Final Portfolio

Here is my final portfolio for WAM

Revised WAM Map Project:

Original Map Project Reflective Statement:

Map Project Reflection Original

Revised Map Project Reflective Statement:

Revised Reflective Statement

Original Midterm Portfolio Reflective Essay:

reflective-essay-mid-sem-portfolio (1)

Revised Midterm Portfolio Reflective Essay:

Revised Reflective Mid Essay

Multimodal WAM Essay:


Blog Post #10: Digital-Viral Revisited

My digital-viral text was of the below image to my Snapchat account:


The original intention of my text/image was to create a sense of camaraderie amongst my audience, as the majority of them are college or high schools students. We are all experiencing the stress of finals at the end of the year, so I aimed for my meme to bring a bit of humor.

I didn’t necessarily have an unintended audience, as with Snapchat only your friends are able to access your Snapchat Story. But with my intended audience, I did get a bit of a reaction. Some of my friends screenshot the image because they thought it was funny. Others responded to my post with a message through the app saying ‘same,’ ‘I feel ya,’ and other messages along the lines of those. Almost all of the people I’m connected to on Snapchat viewed my post as well.


My digital-viral text was spread mainly between my audience and I. My total number of views from people was 41, which is high for me, and I got a few screenshots and around six messages from friends. All in all, considering I’m not overly active on Snapchat and have a smaller amount of friends, this was a higher amount of activity than normal for me. My digital-viral text didn’t spread to other social media platforms because it was a post mostly confined to that one social media platform.

My text certainly would’ve circulated more if I had spread it across multiple social media outlets. But I felt it did it’s job on the platform is was published on.

Blog Post #9 Digital-Viral Assignment

The meme I created was a combination of image and text. I wanted to utilize what I had around me and find a way to make it humorous. So, I made a snapchat photo of a stress ball with a smiley face on it, rolled upside down, with the text “When school just hits you, and you’re like …” presented underneath it. I sent the snapchat out to my friends as well as posted it on My Story. I think Snapchat is one of the best and easiest ways to send a meme / joke out to your friends. Snapchats are usually humorous and lighthearted so I thought this was the appropriate outlet for the type of meme I wanted to create.


The subject matter of meme, and the outlet I sent it out in, are relevant to the message I wanted to get across. My audience would be my friends, who are all college or high school students. We’re all in the midst of the time of the year where we feel overwhelmed by our schoolwork and approaching finals. I felt as though the image and text I sent out captured that feeling, while also putting a funny spin on it. Finals and end of the semester are often stressful for everyone involved, so I hope that my meme creates a sense of commiseration amongst my friends as we try to keep a sense of humor.

Since I used Snapchat, the image sent out to people was could be seen as a more personal type of banter. My friends responded almost instantaneously with remarks of ‘my life’ or ‘same’ etc. I have put out snapchats before, on My Story, and people have responded and interacted with the image I put out, even if I had not directly sent it to them. So, I will examine to see if others respond with similar images of their own and how they respond and interact with the image and text that I put forth on the social media platform.

Below are screenshots of where I have posted my meme, and I will monitor how many people view it / respond to it over the course of the 24-hours that it is visible on Snapchat.


Map Class Discussion Reflection

What are the affordances of maps as a genre? What does it do that other genres can’t?

Maps enable you to present a wide array of information in an unconventional ways. It can help to present dense and detailed information, such as data and statistics, in an interesting way. Other genres wouldn’t be able to do this as easily.

What’s the relationship (or a relationship) between a map and space (ie. location)? How do we make sense of these things in relationship to each other?

Maps are often in relationship to a specific space / location. It may not necessarily be about the specific location itself, but the history, specifics of people or things, or data that are in relation to that space. The space is the specific focus of what the map is trying to represent.

What does gathering data, presenting it spatially, and creating / designing maps tell you about writing, literacy, and rhetoric, writ-large?

