing of the title of the
book. Though there were some
grammatical mistakes, it did not take much away from the
(Stanley –8)
Stanley 9
content of the paper. Overall, you did answer the task at hand by
finding recurring themes, such as the relationship of the gulls to the
persecution of Christians, and the “outcast.”.
An excerpt from your paper, that I feel best promotes your argument is:
….when the early Romans persecuted any and all of the Christian following and faith, any person thought to be Christian, no matter man or woman, elder or child, was brought forth and attacked with questions and accusations for the thought that they might be part of the Christian following….This is a direct comparison, in my eyes of these seagulls who were outcast for their beliefs and way of life.
This comparison shows how you took the question given and found
relevance in it. You also used a comparison from your own life when you said:
“Like the gulls who were condemned for being different, I too have had similar,
if not the same trouble in my own life, where I have been looked down upon and
outcast among my own peers for the mere element, of me being different.” You, like the condemned gulls, have felt the
role of an “outcast”, and know the sense of isolation that can be felt when a
person is ostracized for who they are.
This is a feeling that I think everyone has felt one time or
another. I feel that by you relating to
the work with your own personal experiences shows a deeper understanding of the
text.
Jeffrey, you took this assignment and went far with it. However, there were some questions and suggestions
I have. Your first paragraph does seem to be a bit too philosophical. You lack a thesis, and your introductory
paragraph does not state the ideas that you develop throughout the paper. I’m not really sure where you are going with
that. You could possibly cut it out or rephrase it, so that it would have more
to do with your thesis. I also feel
that using the phrase “to me” and feeling words, such as, “even
(Stanley-9)
Stanley
10
stronger,” takes away from the validity
of your argument. An example of this
is: “But, I get the feeling that something as vivid and rare as a seagull story
was used to show even stronger, that the morals taken from the story are what’s
important, and they should be lived by, by all forms of life.” It would be safer just to leave that phrase
out, and just say what you think as if it is a true statement. It would also be important for you to cite
your quotes.
I really enjoyed your paper, and feel that with revision it could be an “A” paper. Right now, because of grammar errors and drifting from your argument with the introduction and other word choices, I see it to be a B- paper. The grammatical mistakes and the introduction are what need to be worked on, so take my suggestions and make the corrections needed. My suggestions are meant to be helpful, and possibly a mini-lesson on grammar dealing with citation, fragments, comma-use, and word choice would be a benefit towards your future writing endeavors.
Overall you did a great job on tackling this assignment. I really liked
how you incorporated your own experiences into this paper, and I encourage you
to continue with that style when writing.
Please be careful with editing and always remember to reread your
papers. You have a lot to say so say
with it with confidence, and know that what you have to say is important and
will be taken as so. I was really
impressed with this paper, and I thank you for taking the time and listening to
what I have to say, because I do it only to help.
On the following page is a break down of your grade using the Dietrich
Scale.
(Stanley –10)
Stanley 11
|
Name: Jeffrey
Cerzosie |
Date: February 27, 2002 |
|
1 Poor |
2 Weak |
3 Average |
4 Good |
5 Excellent |
|
Quality and development of ideas |
1 2 3 4 5 |
|
|
1 2 3 4 5 |
|
Subtotal_8___x5
= 40 |
1 2 3 4 5 |
|
Audience, word choice, phrasing |
1 2 3 4 5 |
|
Subtotal 9 x3 = 27 |
1 2 3 4 5 |
|
Punctuation, documentation |
1 2 3 4 5 |
|
Spelling |
1 2 3 4 5 |
|
Format, fulfillment of assignment, other |
1 2 3 4 5 |
|
Subtotal 16 x1 = 16 |
Total: _83 |
|
Comments: B but with work this can be an A paper. Just work on revision. |
B |
(Stanley- 11)
Stanley 12
Process Piece for Critique of Student’s Paper
This was a very difficult assignment, but again extremely worthwhile. I had to learn how to grade a paper and what I should be looking for, after all I am becoming a teacher, and not just any teacher, but an English teacher where grading of a student’s essay is essential. I went through the student’s paper many times and at first tried to focus on the errors he made. I then realized that the student would greater benefit from me focusing on what he did well, so that he could continue doing what works for him in his writing.
