{"id":99,"date":"2016-10-31T17:57:42","date_gmt":"2016-10-31T17:57:42","guid":{"rendered":"https:\/\/scholarblogs.emory.edu\/thepersonalispublic\/?page_id=99"},"modified":"2016-12-07T19:04:00","modified_gmt":"2016-12-07T19:04:00","slug":"yujin-kim","status":"publish","type":"page","link":"https:\/\/scholarblogs.emory.edu\/thepersonalispublic\/yujin-kim\/","title":{"rendered":"Yujin Kim"},"content":{"rendered":"

Portfolio<\/span><\/strong><\/span><\/h1>\n

My name is Yujin Kim, and I am a First Year student at Emory University. Through this course, ENG 101: The Personal is Public: Writing with Archives and the Arts,<\/em> I have developed new skills in writing, in which I have not learned in high school. Although I came from a prestigious high school in Texas with a great education system, I learned so much in this course that demonstrated the presentation aspect in essays. In most high school English classes, they teach students the foundation and general structures of essays. Introduction, body, conclusion. These are the components that are considered \u201cgood\u201d essays in a high school class. However, through this Emory English 101 course, I learned many techniques that incorporated various mediums and mixtures of archives and the arts to create compelling pieces of writing.<\/span><\/p>\n

By the end of this course, I learned how to make successful writings by honing on one major aspect that completes the presentation of persuasive essays: delivery of author\u2019s message across to the audience. Although this may be a simple technique that can be explicitly incorporated into an essay, there are many factors\/ methods that are involved to fully persuade and deliver a message to the readers. From improving specific writing techniques such as known-new chain, organization of ideas and idea development, and audience and other resources like transitions, the use of primary and secondary sources, visual logic, and analysis to strengthen the author\u2019s stance to ultimately carry the message to the audience. Although I will be centralizing main improvements of writing with known-new chain, audience, and idea development and organization of ideas for my portfolio, all of these and other factors mentioned above contributed to each themes to result in my final products of the Curated Exhibit and Narrative essay. I would like to make my featured artifacts the Curated Exhibit and the Narrative essay because both pieces of work displayed methods of visual presentation and writing presentation, respectively, demonstrating the improvements I made through different way of writings. The improvement of each technique naturally led to fix other technical skills in writing, contributing to the success of my featured artifacts. Therefore, I will lead you through my page, my portfolio,\u00a0to see the progress that I have made through my works to get to the final products of the semester.<\/span><\/p>\n

Known-New Chain<\/span><\/h2>\n

Before I introduce to you the first element of writing that started it all, I want to first show you a sample of my writing without any introduction to any skills learned from this class. This is one of the daily in-class writings I had in the beginning of the semester:<\/span><\/p>\n

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“America has been struggling with the idea of identification for many years. As Wilson explained his perception of the life of an African American, Americans are aware of the long history of the conflicts that arose from the day they step onto the America land for slavery to the day of present silent segregation. He indicates that although segregation has been “passed”, the perception of being an African American has never disappeared due to the long struggle between the different races in America, especially the former idea of the superiority of the whites. Through little incidences like the funding problem in the Black Theater, Wilson shows that such situations limit the ability of what African Americans can do compared to the ability of, for instance, the white Americans do. However, the idea of Black Power movement is still present today in the community as the African Americans continue to rise and influence others to respond to them.” <\/span><\/em>– (In-Class Daily Writing 8\/26\/16)<\/span><\/p>\n

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For this in-class assignment, we had to demonstrate our comprehension of the book Everyone’s an Author <\/em>and respond to questions using rhetorical listening and situation skills. This was simply a ten minute free-write, in which\u00a0challenged\u00a0the students to write a speech with\u00a0their prior background in\u00a0English. In this short text from the\u00a0free-write,\u00a0from the first sentence to the second sentence,\u00a0the author of the book, Wilson, pops out of nowhere with no prior description. There was no use of known-new chain in this passage.\u00a0Later in the\u00a0text, there is a mention of Black Theater with no\u00a0introduction or further development\u00a0correlated to the prior content in the passage. It is clear to see that I did not know about the use of known-new chain in the beginning of the course. However, as we started to learn about known-new chain in class, it is shown through my first proposal of the Curated Exhibit, demonstrating the improvement of the skill.<\/p>\n

This section is from my first draft of my proposal of the Curated Exhibit written in the beginning of the semester:<\/span><\/p>\n

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\u201cDuring the 1950s, racial discrimination was among the greatest conflicts in the United States. The American community struggled with the idea of integration and equality as segregation laws and social disparities dominated people\u2019s minds for centuries. Lorraine Hansberry, who personally experienced the battle within the contemporary time period, depicts the reality of the African American middle-class that expresses the internal struggles of breaking down the past and uplift the struggles that exists in families, class, and identity that were submerged by the Civil Rights Movement that covered majority of the late twentieth century.\u201d – <\/em>(First half of First draft of Proposal)<\/span><\/p>\n

