ENC 1101 · ePortfolio
A portfolio documenting my journey through composition — from discovering rhetoric in personal texts to understanding how genres shape communities.
Welcome
My name is Hayden Kennan. Prior to this course, I believed effective writing was mostly about hitting a page count and avoiding grammatical errors. Through ENC 1101, I've learned that writing is about engaging with ideas, making deliberate rhetorical choices, and reflecting on my own process.
This site connects my work to each of the six DWR program learning outcomes. You'll find reflections, multiple drafts showing my revision process, peer review exchanges, and analysis of how these artifacts demonstrate my growth as a writer.
Program Learning Outcomes
Describing and reflecting on writing processes to flexibly adapt them.
→ 02Marshaling multiple literacies to support writing processes.
→ 03Reflecting on variation in rhetorical and linguistic patterns.
→ 04Navigating choices when writing for specific audiences and purposes.
→ 05Examining the relationship between identity, language, and power.
→ 06Negotiating feedback and acting with intention when revising.
→Students will be able to describe and reflect on writing processes in order to flexibly adapt them to support their goals.
Throughout ENC 1101, my writing process evolved significantly. When I began the course, I relied on a rigid formula: introduction, body paragraphs, conclusion — checking boxes rather than engaging deeply with ideas. My Unit 1 reflection captures this earlier mindset clearly when I wrote that "prior to attending college, I thought that reaching the needed length, adhering to structure, and avoiding grammatical errors were the key components of effective writing." This belief limited my ability to adapt my process to different rhetorical situations.
As the course progressed, I learned to adapt my approach depending on the writing task. For Unit 1, I analyzed a personal text message using rhetorical appeals — a process that required me to shift from formulaic writing to close textual analysis. For Unit 2, I had to observe and describe genres within a real community, which demanded research, observation, and organizational skills I hadn't used before. My Unit 1 draft began with a discussion post and outline where I mapped my talking points and gathered quotes from Downs before drafting. By Unit 2, I refined this process — my draft included an "idea exchange summary" where I tested my genre descriptions before building the full paper. These adaptations show that I didn't just repeat the same process; I adjusted it to fit each project's unique demands.
My reflection that "writing now feels more like participating in an academic discussion than it does like finishing an assignment" captures the shift in my process. I moved from writing-as-completion to writing-as-engagement — a fundamental adaptation that this outcome asks us to demonstrate.
Prior to attending college, I thought that reaching the needed length, adhering to structure, and avoiding grammatical errors were the key components of effective writing. Essays in high school were frequently scored more on the presence of an introduction, body paragraphs, and conclusion than on the depth of analysis. College writing, on the other hand, places a lot more emphasis on critical thinking, using evidence effectively, and creating a unique voice. I've discovered that writing is about interacting with ideas and providing clear evidence for them, not just about reporting facts.
The usage of sources is one significant distinction I observed. I used to frequently use quotes only to demonstrate my investigation. I now realize that quotes need to have a reason. "Quotations should be used sparingly, and they should be contextualized," according to one writing guide. This means that instead of presuming readers will comprehend the significance of a quote, authors must explain why it is important. Knowing this has made it easier for me to concentrate on analysis rather than merely adding evidence.
Additionally, I gained more knowledge regarding paraphrasing, which was previously not given as much attention. "Paraphrasing is the expression of information or ideas from an outside source in your own words," according to the instructions. Knowing this made it clear to me that incorporating reliable sources while preserving my personal voice is important for college writing. Instead of just copying, this ability shows deeper comprehension and clarifies writing.
All things considered, collegiate writing has taught me that well-written essays need critical thinking, well-chosen evidence, and concise explanation. My confidence and my capacity to effectively convey ideas have both increased as a result of the transition from merely writing correctly to writing carefully. Writing now feels more like participating in an academic discussion than it does like finishing an assignment.
Work cited: University Writing Center. Quoting and Paraphrasing: Examples in MLA Citation Style.
The Major Paper for Unit Two covered a number of crucial course objectives, such as comprehending how genres operate within communities, examining how writing reacts to particular audiences and goals, and utilizing data from sources to bolster a claim regarding writing practices. The study makes the case that textual genres facilitate community communication and enable members to rapidly comprehend the intent of messages. The run club community in the article uses particular genres, such training regimens and daily run update updates, to convey crucial information.
