My name is Hailey Weeks and I am currently a Junior Liberal Studies Major with a concentration in Elementary Education. I plan to graduate from Longwood University in Fall 2019. I also have hopes to attend Longwood for one additional year to obtain my Master’s in Elementary Education. I have been in the Education Field since I was a Freshman. I also took Education courses in High School that included student teaching. Thus far, I have experienced four different student teaching opportunities. I have been interested in becoming a teacher ever since I was in Elementary School. I can remember the many times that my babysitter and I would play “school”. I would create questions, have her answer them, and then I grade her. Also, each new school year I would always want to be the teacher’s helper to pass out papers, staple papers, and etc. I genuinely enjoy working with children and making a difference in each student’s life.
ePortfolio Purpose and Content
The purpose of this ePortfolio is to display my projects and other assignments from English 400, the active citizenship writing course I took during the Fall 2017 semester. The course journal was the first assignment where each week we submitted a journal from each chapter of our textbook, The Rhetoric In Civic Life written by Palczewski, Ice, and Fritch. Each journal consists of key points taken from that chapter and a brief explanation of these concepts. Later on in the semester, I prepared a Rhetorical Analysis where I analyzed the rhetoric of a certain artifact for a social cause. The third project assigned in my English 400 course is our Common Good Project where my group and I informed and persuaded our audience on a topic that is for the common good of our citizens.
Through these projects and assignments, I worked on during the Fall 2017 semester, I was able to achieve the course learning outcomes listed below. I am able to engage in the process of citizen leadership when investigating different course journal concepts that are important to public issues, purpose, audience, and context. I practiced choosing appropriate formats in writing through my Rhetorical Analysis as we had to abide by certain guidelines and writing structure. Throughout our Rhetorical Analysis writing process, we evaluated several rhetorical situations that enabled us to analyze the effectiveness of texts and process for these rhetorical situations. Lastly, I am able to 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. Overall, this active citizenship course has allowed me to see different perspectives of what it genuinely means to be a citizen.
Course Learning Outcomes
1) engage in the process of citizen leadership by investigating multiple perspectives on important public issues;
2) understand the nature of public discourse/debate as determined by purpose, audience, and context;
3) choose appropriate formats in writing for a variety of purposes;
4) analyze the effectiveness of their own texts and processes for specific rhetorical situation;
5) 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