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Throughout the course, I progressively learned that there are so many aspects in using details and structural methods to connect ideas and supportive evidence that are designed to strengthen the author\u2019s stance in writing. From the first reading of the first draft of the proposal, the transitions from one sentence to another are very sudden. The first two sentences of the paragraph refer to the context of the American society. However, the third sentence abruptly changes the context to Lorraine Hansberry and \u201cthe contemporary time period\u201d <\/em>that was never referenced before in the section. The structure of this paragraph from the beginning confuses the reader because it is filled with distinct sentences that did not relate to each other\u2014it only stated facts. It randomly bombards the reader with an unrelatable context. After making changes to the first draft, I made progress in using known-new chain that is shown in my final draft of the proposal:<\/span><\/p>\n

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\u201cDuring the 1950s, racial discrimination was among the greatest conflicts in the United States. In the Northern region of the nation, Chicago had struggled with the idea of integration and equality as segregation laws<\/span> and social disparities dominated people\u2019s minds for decades. Although the Civil Rights Law of 1957<\/span> was implemented into the Constitution, people were reluctant to conform<\/span> into the new standards of the community. Tensions<\/span> in Chicago divided the city of black and white community, which significantly cleaved the social aspersions<\/span> in the state, leaving Chicago America\u2019s most segregated<\/span> city (Gordon 123). Segregation<\/span> of socioeconomic and geographic conditions were divided<\/span> that did not comply to the American goal of all equality<\/span>. For Lorraine Hansberry personally experienced the battle within the contemporary time period, she depicts the reality of the African American middle-class, expressing the internal struggles<\/span> of breaking down the past and challenging the upbringing of the struggles that exists in families, class, and identity, which were submerged by the Civil Rights Movement (Atkinson 24).\u201d – <\/em><\/i>(First half of Final Draft of Proposal)<\/span><\/p>\n

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This section of the proposal demonstrates the use of known-new chain by starting it with a general background on United States and centralizing the focus in segregation specifically in Chicago, drawing the context of the \u201ccontemporary time period\u201d that is reference later in the paragraph. Additionally, there is a smooth transition from the historical background to the objectives of the proposal with the mention of Lorraine Hansberry. Each sentence is organized and placed well in the sentences that enhances the flow of ideas between the lines, making a stronger and more effective meaning of writing.<\/span><\/p>\n

Organization of Ideas and Idea Development<\/strong><\/span><\/h2>\n

In order to practice writing the proposal, we had a lot of writing exercises that practiced\u00a0bringing and connecting\u00a0plays into real-world situations. For example, we had to connect the play Paul Robeson<\/em> by Phillip Hayes Dean and put the play into a bigger picture into the real world. Therefore, I connected the play with James Earl Jones, one of America’s most distinguished actor from the mid- nineteen hundreds, by first researching his background and the contemporary time period. As Jones was in the theatre world, his hearings and thoughts of Paul Robeson in similar situations as him made him try to make a difference in the world.\u00a0With that information, I wrote the following text to\u00a0connect, using the skill of known-new chain that we had learned from the previous class session:<\/p>\n

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“During the time of James Earl Jones\u2019s early childhood, the ideals of segregation and racism led him into the theatre world, making a difference in the society. Through his own independent thinking differing the overall thoughts, the significance of Paul Robeson\u2019s influence in the early 20th century made more impact on the latter half of the century, leading James Earl Jones represent in the now well-known play , “Paul Robeson” by Phillip Hayes Dean. Both of their roles in the theatre challenged the views of the contemporary society, making a difference in the public mind in the equality of men through the theatrical world.”<\/em>– (Paul Robeson Free-write)<\/span><\/p>\n

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In this text, it shows that the idea of organization in idea development was used as I started the paragraph with Jones’s views and perspective of the society to connect with the following sentence of how he used that motivation through his acting career, starting with his role as Paul Robeson in Phillip Hayes Dean’s play. He used his skills and connections through the theatrical world to spread his message and make an influence in the society. The organization of the ideas in the paragraph shows progression from Jones’s motivation to his actions. However, this organization of ideas would not have worked if the technique of known-new chain was not involved. There needs to be connection between the sentences in order for the organization to have an affect in presenting the message to the readers.<\/p>\n