These results were attained through a number of minor tasks. The run club was selected as the community and the two genres included in the final paper were identified thanks to the community and genre identification assignment. The goal and structure of each genre, such as how run update updates are shared via Instagram or group chats to notify members of forthcoming runs, were clarified by the genre description assignment. Additionally, the outline assignment made it easier to arrange the final paper by organizing concepts regarding the community and genres.
The Unit Two paper explains how each genre operates within the run club community, demonstrating a comprehension of the course objectives. For instance, the article says that in order for members to rapidly grasp the run's plan, run update posts provide information such as meeting time, location, and distance options. Additionally, it explains how training programs provide runners with weekly exercises to assist them get ready for races and enhance their performance.
Students will be able to demonstrate how they marshal/leverage their multiple literacies to support their writing processes.
This outcome asks me to show how different forms of literacy — not just traditional reading and writing, but also listening, speaking, and multimodal communication — supported my growth. Throughout ENC 1101, I drew on multiple literacies in ways I didn't fully recognize until reflecting on them.
For Unit 1, I analyzed a text message — a form of digital, multimodal literacy. The text itself was an informal genre, yet I applied academic reading literacy (Downs' essay on rhetoric) to analyze it. This required me to bridge two very different literacy contexts: the casual, emotionally driven language of texting and the formal, analytical language of rhetorical analysis. My peer review process also exemplifies this outcome: by listening to classmates' spoken and written feedback, I set new goals for my essay. As my peer Troy Shepherd suggested, I incorporated ethos into my analysis — a goal I set after processing his written feedback. For Unit 2, I leveraged observational literacy — paying close attention to how my run club community communicated through Instagram posts and group chats — and translated those observations into academic genre analysis.
Ivonna Duong — Peer Review:
"I agree that this definitely has pathos in it. You shared a personal issue in your life and showed how you overcame struggles that other people would never think of. I think it would be a great idea to focus on how this really affected your life. It would give the audience a new perspective on how there is always a positive outlook to every situation."
Troy Shepherd — Peer Review:
"Pathos is a good choice, it works well with the unfortunate circumstances you delt with as a baby. However, I think you should also consider how much ethos is present, because it may be easier to write more about how you showing perseverance and self-awareness of what you went through builds credibility and shows person growth that helped with your admission."
My Response & Goal Setting:
After reading my comments I've decided I can also add ethos into my essay. I will emphasize specific accomplishments that show my commitment such as my academic achievements, dancing achievements, and my choice to graduate early.
This exchange demonstrates how I leveraged listening and reading literacies — processing peer feedback — to set concrete goals for improving my draft. The ability to translate spoken and written suggestions into revision action items is a key example of marshaling multiple literacies to support my writing process.
Students will be able to identify, analyze, and reflect on variation in rhetorical and linguistic patterns across contexts.
The two major projects in this course required me to analyze writing in dramatically different contexts, which deepened my understanding of how rhetorical and linguistic patterns vary. In Unit 1, I examined a personal text message — a digital, informal context driven by emotion and relationship dynamics. I wrote that "the message's rhetorical context was very personal" involving "one specific person who I shared a past, experiences, and feelings with." The language was casual, emotionally charged, and deeply personal.
In contrast, Unit 2 asked me to analyze genre conventions within a community — the run club — where communication is functional, organized, and audience-aware in a completely different way. Run update posts used standardized formats with headings like "Time," "Meeting Spot," and "Distance Options." Comparing these two projects reveals how context shapes language choices. In the text message, I used pathos-heavy language designed to evoke empathy. In the run club genres, the language was efficient and community-oriented, prioritizing clarity over emotion. Recognizing this variation has helped me understand that effective writing isn't a single skill — it's the ability to read contexts and adapt accordingly.
"Rhetorical exchanges are always driven by the goals of the parties, according to Downs. I was motivated by two things which were admitting my mistakes and finding emotional closure. Language, choice of words, and the message were all influenced by these goals."
"Posts with daily run updates adhere to certain linguistic and visual norms. Running terminology like 'warm up,' 'cool down,' and 'negative splits' are frequently used in the language. These terminologies aid runners in comprehending what is expected of them during the workout."