Being the person who critiques what a student writes has put me in a position that I have never experienced before. The student-teacher relationship becomes much more close when a student trusts his/her teacher with a piece of writing that hopefully they put much thought into. I have always been in the shoes of the student and have felt the fear of being told that I am not as good of a writer that I thought I was. A student really puts his/herself out there when handing in an essay that they worked on to the teacher. I took this into account while critiquing my student’s paper. There is a bond of trust that is created between teacher and student, where the student expects the teacher to be fair and to take what is written as something that the student cares about. This is a lot of pressure put on the teacher, so that is why I think it is important to focus more on what the student does well rather than what the student does poorly. If a student’s writing is praised and validated, he or she will work harder on correcting what is done poorly in the paper. This assignment has taught me what is important and what I should focus on as a teacher. It was a very helpful and worthwhile assignment, for me, as an aspiring teacher.
(Stanley-12)
Stanley 13
Reflection of Myself as a Writer
I am like a hawk in my writing, precise and exact in whatever task I may tackle. Like a hawk, I have an eye for what I want, and I go about expressing myself with much caution and care, but also with much speed. I swoop down on my subject as a hawk would swoop down on his prey. While studying what I have to write and how to express what I want to say, I stay with the first idea I have unless something that is more desirable presents itself to me. I try to keep my ideas like talons, sharp and intelligent, with a great power to explore my subject and to find what is important within it.
Whenever my subject or ideas loose sight of the task at hand, I work hard to bring it back into focus so that I could greater explain my thoughts and reasons. Slowly, I work towards the complete goal of having a clear and concise argument, but quickly delve into whatever it is I am trying to articulate. I try not to leave any stone unturned and continuously reread what I have written to make sure that what I have said conveys what I originally planned on, like a hawk who meticulously picks at his prey and makes sure that there is nothing left behind.
I am also like a hawk because I write as a hawk flies, with much grace and elegance. I see all ideas that present themselves and work closely and surely, that I will choose the most important ones that will greater enhance my argument, as a hawk chooses a prey that will enhance his needs. I am hardnosed and haughty knowing that I am creature who desires for the best that I can give and will go to great lengths to achieve my goals. When I have found my prey and focused on what I want, I rush down and continue with great
(Stanley-13)
Stanley 14
speed until I feel there is nothing left to say, and I won’t stop until I feel that I have completed the task to the best of my ability.
(Stanley –14)
Stanley 15
Response to Literature
I have received many great assets that I will use in my classes when I become a teacher, however, some of the greatest assets that I received were the texts we studied in my Methods of Teaching course. They taught me how to be an effective teacher and what exactly I should try to relay in the classes that I teach. From reading these works, I am now a very large advocate for reader response and for students to relate to the work they read. How else will the students get anything of substance out of what they read if they can’t relate to the work on a personal level?
In my opinion, students have the hardest time relating to poetry. They try extremely hard to find a deeper or hidden meaning that may not always be there. The students then become frustrated, and many put it aside or give it up completely. If students could relate to the poetry and see that it has meaning to them on a personal level, they may work harder at understanding it and even be inspired to write their own. A quote that I feel all students should be introduced to, is a stanza from the poem “January Morning” by William Carlos Williams from the text Sleeping on the Wing by Kenneth Koch. Williams states:
…I wanted to write a poem
that you would understand.
For what good is it to me
if you can’t understand it?
But you got to try hard- (Williams, 143.)
This is a very powerful stanza. If students read this, they will see that the poet wants others to understand his work. The poet also wants his readers to critically think about the work and really try to understand it. It is also important to learn to read the poetry so
(Stanley –15)
Stanley 16
that the reader will gain as much as possible from the work. Kenneth Koch, author of Sleeping on the Wing, gives good advice on how to tackle poetry and how to relate to it on a more personal level. He says:
It doesn’t make sense to read poetry the way you read a newspaper article. It is good, in general, to read a poem with the kind of freedom, openness and sensitive attentiveness to your own thoughts and feelings that you have when you write a poem yourself or when you listen to a friend talking, or when you hear music. (Koch, 8.)
