This website serves as my portfolio for my Spring 2021 ENG 181 class at Emory University

Kai’s ENG 181 Portfolio

When I decided I was going to major in finance, I did not think my writing skills would progress further than they have already. However, this course helped me to see my writing style from alternate perspectives and use these perspectives to enhance my communication skills. 

This course required me to communicate my thoughts effectively using various modes. Sunday Sketch assignments gave the rare opportunity to express myself using graphics and images. Each week, I would use various methods to create a comic or share a piece of myself with my personal website. For Sunday Sketch four, I was tasked with These assignments. For Sunday sketch four, I was tasked with creating a “combophoto”, which is two different photos fitting together to combine two objects. I used this assignment to express a piece of my childhood through images, rather than words. Even with the absence of dialogue, I learned to communicate the significance and emotion this memory holds. In addition to using images to display my thoughts, I learned to write my argument effectively through the developmental stages of my literacy narrative. The literacy narrative was a chance to reflect on how my writing style has altered and progressed, and the events that caused these changes. After the first draft, I recreated the narrative in comic-form to give a different perspective on the events and important details from my literary journey. Using this new perspective, I was able to better revise my original narrative to better describe the events and explain what shaped me as a writer. Through many different assignments, I was able to learn to present arguments and information in a structured manner. 

Throughout this course, I discussed the conflicts and relationships present within the course’s literature with my fellow classmates during Zoom breakout rooms and outside of class. Before completing the Halfa Kucha assignment, my classmates and I disagreed when discussing the contents of the class novels more than I anticipated. We discussed the relationships David Small had in Stitches, the abuse Dana endured in Kindred and the horrifying social interactions experienced by Tillie Waldon in Spinning. One discussion that was particularly meaningful to me was an in-class discussion regarding David Small’s relationship with his abusive mother. My classmates and I debated  whether or not his mother loved him or not. We shared a variety of perspectives and we have a better understanding of David’s relationship with his mother as a result. In this course, I interpreted novels independently and communicated with my classmates and group members to evaluate the text accurately and analytically.

For the literacy narrative assignment, I reflected on the experiences that structured my current writing style. I learned to describe my transformation from a free-spirited writer during my early years to a more analytical and concise writer since commiting to a career in finance. In my narrative, I described how I loved creative writing during elementary school, and explained that I wrote with “free spirit” because I “focused on articulating the details of the fish’s experience,” such as the fish’s sight and taste. I eventually lost this writing style since the introduction of the standard five paragraph argumentative essay. I focused on the structure of these essays and thought I lost the creative side I had. When I came to Emory, I chose to study Finance. Creative writing is not commonly used in finance, meaning it was unlikely for my writing skills to significantly develop. On the contrary, the process of writing the three versions of my literacy narrative allowed me to analyze my writing in a way I haven’t before and improve it with this new-found perspective. When I wrote my first draft, I described my writing journey in a blatant and factual manner. For the second version, I transformed the written literacy narrative into a comic. This allowed me to see the most important events in my life that resulted in the writer I am today, and the writer I thought I left behind. To create Literacy Narrative 3, I described what happened in my classes that affected my writing and I used my former creative writing passion to portray the violence in the battle between my creative writing and concise writing sides. I wrote my literacy narrative using a draft, a revision and editing period, and a reflection after publishing the final narrative. This process led my Literacy Narrative to consist of all my current and prior writing skills and techniques. 

Our course acted as an excellent catalyst for the students to enhance their collaboration skills. During our breakout room peer-review session, I was put in a breakout room with several other students. One of my classmates and I gave each other feedback and valuable insight towards each other’s comics. The review enhanced my understanding of the assignment and my argument as a whole. The main source of feedback he gave me was with the organization. It did not occur to me until I saw my narrative visually that my structure was off. With his feedback, I successfully restructured my narrative and delivered my storyline effectively. 

This course taught me how to integrate technology into my writing assignments in order to create media that accurately represents and supports my ideas. For our Sunday Sketches, we had to use technology to accurately show data trends, justify our arguments and connect ideas. In Sunday Sketch #8: Data Viz from Everyday Life, I used technology to record data every two days and monitor the correlation between happiness levels and my productivity, punctuality, contentment and organization. I then created a model to functionally present the correlation and justify my argument that when I was working hard and had high scores for productivity and organization, I had low scores in instant gratification and short term happiness. Using technology, I collected, analyzed and presented data effectively. For Sunday Sketch #4: Combophoto, I used technology for rhetorical effect and to stimulate nostalgia in the viewer. The assignment was to combine two different images so two objects merge into one. I merged an image of a child in a playground climbing on monkey bars with an image of a bowl of ramen and chopsticks. The chopsticks are aligned with the monkey bars and give the perception that they continue over the bowl of ramen. These images are important to me because on the corner of the block next to my elementary school in New York City, there was a small ramen shop called, “Meijin Ramen”. After school, I would go with my friends and our mothers or babysitters to Meijin for a snack before going to play in the park. These memories are a staple when I remember my time in elementary school. In college, my friends and I often are hungry and resort to whatever restaurants are available on Door Dash or Ubereats. Whenever we coincidentally order ramen, I recollect on my nine year old self running on the sidewalk in excitement. The image of the child on the monkey bars and the bowl of ramen and attempt to deliver an emotional effect. Using technology, I merged two images to have an emotional rhetorical effect on the audience and display my message.



Latest from the Blog

Literacy Narrative 2 Reflection

I enjoyed transferring my literacy narrative from essay form to comic form. It allowed me to better visualize and see the important details along our writing journey. When I wrote my first literacy narrative, it explained the events that structured my writing in a straight-forward and factual manner.

Literacy Narrative 3 Reflection

Literacy Narrative 3 here This literacy narrative project helped me meet my learning outcomes for this class through identifying my various writing styles. More specifically, the course facilitated me writing in multiple genres and implementing numerous modes. Additionally, I had to analyze my arguments and turn them to writing. I experienced the process of drafting,Continue reading “Literacy Narrative 3 Reflection”

Literacy Narrative 3

In elementary school, my favorite activity was creative writing. My imagination would run wild as I regularly gave personalities to the fish I caught with my dad. I enjoyed writing stories from the fish’s perspective; I would narrate their life story from their birth until their last glimpse of light as they were pulled ontoContinue reading “Literacy Narrative 3”

Halfa Kucha Reflection

Halfa Kucha Presentation here When I began searching for evidence to represent the trauma and healing processes that David Small and Dana experience, I was overwhelmed by the surplus of trauma each character had encountered. For David, I could have selected to discuss how he was abused by his mother, father or grandmother. His motherContinue reading “Halfa Kucha Reflection”

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