These two passages illustrate how the same writer adapted language and analytical focus based on context. In Unit 1, I focused on emotional goals and interpersonal dynamics. In Unit 2, I focused on functional conventions and community patterns. This variation demonstrates my growing ability to identify and respond to different rhetorical situations.
Students will be able to produce writing that demonstrates their ability to navigate choices and constraints when writing for specific audiences, genres, and purposes.
Every piece of writing in this course required me to make decisions about audience, purpose, and genre — and to work within constraints. For Unit 1, I chose to analyze a text message rather than a more traditional text, which meant I had to justify why an informal, digital message was worthy of rhetorical analysis. This was a deliberate choice: I wanted to demonstrate that rhetoric operates everywhere, not just in formal writing. As I wrote in my final paper, "people naturally use rhetorical arguments to meet their objectives, even when they are not writing for academic purposes."
For Unit 2, my decisions were shaped by different constraints. Professor Richardson's feedback on my draft — that I needed to name the club and focus on a specific platform — pushed me to make more specific choices. In response, I named the club ("Run Club for MFs That Don't Run") and focused my genre analysis on specific platforms (Instagram and iMessage group chats). These decisions made my analysis more grounded and credible. The process of receiving constraints through feedback and making targeted decisions in response demonstrates my ability to navigate the relationship between audience expectations and authorial choices.
Professor Richardson — Draft Feedback:
"Name the club and it's usable (so, who organizes it?). For the posts, you need to focus in on a specific platform. When you work on the next project, please do add the specifics."
My Response:
After reading my comments, I didn't realize I wasn't specific enough as to what run club I am part of. Therefore, I will be putting in my final paper that I am part of the "Run Club for mfs that dont run" run club.
This exchange shows a direct connection between receiving feedback (a constraint) and making deliberate production decisions. The final Unit 2 paper reflects these choices throughout, with specific references to the club name, its platforms, and concrete examples of genre conventions.
Students will be able to critically examine and act on the relationship between identity, literacy, language, and power.
Unit 1 gave me the most direct experience with examining how language and power intersect. My analysis focused on a text message sent after a breakup — a situation where language became a tool for negotiating power within a relationship. I wrote: "Communication is never unbiased when rhetoric is seen as an 'operating system for human interaction.' Goals, background, and desired outcomes are all present in every message." This insight revealed to me that even in our most personal communications, language carries power — the power to shape understanding, to assign blame, to seek closure, or to reframe a narrative.
I also examined how ethos — credibility — functions as a form of power. By acknowledging my own mistakes in the message, I was strategically building credibility. As I wrote, "somebody might appear more reliable by demonstrating accountability." This is a form of power through language — using vulnerability and honesty to earn the right to be heard. My Unit 1 draft's peer review also touched on power dynamics: Troy suggested I emphasize how "perseverance and self-awareness... builds credibility," connecting identity and lived experience to rhetorical authority.
In Unit 2, power dynamics appeared in how genres structure community participation. Members who understand genre conventions (like knowing the format of a run update post) are empowered to participate fully, while newcomers must learn these patterns to belong. As I wrote in my conclusion: "When joining new organizations, people may find it easier to adjust if they are aware of how genres operate within the community." Genre knowledge is, in this sense, a form of literacy that grants power within a community.
Students will be able to negotiate differences in and act with intention on feedback from readers when drafting, revising, and editing their writing.
Revision was perhaps where I grew the most in this course. Both major projects went through multiple stages — from initial discussion posts and outlines, to drafts reviewed by peers and the professor, to graded versions, and finally to the polished revisions presented in this portfolio.
For Unit 1, peer feedback directly shaped my revision goals. After Ivonna and Troy reviewed my draft, I decided to incorporate ethos into my analysis alongside pathos — a change that strengthened my argument considerably. For Unit 2, Professor Richardson's feedback that I needed to "name the club" and "focus in on a specific platform" led me to make my entire analysis more concrete and specific in the final paper.
What I learned about revision goes beyond simply fixing errors. As my Unit 1 reflection states, "I've discovered that writing is about interacting with ideas and providing clear evidence for them, not just about reporting facts." Revision, similarly, is about re-seeing your work — reconsidering your ideas, your evidence, and your approach — not just correcting grammar. The progression from my drafts to my final papers demonstrates this deeper understanding of revision as a process of rethinking and improving.