If you read a poem with the same attentiveness as when listening to a friend talking or listening to music, you make it your own. The reader can now open his mind to the different possibilities that the poem is trying to say and relate to the work on a more personal level. This is a large step in understanding poetry, but if a student knows that he is not going to be tricked by it, he will be more open to the suggestiveness of the poetry. This type of relating is also crucial in understanding other works besides just poetry.
Whatever a student may find himself reading, he should try to see how the text relates to him and his world. It is important for the student to have this relationship with the text so that he could have a greater understanding of what the text is about, and more specifically, what the text is about in relation to the student reading it. Reader response is a good way for the student to take what stands out, for him, and reflect on what was read. In the text Reader Response in Secondary and College Classrooms by Nicholas Karolides, the thought of relating the work that is read by the student to the student’s world is a valuable exercise. Karolides says:
The reading may awaken a memory a memory or provoke reflections on some issue, question, or problem that seems more significant to the reader at that moment than anything literary work itself. Despite its tenuous
(Stanley –16)
Stanley 17
connection with the text, despite our natural suspicion that it is off the point- a distraction from the work at hand - writing about those reflections might be extremely valuable. (Karolides, 62.)
Karolides
goes on to say “…it might intimately connect the literary experience with other
experiences, giving the student a broader base from which to forge
understandings of self and world.” (Karolides, 63.) I feel that if a student relates to the text on a personal level
he will achieve much more enlightenment and clarification from the work. From my own experience, I have always tried
to see how the work that I am reading relates to me. It lets me take ownership over the work and become a more avid
reader. Relating to the text is a
validation of what the reader is feeling.
The easiest and maybe best way to relate to a text is to read a work
that is written to deal with this issues that person of a certain age group is
going through. In the case of a
student, young adult literature would be a way to engage the students into
wanting to read more.
In the book, Teaching Reading in High
School English Classes edited by Bonnie Ericson, Louis T. Stover says, “YA
(young adult) literature provides the “strategies for living” that many young
adult readers seek from their reading.” (Ericson, 121.) Students want to read about topics that
relate to them. Being an adolescent is
an awkward time for everyone to go through, and for the most part all are
looking for acceptance into a situation that they are not comfortable speaking
about. When a student reads a book
about a person who is experiencing the same thing that they are, they feel
validated and know that they are not alone in the scary experiences that they
go through. It is also important to
allow students to read young adult literature in school because they will learn
something about life within the text, which will help students realize the fact
that
(Stanley
– 17)
Stanley 18
school
does help prepare for the real world and isn’t just a time wasting experience.
In the handbook, The Writing Action
by Jackie Proett, the author states that:
Too often school is viewed as an
unreal world by the students. The work there is not seen by the student to be
real work; compositions, for example are seen as mere exercise, even as
pointless exercise. But there can be reality to what goes on in the classroom,
if the teacher has the energy and imagination to exploit it. (Proett, 29.)
Students
need to know that what they are learning and reading will help them when they
are in the outside world. If they don’t
feel that what they are learning will ever be of interest to them outside the
class, they may not try to fully understand the task that is set before
them. The same goes for reading. Students need to read works that relate to
them, and possible give them ideas on how to deal with the everyday problems
that exist. Not only will it help them become better people it will also help
them become better writers. If they
read about a topic that they can relate to, they have much more to say about it
when they are writing their responses to the literature. Their feelings on the text also have to be validated
so that they feel comfortable sharing their thoughts about it with the teacher
or any other possible reader. If they
achieve this type of validation through school, it will help them express
themselves outside the class.
Steve Zemelman, author of A Community
of Writers feels that the student-teacher bond should begin with a “special
sort of trust.” He states: “But the
special sort of trust necessary for sharing serious writing is developed in
important ways through maintenance activity-personal talk, laughter, learning
about one another’s backgrounds and experiences.” (Zemelman, 53.) If a student
is able to trust their teacher, they would feel much more comfortable and
confident writing about a text that they read.