Writing and literacy are not limited to simply writing about a topic. This project shows that you can tell a story in a way that people may not conventionally consider a ‘story.’ Data is a part of literacy and writing, it’s how it’s presented that enables others to more easily access and understand it.

What suggestions do you have for improving or otherwise revising this unit? Things you’d like to see, things you’ld like to do, how better to support your learning, etc.)?

I understand it’s supposed to be freeing and enabling us to create a map of whatever you want, but some more specific guideline examples would’ve been beneficial. Going over the different ways we could make a map – whether drawing or done online – would’ve been helpful as well.

Portfolio Feedback Freewrite

I felt as though the portfolio was helpful. It enabled me to look back on my work in the course thus far, analyze it, and think about how I could improve it.

The benefits, for me, were that while I was revising all the different aspects of the course, it truly caused me to think and reflect upon everything we had learned. I was able to re-read and adjust my perception of what we had previously discussed and read for class and revise them with knowledge I’ve been able to accumulate as a whole across the semester. A drawback is that it was at times unclear what was wanted for the portfolio. One of the few pieces I received feedback were for the main projects, and I would’ve appreciated some hinted direction to take for the blog posts and in-class writing assignments.

Since it was part of the requirements of the portfolio, actively thinking about what I learned and reflecting and expanding on that helped me to fully understand and appreciate what I had learned. Especially be asked to apply what you’ve learned to yourself and your writing, it enabled me to expand my overall dialogue of what rhetoric is at large.

If I had more time, I would have wanted to link all of the revised pieces more closely together and how they can even play into and off of one another. But due to time constraints, I was not able to do so.

Mid-Semester Portfolio

Here is my mid-semester portfolio for INFO 303.

Blog Posts

  • Blog Post #2 Composition and Rhetoric Reflection


Revision: BP 2 Revision – Mid Sem Portfolio

  • Blog Post #5 Remixing Composition(s)


Revision: BP 5 Revision – Mid Sem Portfolio

  • Blog Post #7 Accessibility and WAM


Revision: BP 7 Revision – Mid Sem Portfolio

In-Class Writing

  • Writing and Composing in my Discipline


Revision: ICW 1 – Revision

  • Reflection of Angels’ Town


Revision: ICW 2 – Revision

Audio Manipulation Project

Original Audio:

Original Reflection:

Revised Audio:

Revised Reflection:

Reflection Essay

Reflective Essay Mid Sem Portfolio

In-Class Writing Audio Wrap Up

As a mode, sound is its own unique thing. It can represent a severity, set a tone, evoke a response, and embody a feeling when words simply can’t do the job. If anything, it is a mode that enables the wordless to be worded into reality – with no words at all. It is evocative of emotion in bounding waves, annoying ticks, and pleasant tones. It evokes the senses in a way that doesn’t have to simply be limited by words; words can be used in sound, but they are not primary in order for its meaning to be clear.

Space and audio are related in that they play off of one another. In simple terms, if audio is played in a closed-off, tight room, its impact will be numbed down. Versus if it’s played in a wide, open space it will echo and reverberate everywhere. Location could also be taken as context. Location could be a party, a classroom, a bedroom, walking around the street, or at a concert. Each location possesses a context of what sounds are to be expected and presented there, but are not limited to those expectations.

Being able to record, edit, and/or recombine audio demonstrates that it’s like any other piece of rhetoric. It can be influenced by other pieces of work, can pull from those works, put their own spin on it, and release it. It’s a fluid thing that can be impacted and influenced by other pieces of work – much like how other mediums of rhetoric and literacy do the same as well.

To more fully be able to grasp this ability to manipulate sound, I would have liked to have devoted more time in class to actually doing so. We spent a lot of time discussing how audio can be manipulated and changed to evoke a different meaning, but I felt that I didn’t really know how to do that. Focusing more time on learning how to manipulate and change sound to fit your intended meaning and message would be beneficial.