My Unit 1 draft began as a discussion post exploring which rhetorical appeals I would analyze. I initially focused only on pathos. After peer review, I expanded to include ethos and developed a more structured argument about how rhetoric functions in personal communication. The final paper demonstrates a complete rhetorical analysis using ethos, pathos, logos, and narrative — a significant expansion from the draft's narrower focus.
My Unit 2 draft was a summary-level overview of two genres without naming the specific community or platform. After receiving professor feedback, I restructured the entire paper to include the club's name, specific platform details (Instagram, iMessage), and deeper analysis of how each genre reflects community values. The final paper added entire sections on "How the Genres Reflect Community Values" and a more developed conclusion about the transferability of genre knowledge.
Troy Shepherd:
"I think you should also consider how much ethos is present, because it may be easier to write more about how you showing perseverance and self-awareness of what you went through builds credibility."
How I Acted on This:
I incorporated ethos throughout the final Unit 1 paper, writing: "I acknowledged my mistakes, including my impatience and misunderstandings. This illustrates ethos since somebody might appear more reliable by demonstrating accountability." This addition directly resulted from negotiating Troy's feedback and acting on it with intention.
Both major writing projects with all drafts — demonstrating the evolution of each piece from first draft to final revision.
Hayden Kennan · Professor Richardson · ENC 1101 · February 8, 2026
I'll be analyzing my college application essay for my Unit 1 project. The admissions offices of the colleges I applied to were the target audience for my essay, so I had to think about the rhetorical context and what characteristics they look for in applicants. It concentrates on my experiences as a premature baby growing up, including medical problems, therapy, surgeries, and insecurities. The audience had the chance to connect with me and develop pathos through the use of narrative, which also allowed them to see how these difficulties influenced my confidence. According to Downs, rhetoric helps in creating meaning through communication, especially whenever emotions and principles are at play.
Since my essay combines my own story with growth and potential goals, it can be used for this assignment. It creates an encouraging story by transitioning from medical challenges to successes. Since readers may relate to my experiences through emotive elements, pathos was my most effective rhetorical example. According to Downs, audiences might be more strongly motivated by feelings than by logic alone since they often relate to common values. Additionally, I used logos by describing how these events influenced the goals I had set. This balance demonstrates how hardship shaped who I am now while also making my essay appealing.
Ivonna Duong:
"I agree that this definitely has pathos in it. You shared a personal issue in your life and showed how you overcame struggles that other people would never think of. I think it would be a great idea to focus on how this really affected your life."
Troy Shepherd:
"Pathos is a good choice, it works well with the unfortunate circumstances you delt with as a baby. However, I think you should also consider how much ethos is present, because it may be easier to write more about how you showing perseverance and self-awareness of what you went through builds credibility."
My Response:
After reading my comments I've decided I can also add ethos into my essay. I will emphasize specific accomplishments that show my commitment such as my academic achievements, dancing achievements, and my choice to graduate early.
Thesis: Individuals may communicate with others, share ideas, and impact the emotions and thoughts of other people by using rhetoric.
Key concepts: Pathos (uses morals and feelings to sway opinions); Narrative (makes concepts relatable through storytelling).
Work cited: Downs, Doug. Writing about Writing: A College Reader. Boston: Bedford/St.Martin's, 2017. pp 458-481.
Hayden Kennan · Professor Richardson · ENC 1101 · February 15, 2026
Writing in difficult situations frequently demonstrates how rhetoric works in daily life. My text message to my ex-boyfriend following our breakup was the result of a complicated emotional situation that included unsolved emotions, efforts for closure, and aggravation about the relationship's misunderstandings. Despite being casual, the message uses rhetorical devices to explain my point of view, speak to human feelings, and encourage consideration of different points of view. Doug Downs asserts that rhetoric influences how people "make meaning and interact" in interpersonal relationships (Downs 460), and this message demonstrates how rhetorical appeals specifically, ethos, pathos, and logos, are effective in conversations between people.
The message's rhetorical context was very personal. One specific person who I shared a past, experiences, and feelings with was the audience. Rhetorical exchanges are always driven by the goals of the parties, according to Downs (464). I was motivated by two things which were admitting my mistakes and finding emotional closure. Language, choice of words, and the message were all influenced by these goals. Early on in the message, I acknowledged my mistakes, including my impatience and misunderstandings. This illustrates ethos since somebody might appear more reliable by demonstrating accountability. According to Downs, ethos is associated with opinions about a writer's ability, morality, and kindness, all of which affect whether or not an audience chooses to listen to them (475). Even though I was upset, I tried to show transparency and moral integrity by owning up to my mistakes.