(Stanley – 18)
Stanley 19
I remember feeling very awkward when I
was between the ages of eleven and eighteen.
I looked for answers from adults, teachers, and the books that I read. I learned many life lessons through the
young adult literature that I was introduced to, and I feel that it is very
important for other students to be given the same opportunity. Reading works that a student can relate to,
that is written well and effectively will help students become better readers
and writers. Students just have to be
given the chance to read works that relate to them, and then to be validated
when they give their response on the works read.
(Stanley –19)
Stanley 20
Process Piece for Response to
Literature
This was one of the assignments that I
feared most. I wasn’t exactly what was
expected, and how to go about writing a four-page response to the texts we have
read this semester. I decided to take this assignment one step at a time. I first began by developing my thesis. I thought about all of the texts as a whole
and tried to see if there was a recurring theme throughout. I found a recurring theme and then had to
find quotes to support my argument. I
didn’t know where to begin, so again I decided to take this one step at a
time. I went through each book
individually and found passages that I highlighted throughout each of
them. This turned out to be pretty
easy.
While I was reading a particular book, I
highlighted passages that related to the passages I highlighted in the other
books, so I just had to pick out the quotes that best represented the argument
that I was trying to make. My argument being that, I really think relating to
the text you read is very important. If
you can’t relate to it, the text becomes dry and it is hard to stay with a text
that means nothing to you. Students
already have such a hard time reading with all that is expected of them, why
not give them something that they could actually enjoy and even learn something
from?
After I chose all of my quotes, I began
to write this essay and found that it wasn’t as difficult as I thought it would
be. It did take some preparation time,
but once that was completed there was nothing left to do, but explain my thesis
and use my quotes as needed. I feel
that I did get a lot out of these five particular books, and will continue to
use them throughout my teaching career.
(Stanley –20)
Stanley 21
My Writing
The following is an exercise adapted from
the short story “Reunion” by John Cheever. It is a letter written to the main
character, Charlie’s, father. It is a letter written by me in the voice of
Charlie expressing his need for his father in his life, even though he was
continuously let down by his father. I
chose to include this in my portfolio because it is an experience that I have
encountered in my life with my own father and feel that it is important for all
children to have a father figure in their life. Fortunately, I was able to have
my grandfather be my father figure and that helped me deal with the fact that
my father wasn’t around.
Dear Dad,
I’ve been really upset since I last
saw you, and there are some issues between us that I think you need to be aware
of. I have decided to write a letter
instead of actually speaking to you because I would like to avoid any real
argument between us. Plain and simple,
you hurt me, and you need to know that you did that. I was so excited to see you, and you crushed all of my
expectations. I hope you can change, and be the father I deserve. I want you to be in my life, and I want to
be in yours. However, you have to make a conscious effort to gain my respect,
because you have lost it. I want us to
be friends, and I want to be able to look up to you. I don’t expect you to be perfect, but I do expect you to be a
father. I would like for us to learn
how to have a good relationship together.
I want to be your child, and I need for you to want to be my
father. So much time has gone by, and
I’m practically grown, but it’s not to late.
There is time for us to
(Stanley –21)
Stanley 22
come
to some sort of conclusion on how to make this relationship to work. I am aware that you have a life that has
nothing to do with me, and you have obligations that keep you busy, but I want
to be there for you and help you, as much as I want for you to be there for
me. I hope you take what I have said
and really consider if you want me in your life. I don’t want money or anything like that, all I want is a dad,
someone I can look up to. Please be
that for me, and hopefully I can be the child that you want. We need to do this together, and hopefully
we can. Remember that I do love you and
always will because you are my dad, and I want for you to realize that. I love you.
Love,
Charlie
Krystal Stanley
(Stanley –22)
Stanley 23
My
Writing cont.
