Ashley Yoo's Portfolio
As a college freshman going through her first semester, there was one word that described my continuous psychology: nervous. I didn’t know what I was doing, and I didn’t know what I wanted to do; and I still don’t have a clear idea. As an out-of-state student in a state university, my nervousness was perhaps worse than others; not only was the environment different from my hometown (Seoul, Korea) and high school in Newtown, Pennsylvania, but also the classes were different from what I expected. Particularly, ENGL 366H: Literature and Other Arts shocked me. As the course name implies, I imagined immersing myself into literature and discussing books with Professor Anderson and other classmates for every class.
Of course, we read Cormac McCarthy’s <The Road> and Alan Moore’s <Watchmen>, but the core part of class was much different from what I expected. In Professor Anderson’s ENGL 366H: Literature and Other Arts (or Boost Literature), I learned how to incorporate writing and technology. Initially, I didn’t quite get the sense of what this “incorporating writing and technology” was;I just thought it was recording a novel I wrote, reading out in a creative way. I found I was completely wrong, but since technology is so present in our daily lives, I first wanted to say that the class material would be fairly easy to get used to.
In reality, however, it wasn’t. It was something very different from classic, traditional college essays, very different from a piece of written paper which will be read only by a professor. I realized that until I really learned how to combine writing and technology together, I was still an ordinary student caged in a traditional academic setting. As a journalist Clide Thompson mentioned, it’s not a teacher’s comment that makes writing influential, but the power of public thinking. As the works for this class were expected to be posted on a public website and be professor/ peer reviewed, I forced myself to think of myself as an author for my works, performer for my audience.
Boost Literature provided me a chance to explore culture and identity, and taught me how to organize my logic (logos) to appeal the audience’s emotions (pathos). My reflections below will include part of my stream of consciousness when I was working on each project, and personal challenges and growth as I worked on the drafts and revisions. The soundlist, audio essay, improvised and recorded e-poems and the response video to <The Road> inspired me to learn. These five pieces of work encouraged me to strengthen my public thinking, which increased my awareness of how to evoke the harmony of visual and sonic elements and to explore culture and pathos.
Of course, we read Cormac McCarthy’s <The Road> and Alan Moore’s <Watchmen>, but the core part of class was much different from what I expected. In Professor Anderson’s ENGL 366H: Literature and Other Arts (or Boost Literature), I learned how to incorporate writing and technology. Initially, I didn’t quite get the sense of what this “incorporating writing and technology” was;
In reality, however, it wasn’t. It was something very different from classic, traditional college essays, very different from a piece of written paper which will be read only by a professor. I realized that until I really learned how to combine writing and technology together, I was still an ordinary student caged in a traditional academic setting. As a journalist Clide Thompson mentioned, it’s not a teacher’s comment that makes writing influential, but the power of public thinking. As the works for this class were expected to be posted on a public website and be professor/ peer reviewed, I forced myself to think of myself as an author for my works, performer for my audience.
Boost Literature provided me a chance to explore culture and identity, and taught me how to organize my logic (logos) to appeal the audience’s emotions (pathos). My reflections below will include part of my stream of consciousness when I was working on each project, and personal challenges and growth as I worked on the drafts and revisions. The soundlist, audio essay, improvised and recorded e-poems and the response video to <The Road> inspired me to learn. These five pieces of work encouraged me to strengthen my public thinking, which increased my awareness of how to evoke the harmony of visual and sonic elements and to explore culture and pathos.
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