Hey Everyone!

My name is Haley Allen, and I am currently a junior at Longwood. I am a Liberal Studies major. I have wanted to be a teacher since I was a child because I always wanted my own classroom. I grew up in a house with a lot of younger children, and I got used to helping take care of them. When I was in high school, my older sister was a teacher at the primary school across the road. In the evenings, I would walk to her classroom and help with the young students during bus time. I figured that I might as well work doing something I love, so I decided to pursue a teaching degree. Teachers are known to generally be outgoing, creative people persons, and I have always been that way.

The purpose of this portfolio is to display the writing I have composed that analyzes or contains rhetorical concepts I have learned throughout my English 400 course. The rhetorical analysis in this portfolio is a paper I composed to dissect the concepts a speaker used to appeal to her audience. This is an example of how I engaged in the process of citizen leadership by investigating multiple perspectives on an important public issue. The common good project I helped create in this portfolio is an example of how I used rhetoric concepts to strengthen my own argument. This portfolio also contains the course journals I have done over throughout this semester. These journals show my understanding of the rhetorical concepts and how I related them to real-life situations. All of the activities and assignments have helped my development as an active citizen with an agency to begin enacting change through written communication by effectively using and identifying rhetorical concepts. 

The outcomes for the course are listed below.

  • Engage in the process of citizen leadership by investigating multiple perspectives on important public issues;
  • Understand the nature of public discourse/debate as determined by purpose, audience, and context;
  • Choose appropriate formats in writing for a variety of purposes;
  • Analyze the effectiveness of their own texts and processes for specific rhetorical situations;
  • Understand how the knowledge, skills, and values learned in general education are interwoven and interrelated, and how they can contribute to the process of citizen leadership