The following is a poem that I have
written based on the term “synecdoche”, where one part represents the whole. We
studied this term by reading the William Carlos Williams poem “Nantucket.” My poem is based on an experience that I had
when I was on vacation in Las Vegas.
There was one night while I was there that definitely portrayed Las
Vegas as a whole. When one thinks about
Las Vegas, they would think lights, confusion, excitement, and of course
fun. I feel that this poem represents
all of those things and even goes beyond.
It was an experience that I will never forget, and even though Las Vegas
may not seem poetic, the images that run through my head are such a whirlwind
of thoughts that I feel it can only be expressed through a poem. Then I can leave it to be ambiguous, so that
whoever reads it will want to see Las Vegas through their own eyes, and know that
each experience had will be completely different, and this is just one of mine.
“Las
Vegas” by Krystal Stanley
Bodies
everywhere,
Sweat
and heat pouring through.
Cages
and hot-neon girls filled the floors.
Angels
coming from the sky,
Not
knowing where to go,
But
not wanting to leave.
Dancing,
laughing, creating memories
(Stanley
–23)
Stanley 24
Of a
time that will never be forgotten.
Where
else can this happen,
But
in a city that never sleeps,
And
recognizes no time.
Only
here can this be a good time.
(Stanley
–24)
Stanley 25
Grade
Justification
This portfolio consists of much though
and careful preparation. I feel that it
reflects me and shows that I have a deep understanding of the general areas of
teaching English. My voice is
persistent throughout the portfolio and I really put myself out there to be
critiqued and I am open to suggestions on how to improve my writing and
myself. I worked extremely hard on all
of the tasks presented to me, and I feel that they are well-structured
pieces. Not only are my insights well
structured, they are also well expressed.
I have edited this portfolio so that there are few, if any, mechanical
errors, and I feel that the appearance is excellent. I have tried to develop my
ideas fully and logically, and I feel that my arguments are well
supported. I have fulfilled the variety
of writing assignments to the best of my ability and I feel each assignment
reflects a profound understanding of class content. Due to the amount of time
and energy that I have invested into this portfolio and my constant need to
make sure that all is clear and well expressed, I feel that this portfolio deserves
an “A” because I have completed what would be expected of an “A” paper based on
the Rubric for Exemplary portfolio.
(Stanley –25)
Stanley A
Table
Of Contents
Page
Opening Letter B
Reflective Essay based on Journal Experiences 1-4
Process Piece on Reflective Essay 5
Critique on Student’s Paper 6-10
Dietrich Scale for Student’s Paper 11
(Included is student’s paper)
Process Piece for Critique 12
Reflection of Myself as A Writer 13-14
Response to Literature 15-19
Process Piece on Response to Literature 20
My Writing 21-24
Letter to Charlie’s Father 21-22
Synecdoche- “Las Vegas” 23-24
Grade Justification 25
(Stanley –A)
Exemplary
Portfolio
For The Methods of Teaching
Literature and Composition
Krystal
Stanley
Krystal Stanley
Egl 441.01
Professor Emenheiser
April 30, 2002
Stanley B
Krystal
Stanley
Egl
441.01
Professor
Emenheiser
April
30, 2002
To
Whom It May Concern:
The following portfolio is a reflection
of myself as a writer and as an aspiring future teacher. I have included such pieces as a refection
of my past semester in my Methods of Teaching Literature and Composition Class,
a critique on a high school student’s paper, a reflection of myself as a
writer, a reflection on my thoughts about the study of literature, and two
somewhat personal writing samples. I
put much time and effort into this portfolio and feel that my best work is
reflected throughout. I hope you can
take the time to see what I have to offer, and enjoy what you see.
I am extremely proud of what this
portfolio contains and am open to suggestions on how to improve myself, as well
as my writing. I have tried to the best of my ability to have this portfolio
reflect who I am as a person and continuously tried to have my voice present
throughout. I thank you for taking on
the task of reading my work, and am very grateful that you are willing to see a
part of me that can only be expressed through the writing that I present. Thank
You
Sincerely,
Krystal Stanley
(Stanley –B )