The role of pathos was much more powerful. I made emotional appeals by bringing up past relationship memories, aspirations for a future together, and the hurt of feeling discarded or unappreciated. Persuasion usually requires that individuals not just think but also "feel, literally in their guts" about a problem, according to Downs, who characterizes emotional appeals as having their roots in deeply held beliefs and physiological responses (472). This idea was essential to my message. The purpose of statements like "feeling hurt by distance," or "expressing disappointment in how communication faded" was to cause understanding and empathy. These emotional desires were more reflective of how human conversation often revolves around shared values like commitment, love, and trust.
Narrative was another crucial component of rhetoric. According to Downs, people frequently use narrative to make abstract concepts real and meaningful in order to comprehend events (468). The narrative of my message included the initial excitement of the relationship, acknowledging flaws, disappointment following the breakup, and the drive to no longer wait for a new beginning. This method of narrating stories helped in turning difficult emotions into a well-organized justification. In addition to helping me make sense of my emotional experience, the narrative caused him to think about how he had previously understood what had happened.
It is easier to understand why this message took place the way it did if you are aware of rhetorical concepts. People naturally use rhetorical arguments to meet their objectives, even when they are not writing for academic purposes. Communication is never unbiased when rhetoric is seen as an "operating system for human interaction" (Downs 460). Goals, background, and desired outcomes are all present in every message. This realization has expanded my perspective on writing. I now view communication as strategic that produces meaning influenced by circumstances, target audience, and objectives rather than just words.
In the future, being familiar with rhetoric will help me write and communicate more thoughtfully. Making decisions about language, organization, and supporting details based on intended results rather than impulses is supported by understanding rhetorical demands. Because analyzing rhetoric involves taking audience views and beliefs into account, it encourages empathy. Rhetorical awareness can promote stronger conversation and clearer expression when writing papers for school, business letters, or personal messages. Understanding rhetoric ultimately shows that communication involves more than just what we say, it also involves how our words impact understanding, connections, and making decisions.
Work cited: Downs, Doug. Writing about Writing: A College Reader. Boston: Bedford/St.Martin's, 2017. pp 458-481.
Hayden Kennan · Professor Richardson · ENC 1101 · March 10, 2026
Posts with daily run updates are a popular genre in the run club community I belong to. By providing the meeting site, start time, and distance options, these posts notify members about approaching runs. To ensure that everyone can see the updates, they are typically shared digitally over Instagram or an iMessage group chat. Running terminology like "warm up," "cool down," and "negative splits" are frequently used in the language. "Time," "Meeting Spot," and "Distance Options" are short paragraphs or bullet points that are usually used to arrange the posts. The date, location, route distance, weather alerts, and inspirational words are typically included. These characteristics demonstrate the run club's emphasis on enthusiasm, organization, and effective communication.
Training programs are another genre utilized in the run club world. These programs show runners how far and how often they should run each week, which helps them get ready for events like marathons, 5Ks, and 10Ks. In order for members to save and adhere to the schedule, they are typically distributed digitally. Training plans are typically structured like a weekly calendar and frequently contain phrases like "rest day," "timed training," and "long run." Mileage targets, rest days, exercises, and tips for enhancing performance or avoiding injuries are all included in the content.
Professor Richardson:
"Name the club and it's usable (so, who organizes it?). For the posts, you need to focus in on a specific platform. When you work on the next project, please do add the specifics."
My Response:
After reading my comments, I didn't realize I wasn't specific enough as to what run club I am part of. Therefore, I will be putting in my final paper that I am part of the "Run Club for mfs that dont run" run club.
Thesis: The run club community organizes communication, shares information, and inspires members to reach their running objectives through genres including training plans and daily run update updates.
Work cited: Mendez, Sierra, and TWU FYC Team. "Genre." Reading and Writing in College, Pressbooks, 2021.