When I was connecting ideas and sentences in the known-new chain technique in my proposal and exhibition, I realized that during the changes, I was also working on improving the organization of ideas and idea development at the same time as well. In order to connect ideas, it requires specific arrangements and organization of the sentences, which results in idea development through the essay from a general to specific focus. Although I worked on the structural level of the organization of sentences to make the known-new chain within sentences, I realized that known-new chain can also be used to organize the ideas of evidence.<\/span><\/p>\n

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“Tensions in Chicago divided the city of black and white community, which significantly cleaved the social aspersions in the state, leaving Chicago America\u2019s most segregated city. Segregation of housing, socioeconomics, schools, and other social values were divided that did not comply to the American goal of all equality. For Lorraine Hansberry personally experienced the battle within the contemporary time period, she depicts the reality of the African American middle-class, expressing the internal struggles of breaking down the past and challenging the upbringing of the struggles that exists in families, class, and identity, which were submerged by the Civil Rights Movement.\u201d \u2013 <\/em><\/i>(Second half of Introduction of Proposal)<\/span><\/p>\n

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In the first draft of my proposal for the curated exhibit, I explained that I have evidence that shows segregation persisting in Chicago since the 1950s as socioeconomic and geographical tensions. However, I did not have a specific order, or any thought to develop it but just state the facts that segregations still exists. Although having a lot of evidence to prove a point is great to support a good, general writing, making the evidence all relate to each other and supporting each other makes the writing a strong essay. I realized that I had provided great supportive evidence for my theme, but as I was trying to reflect this skill through the proposal, I could not find a way to make a stronger proposal.<\/span><\/p>\n

However, through the presentation, I rearranged the order of the evidence and connected the ideas that my first evidence of housing segregation placed the black and white communities initially in the 1950s, in which the school communities resulted naturally into a segregation system. Due to the physical separation, the spilt maintained over the fifty years, leading up to the current social segregation between the white and black communities that we have today.<\/span><\/p>\n

It is shown here<\/span> <\/a>through one of my featured artifacts, my Curated Exhibition,\u00a0the connection between the evidences to fully carry my message\/theme to the audience a lot better to the readers.<\/span><\/p>\n

Audience<\/span><\/h2>\n

In order to make a successful and impactful presentation or essay, considering the viewers\u2019 perspective is a huge, critical aspect in creating a strong project. When making a project with a message or a purpose in mind to get to the viewers, the obstacles that many authors\/ creators have to overcome are convincing their viewers to agree and having the least objections to their statements. If viewers feel offended while reflecting on your project, that means that the presentation of your project did not consider the prospective of the viewers. When I first wrote my proposal and looked back at my work to see if I could get across my objective of this project to a viewer, I realized that I did not present the sensitive information\/topic well, in which my whole project itself can bring about many objections and arguments in the subject.<\/span><\/p>\n

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\u201cChicagoans neglected the severe problem of racial segregation to an extent that such discrimination and distinct difference in culture and people is a social norm (Bogira) in the past fifty years. Although harsh violence and aggregation towards people have subsided, the Chicago population is still separated into two societies\u2014one white and one black\u2014with unequal opportunities that remained since the 1950s. As the white community resided in the north and southwest of Chicago and the black community resided heavily in the south, the two areas have had huge contrasts in housing conditions, schooling, and financial tensions.\u201d<\/em> \u2013 (Statement of Purpose of Proposal)<\/span><\/p>\n

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In this text, I only thought myself as an author when starting the plan of this exhibit. I limited my perspective of my writings and presentation to solely state my purpose and the message to the reader. However, as I got into the mix of the little details to convince the reader\/ follow the objective of this project to a bigger picture, I realized that the audience\u2019s point of view in approaching this exhibit was a huge factor in its success in the delivery of the message. The audience have to be convinced with my sensitive topic that I touched on by making my stance stronger in its position with evidence and idea development. Through my\u00a0Curated Exhibition and Narrative Essay\u2666<\/sup>, I was able to demonstrate my\u00a0stance as an author with the understanding of\u00a0the viewers’ position in the writing. I was very\u00a0cautious in the contradictions that could\u00a0arise from the sensitive topic that I approached, and with the mind\u00a0as\u00a0a viewer, I was able to\u00a0restructure the presentation of my ideas in a way to prevent\u00a0those ideas\u00a0and reactions to occur.\u00a0Therefore, I learned to view my own work in the shoes of a reader and make sure that tensions do not arise when I read the project.<\/span><\/p>\n

\u2666 Go onto Page 5\u00a0to get access to the featured artifacts.<\/sup><\/span><\/p>\n

