.jpeg)
Reflective Cover Letter
June 10, 2023
Dear Dr. Warwick
Throughout this quarter, I have been surrounded by a group of individuals, each embarking on the same trek; to futher understand the elaborate science of writing. The environment you cultivated encouraged your students, including myself, to question pillars of writing we once believed were fixed, and create a new perspective to expand on our thoughts of writing, through writing education. The resources you have provided us with gave me an opportunity to compare and contrast not only my writing as a whole to idividuals like Paulo Freire and Richard Straub, but to integrate their philosophies of writing and education into my daily life. To better illustrate how I have utilized these several writing tools to improve my skills as a writer, I invite you to take a closer examination on my revisions for writing project 1) Critiquing one of my educational experiences using education theories learned in the course. 2) Curating a comprehensive grant proposal as a group utilizing what we have learned in class. The constant system of peer review and feedback in this course has expanded my idea on what constitutes a healthy and sound writing process, which leads me to state with confdence that my perspective of writing, as a reader and/or writer has ultimately changed for the better, and has allowed me to flourish in all assets of education.
The general objective of the class emphasized the concepts of the educational implications of writing, indirectly exposing not only in a sense that would aid in the perspective of an educator, but a tool that can be applied immensely as a student and individual. First analyzing the workshops you assigned us, then applying these theories into our projects were essential in fully understanding how to inorporate brand new ideas into our work. Simply the exercise of free writing every class profoundly influenced my perception of writing. Before, I viewed writing as a strictly structured process with rigid rules and guidelines. However, after engaging in the free writing activities, I realized the importance of allowing thoughts to flow freely, which can indeed generate vibrant, genuine pieces of writing. This exercise prompted me to evaluate and eventually shift my approach to writing. The process taught me the significance of spontaneous and natural expression in writing.
Initially viewing writing as a strictly structured process, I now appreciate the fluidity and freedom it can embody, largely due to the class workshops and free writing exercises. These experiences, alongside insightful readings from Freire, Dweck, and Straub, catalyzed a paradigm shift, allowing me to see writing not only as an educational tool but as a medium for self-expression and personal growth.
This shift is reflected in my portfolio, particularly within Projects 1 and 2. In Project 1, my critique of educational experiences allowed me to contextualize theories from Freire and Dweck into practice (Freire 71, 81; Dweck 7). I analyzed the passive "banking" model and the empowering "problem-posing" approach, paralleling my high school experience with Mrs. Koontz. This reflective process prompted revisions aimed at better aligning Mrs. Koontz's pedagogy with Freire's theories, while also instilling a growth mindset, transforming my learning process. A key turning point in my revision process was when I realized that I needed to integrate more real-world examples to better illustrate the connections between Freire's pedagogy and my educational experiences. I took to heart the advice from one peer reviewer who suggested, "Show, don't tell". I reevaluated my writing and made conscious efforts to incorporate specific instances from my schooling to demonstrate how I embraced problem-posing pedagogy. An example of this was the expanded analysis of the Macbeth study in Mrs. Koontz's class, which I believe greatly enhanced my argument.
Your conference was instrumental in guiding my revision process. During our discussion, you challenged me to delve deeper into my personal narrative and truly engage with Freire's pedagogy. I realized that I needed to shift my focus from merely describing my educational experiences to exploring how these experiences illustrated Freire's theories in action. This led me to reframe my narrative, positioning myself as an active agent in my learning process, a role that became central in my final draft.
Furthermore, our discussion about the balance of personal narrative and theory was enlightening. You encouraged me to use theory as a lens through which to view my experiences, rather than letting it dominate my essay. This feedback helped me realize the importance of balancing theory and personal narrative, and as a result, I made a concerted effort to present my experiences and reflections alongside Freire's pedagogy in the final draft.
Project 2 gave me a real-world application of these theories, highlighting the systemic implications of educational disparities. This project underwent significant revisions through EliReview, aimed at creating a more seamless grant proposal to better illustrate the realities faced by students at under-resourced schools (Freire 71, 81). We also integrated Dweck's growth mindset, asserting the potential of these students within our proposed engineering pathway (Dweck 7). This project emphasized teamwork and collaboration, reinforcing Freire's “problem-posing” approach (Freire 84). Although each project had their own respective roles in what was trying to be taught, it was extremely interesting realizing that much of what was discussed in project 1 was being utilized in project 2.
Moving forward, the knowledge and skills gained this quarter will be indispensable. I have gained a deeper understanding of the writing process, seen the power of critical thinking, collaboration, and peer feedback, and learned to appreciate the transformative nature of education. Whether it's through future writing projects, teaching opportunities, or even everyday problem-solving, I am confident that these lessons will continue to shape my journey. In conclusion, this quarter has been an enlightening journey of growth and discovery, reshaping my perceptions of writing and education. The theoretical insights from Freire and Dweck as well as the other authors have offered profound lenses through which I now view the learning process, aiding in my personal and academic development. The transformative nature of the "problem-posing" approach and the power of a growth mindset have served as guideposts in my exploration of the vast landscape of writing. These concepts were vividly manifested in our projects, highlighting the importance of critical thinking, collaboration, and creative expression. As I navigated these projects, I not only enhanced my understanding of education and writing, but also developed a more dynamic approach to learning. Beyond the classroom, these lessons have seeped into my personal life, shaping my approach to problem-solving, teamwork, and personal growth.