Hayden Kennan · Professor Richardson · ENC 1101 · March 13, 2026
Introduction
To plan events and achieve their objectives, communities frequently rely on common communication channels. Genres are the names given to certain modes of communication. People encounter similar communication scenarios on a regular basis and establish writing structures that facilitate such occasions, which leads to the development of genres. According to Pressbooks "Reading and Writing in College" "genres develop from recurring situations and help writers respond to those situations effectively" (Mendez). Genres facilitate quicker and more effective communication since members of a community are aware of these patterns.
"Run Club for MFs That Don't Run" is a running group that is a community that largely focuses on written genres. The club focuses on encouraging people to keep active and get better at running, and it communicates through group chats and Instagram posts. Training regimens and daily run update updates are two significant genres utilized by the community. These genres assist in planning group runs and provide direction for participants as they prepare for competitions.
The Community of a Run Club
The goal of the run club community is to get people together to train, run, and get fitter. Members sign up for a variety of reasons, including maintaining an active lifestyle, getting ready for races, and meeting other runners. Despite having a colloquial name, the club has distinct objectives. These objectives include aiding members who wish to increase their performance and promoting consistency in running.
The club's ability to remain organized is greatly aided by written genres. Posts announcing planned runs, training schedules, and inspirational quotes are frequently shared by members. "Genres shape how writers communicate with audiences and how readers understand texts," (Mendez). This concept clarifies the run club's usage of standardized writing styles.
Daily Run Update Posts
The daily run update post is one of the most significant genres that the run club uses. Typically, these posts are shared online via iMessage group chats or Instagram. In addition to providing crucial information like the meeting site, start time, and distance options, their goal is to notify members about forthcoming runs.
Posts with daily run updates adhere to certain linguistic and visual norms. Running terminology like "warm up," "cool down," and "negative splits" are frequently used in the language. These terminologies aid runners in comprehending what is expected of them during the workout. These posts have an easy-to-read layout as well. Headings or bullet points with the labels "Time," "Meeting Spot," and "Distance Options" are frequently used to organize information.
These posts usually contain the date, location, and distance of the run as well as occasionally weather alerts. Additionally, several entries contain inspirational quotes urging runners of all skill levels to take part. According to Mendez, "audiences can quickly recognize the purpose of the message when writers use familiar genres" (Mendez). Members can immediately comprehend the material and determine whether or not to attend because they are familiar with the format of a run update post.
Training Programs
The training program is another significant genre that the run club employs. Weekly workouts are guided by training programs, which are organized regimens. These programs assist participants in getting ready for races like marathons, 10Ks, and 5Ks. To enable participants to save and adhere to the plan, they are typically distributed digitally via group chat messaging. Additionally, training programs adhere to particular linguistic and design conventions. Specific words like "rest day," "timed training," and "long run" are frequently used in the language.
Weekly mileage targets, rest days, specific workouts, and injury prevention advice are usually included in the content. Additionally, helpful reminders regarding consistency are part of several plans. These organized programs support the club's emphasis on discipline and improvement by assisting runners in maintaining organization and working toward goals for the future.
How the Genres Reflect Community Values
The values of the run club community are reflected in both training plans and daily run update blogs. The group's emphasis on efficiency and order is evident in the run update posts' well-defined structure. Important details like meeting locations, times, and distance options are easily accessible to members. This helps the club keep organized and makes it simpler for runners to determine whether they can attend.
Improvement and dedication are two more significant community values that are reflected in training programs. These programs lead runners through planned exercises that help them prevent injuries and progressively increase their endurance. The programs foster a sense of teamwork and shared progress because many participants adhere to the same guidelines. Runners frequently share their accomplishments or difficulties with other members of the group, which boosts motivation and a sense of mutual support.
Conclusion
When joining new organizations, people may find it easier to adjust if they are aware of how genres operate within the community. Genres show how members interact, what kinds of information are crucial, and how the organization plans its events. Members of the run club community may plan runs, remain informed, and enhance their performance with the help of training programs and daily run update articles.
Participating in new communities can also be made simpler by learning to identify these communication patterns. People can quickly pick up expectations and contribute more successfully when they comprehend how genres operate. Communities use genres as tools to help one another, stay organized, and exchange information. As a result, it might be much simpler to join and participate in new groups if one is familiar with genres.
Work cited: Mendez, Sierra, and TWU FYC Team. "Genre." Reading and Writing in College, Pressbooks, 2021.