Through the exhibition and the narrative essay, I made sure that I had the perspective of the reader\/ viewer in mind. The placement of the little details in the exhibition was very critical in bring the readers\u2019 attention and carrying the ideas to the understandings of my exhibit to the readers. Visual logic was incorporated to allow the viewer experience the visual exhibition as a real life exhibit. The slides were designed as if the viewer was standing in front of the information on the wall. The transitions between the slides included the movement in the exhibit. The visual and movement aspects of the exhibit truly allowed the viewer understand that the author did not only had the informational part of the Curated exhibit but also the perspective of the audience from the presentation aspect of the exhibit. As I was writing my narrative essay, I was able to analyze my curated exhibit as an unbiased viewer and describe the reactions and significance of the little details that were analyzed in the exhibit.<\/span><\/p>\n

With the development of all of these aspects in writing, I was able to create two successful works at the end of the semester; The two featured artifacts of this portfolio are the\u00a0Curated Exhibition<\/a>\u00a0<\/span>and the Narrative Essay<\/a><\/span>. Without one skill in writing, I would have not been able to successfully persuade the readers to enjoy and agree with my message to the public in the strong Curated Exhibit, and I would have not been able to analyze sufficiently to describe details and the thought process of the exhibition as an unbiased viewer in the Narrative Essay. Because of the known-new chain, the connection between ideas and sentences (the flow of thought) is shown throughout the Narrative Essay and the connection between evidence in the exhibit, locking everything into place for comprehension and understand of the author\u2019s thinking process. With the combination of my understanding of a viewer\u2019s position, it really formulates the presentation and the essay for the audience than for myself, the author.<\/span><\/p>\n

<\/span><\/h1>\n

Reflection Letter<\/strong><\/h1>\n

Dear Portfolio Assessment Committee,<\/p>\n

Through this course, The Personal is Public: Writing with Archives and the Arts\u00a0ENG -101<\/em>, I have learned all the learning outcomes of this course through all the assignments of writing.\u00a0In the beginning\u00a0of the semester, we had assignments that simply stated to write about a prompt that was given by the professor. At that time, I did not know what the significance of what the assignment was if we had to write and discuss without learning any skills or techniques in writing. However, as we progressed into the portfolio project, I realized that I was able to compare and realize the contrast in my writing from the beginning of the year to now. One of the problems that I had in the beginning was connecting ideas to make a powerful essay. I have written many essays, but there were some aspects that I knew something was “off” that did not fully present my message to the readers.<\/p>\n

I am a science major in the college, and knowing that I will later have to write a lot of research essays and other scientific research papers in the future, I want to fully learn how to write a powerful essay in the situation of having a lot of facts and data to write and analyze into a paper. In the beginning of the research for my proposal, I had around five documents of research about Lorraine Hansberry’s play, A Raisin in the Sun<\/em>, the author Lorraine Hansberry herself, and the contemporary time period that arose to the significance of her play and her message. As I was putting together the proposal and the exhibition, I did not know which facts to use in order to formulate and apply the essay into a real world situation. I had so many different information from a lot of mediums, such as interviews, videos, movies, researchers, newspapers, etc. It took a long time for me to summarize the information and analyze them to use those evidence to support my paper, but\u00a0through the practice of constant editing and rearrangements, I was able to condense my research into three main points and apply them to my theme. However, I used all the other information from my research for those facts were used in the descriptions of each supportive evidence.\u00a0Using the following skills learned during class from summary, analysis, synthesis, and\u00a0rhetorical listening to primary\u00a0and secondary sources, idea development, and audience, I was able to successfully write a proposal and create an exhibition that fully presented my message to the audience. My ideas and the format of the proposal were very independent from each other, meaning that they did not have any connection to each other but rather simply stated their own individual supportive evidence to my theme. However, after I connected the ideas and the purpose of each evidence, I realized that this technique led to a much stronger essay in placing my stance as the author into a more affirmative position. In the exhibition and the narrative essay, as I made myself as an unbiased viewer, I was able to look into my works in a viewer’s perspective and question myself all the doubts that my sentences and ideas can arise from a viewer and edit my writing to prevent resolve those thoughts.<\/p>\n

Many persuasive essays or exhibitions involve using supportive evidence to prove the author’s stance in an idea. This is the same thing for scientific papers. Scientists gather facts and data from their experiments and research to reason a specific point to support an idea, and those ideas has to be introduced the society in a way that will have a lot of followers without offending the public\u00a0or be presented as an unorthodox or radical idea. That can only be managed through writings, speeches, and other modes of presentation that allows people to be somewhat to fully convinced of the new ideas, and developing the techniques learned through this course is very essential to those kind of situations. I plan to use these writing techniques throughout my life and develop these skills further in writing. Thank you so much for the organization of this course, and I will continue to learn the power of writings and apply them to other projects later in my life!<\/p>\n

 <\/p>\n

Yours Sincerely,<\/p>\n

Yujin Kim<\/span><\/span><\/h2>\n","protected":false},"excerpt":{"rendered":"

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