Welcome to my ePortfolio.

My name is Haley Vasquez, and I am currently a senior at Longwood University in Farmville, Virginia. As a requirement for my Technical Writing class, this blog will house projects I’ve created over the course of the Fall 2016 semester.

Professional Profile

In May 2017, I will graduate from Longwood University with a B.A. in English with a minor in Rhetoric and Professional Writing. During my time here, I have tutored at the university Writing Center as a Lead Writing Consultant. My responsibilities included consulting students in all areas of the writing process. For the LU Writing Center, I also coordinated workshops and presentations, where my responsibilities required the creation and presentation of educational and informative presentations to my peer tutors and the Director of Academic Success. Currently, I am an Assistant Editor for an online peer-reviewed student research journal, The Omnipedia Review. As an Assistant Editor, I copy-edit and line-edit student material with my peers; we work together to approve or deny any material for publication in The Omnipedia Review, which is ran by the Office of Student Research.

Previously, I have worked as a Writing Consultant for the John Tyler Community College Writing Center, volunteered at local middle and high school tutoring programs, interned as a student-teacher, and published my essay, “Wallace Stevens: Meaning in Nature and its Elements,” for Incite–a journal of undergraduate scholarship. For that work, I was also awarded the Mary Clay Hiner Scholarship in 2016.

In my personal life, I spend any free time with my dog, Grizby. We love going to the local dog park, on long drives, and taking hikes in Northern Virginia. Occasionally, my cat will go on our adventures, too.

Haley and Grizby

ePortfolio Purpose and Content

This blog will display my projects from English 319 – Technical Writing with Dr. Elif Guler. Beginning with the first project, this blog will feature my Proposal, Instruction Manual, Usability Report, and White Paper. Together, these projects have helped me to exhibit the course outcomes that are outlined in the following section. Specifically, the Proposal project taught me the necessity of explaining uncommon terms and concepts to an audience that may be outside the topic area. These individuals require language as a guide, and my role as a writer expands into mediator; I must convey complex information to my uninformed audience. This project helped me fulfill the second listed course outcome.

Additionally, the first listed outcome was fulfilled during the final presentations of our White Paper project. My group members and I overlooked a few changes which could have benefited the readability of our document; thankfully, our fellow classmates pointed them out, and as a result, we were able to improve our final product. The final presentations were a nice reminder that language can always be altered to improve readability because audience and context are constantly shifting.

Conclusively, the projects aided me towards learning and applying all of the Technical Writing outcomes, but in their own way. Because there are multiple platforms to communicate, our class projects and assignments demanded that each student adapt to these platforms. Giving oral presentations, communicating with group members, and editing text material all further me as a student and my abilities to accomplish the below learning outcomes.

Course Learning Outcomes

  • Recognize and analyze effective (and ineffective) technical communication;
  • Create documents that clearly convey complex, technical information for targeted audiences and ¬†demonstrate effective rhetorical use of visual and verbal elements;
  • Practice oral communication skills through informal and formal presentations;
  • Develop strategies for successful collaboration and to analyze the effectiveness of strategies when applied to collaborative interactions;
  • Participate productively in class activities, presentations, and discussions.