Ultimately, your class has been instrumental in my development as a student, a writer, and an individual, fostering a new-found appreciation for the intricacies of writing and the transformative power of education. As I venture forward, I carry these insights with me, ever grateful for this remarkable journey of learning and growth. Sincerely, Julian Serrano Works Cited: Dweck, Carol S. Mindset: The New Psychology of Success. Ballantine Books, 2007.Freire, Paulo. Pedagogy of the Oppressed. 30th Anniversary Edition, Continuum, 2000.Rose, Mike, Why School? Reclaiming Education for All of Us. The New Press, 2009.
This shift is reflected in my portfolio, particularly within Projects 1 and 2. In Project 1, my critique of educational experiences allowed me to contextualize theories from Freire and Dweck into practice (Freire 71, 81; Dweck 7). I analyzed the passive "banking" model and the empowering "problem-posing" approach, paralleling my high school experience with Mrs. Koontz. This reflective process prompted revisions aimed at better aligning Mrs. Koontz's pedagogy with Freire's theories, while also instilling a growth mindset, transforming my learning process. A key turning point in my revision process was when I realized that I needed to integrate more real-world examples to better illustrate the connections between Freire's pedagogy and my educational experiences. I took to heart the advice from one peer reviewer who suggested, "Show, don't tell". I reevaluated my writing and made conscious efforts to incorporate specific instances from my schooling to demonstrate how I embraced problem-posing pedagogy. An example of this was the expanded analysis of the Macbeth study in Mrs. Koontz's class, which I believe greatly enhanced my argument.
Your conference was instrumental in guiding my revision process. During our discussion, you challenged me to delve deeper into my personal narrative and truly engage with Freire's pedagogy. I realized that I needed to shift my focus from merely describing my educational experiences to exploring how these experiences illustrated Freire's theories in action. This led me to reframe my narrative, positioning myself as an active agent in my learning process, a role that became central in my final draft.
Furthermore, our discussion about the balance of personal narrative and theory was enlightening. You encouraged me to use theory as a lens through which to view my experiences, rather than letting it dominate my essay. This feedback helped me realize the importance of balancing theory and personal narrative, and as a result, I made a concerted effort to present my experiences and reflections alongside Freire's pedagogy in the final draft.
Project 2 gave me a real-world application of these theories, highlighting the systemic implications of educational disparities. This project underwent significant revisions through EliReview, aimed at creating a more seamless grant proposal to better illustrate the realities faced by students at under-resourced schools (Freire 71, 81). We also integrated Dweck's growth mindset, asserting the potential of these students within our proposed engineering pathway (Dweck 7). This project emphasized teamwork and collaboration, reinforcing Freire's “problem-posing” approach (Freire 84). Although each project had their own respective roles in what was trying to be taught, it was extremely interesting realizing that much of what was discussed in project 1 was being utilized in project 2.
Moving forward, the knowledge and skills gained this quarter will be indispensable. I have gained a deeper understanding of the writing process, seen the power of critical thinking, collaboration, and peer feedback, and learned to appreciate the transformative nature of education. Whether it's through future writing projects, teaching opportunities, or even everyday problem-solving, I am confident that these lessons will continue to shape my journey. In conclusion, this quarter has been an enlightening journey of growth and discovery, reshaping my perceptions of writing and education. The theoretical insights from Freire and Dweck as well as the other authors have offered profound lenses through which I now view the learning process, aiding in my personal and academic development. The transformative nature of the "problem-posing" approach and the power of a growth mindset have served as guideposts in my exploration of the vast landscape of writing. These concepts were vividly manifested in our projects, highlighting the importance of critical thinking, collaboration, and creative expression. As I navigated these projects, I not only enhanced my understanding of education and writing, but also developed a more dynamic approach to learning. Beyond the classroom, these lessons have seeped into my personal life, shaping my approach to problem-solving, teamwork, and personal growth.
Ultimately, your class has been instrumental in my development as a student, a writer, and an individual, fostering a new-found appreciation for the intricacies of writing and the transformative power of education. As I venture forward, I carry these insights with me, ever grateful for this remarkable journey of learning and growth. Sincerely, Julian Serrano Works Cited: Dweck, Carol S. Mindset: The New Psychology of Success. Ballantine Books, 2007.Freire, Paulo. Pedagogy of the Oppressed. 30th Anniversary Edition, Continuum, 2000.Rose, Mike, Why School? Reclaiming Education for All of Us. The New Press, 2009.
Kind words
- Bryn GibbsWorking with Valeri Monroe was an absolute pleasure! From the moment we met, I knew that she was the perfect photographer for my needs.
Laura WatersDuring the shoot itself, she put me at ease and made me feel comfortable in front of the camera. She knew exactly how to bring out the best in me.
- Jessie StuartHer communication was excellent throughout the entire process, and I always felt like she was available to answer any questions I had.
Charley WeeksWhen I received the final images, I was blown away. They were absolutely stunning and exceeded all of my expectations. Thanks a lot!
- Carmen DeanI will definitely be using Valeri Monroe for all of my future photography needs. Thank you for making me feel like a star!
Bianca BeanShe took the time to understand exactly what I was looking for and was able to bring my vision to life.