Learning Portfolio of Writing: University - Reflective Journal

This learning portfolio showcases a student's journey of writing development, incorporating personal reflections, creative writing pieces, and theoretical analyses. The student explores their evolution as a writer, comparing past and present work to demonstrate improvements in clarity, grammar, and vocabulary. The portfolio references various writing theories, particularly the social cognitive theory, and examines the influence of pedagogy, curricula, and teaching methods on their writing abilities. The student includes several creative writing samples, such as descriptions of objects and personal experiences, to illustrate their creative process and writing style. The paper discusses the importance of creating a supportive learning environment, encouraging student expression, and fostering a sense of community among writers. The student reflects on the challenges and successes of academic and creative writing, emphasizing the role of teachers, personal effort, and supportive learning environments in improving writing skills. The portfolio highlights the significance of creative writing as a means of self-expression and the impact of writing on personal and intellectual growth.

Running Head: ENGLISH 1
Learning Portfolio of Writing
Name of University

ENGLISH 2
Learning Portfolio of Writing
The paper discusses the development as a professional writer with the help of self-created
texts and theories of literacy. The objective is to understand the processes of written composition
and construct a pedagogy to meet the needs of young, developing writers.
Section 1:
I look at myself as a young writer who is at the very begging of his journey of self-
exploration as a writer. I read somewhere that writing is like a muscle, the more you exercise, the
better it gets. The idea may hold true to some extent as when I compare my writing of
yesteryears to what I write today; I find a significant improvement in the quality of writing. I am
better with my ideas, the flow of the text, and make fewer grammatical mistakes. My vocabulary
has expanded with time, and I feel a lot more confident when using certain words or phrases.
There are various theories of writing, cognitive process theory, social cognitive theory,
and sociocultural theory of writing (Leggette, Rutherford, Dunsford & Costello, 2016). Over the
years, these theories have been modified to define concepts and ideas for writing. Although each
theory is unique, the social cognitive theory of writing is seen to be the most complete as it
involves cognitive processes and society’s influence involved in writing development.It makes
me wonder if the improvement in my writing skills has been due to the pedagogy and curricula
followed in the classroom or my own efforts to write well, or is it a combination of both.
Whatever the reasons, today, I carry a better understanding of the process of written
composition. A small piece of writing below is a good gauge to evaluate my writing skills today.
Although certain selective teaching practices are well known to create a suitable learning
environment in the classrooms, it is yet to be seen if those methods can help students develop as
writers. The teachers and instructors are advised to create a positive atmosphere for writing,
reading, learning for the students, and develop them as a literate community. The teacher should

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share their writing skills as a model for the students and communicate that they are still learning
and evolving as writers. Teachers look at themselves primarily as readers and not as writers and
thus get used to the mechanistic writing approaches followed in classrooms. Gardner (2018)
suggests that teachers should be given a writing curriculum.
Object
This one thing I use daily, I take it for granted. Open and shut, multiple times a day.
Mindlessly opening and shutting it behind me. One day I slow, I grab the handle on this tall dark
colored cabinetry and pull. It's like opening up a cave of wonder. As I pull, the light starts to
shine on my pastel skin. I open the door uncovering a world of vibrancy. All the colors of the
rainbow. Time stands still in the ice cave. Simple creatures with a load of potential. They can be
anything they want to be. I stand there and stare. What did I come here for? Oh yeah?! Let’s
make a salad.
According to Behizadeh (2014), dominant literacy practices must align with sociocultural
theories of writing and should be student-centered. The curriculum should expand and evolve
and be flexible enough to meet the diverse needs of a vast and assorted student body. A good
teacher knows how to develop an atmosphere of freedom of thoughts in the classroom. Every
student should feel confident that his voice would be heard and noted by the teacher. Most
students are bursting with thoughts that are just waiting to get expressed. Writing is the best
medium to give those students a medium of expression, and all they need is a bit of
encouragement and notice by the teacher. An essential part of pedagogy is not just teaching the
right content but teaching the right way. This requires a teacher to be more patient,
understanding and appreciative of the writing efforts of the students. She should encourage the
students to speak out their thoughts and share their feelings. Current teaching methods focus

ENGLISH 4
more on mechanics and grammar rather than the cognitive and creative thought processes related
to writing. I personally feel that teachers should not ignore a good piece of writing, even if it is
not grammatically perfect. Today, there are indeed too many writers and with their individual
style and genres of writing. What binds the good writers is the quality of their writing, and this is
what keeps them under a community with a sense of belonging (Elkins, 2013).
Metamorphosis
This golden puppy with his big brown eyes jumps excitedly around the yard. I am so
happy. I race around the garden, running through the house. Looking at the children and my
masters with such love and affection. All I want is their attention. All day. Every day. I’m so
excited to be here with these great people! My heart is so full for my new family! Wait! Is that a
new plant, lets chew it to pieces. Oh my! Another shoe! Yum! Yum! Yum! Rolling around playing
like a big doppy baby!
The research on writing over the last century has evolved and examined sociocultural
theories of writing. Sociocultural literacy theory looks at literacy as a social practice with a
communicative purpose for writing (Behizadeh, 2014). Writing is intended for a particular
audience and brings them together within cultural wholes. I have learned gradually and slowly
that the more I read and write, the more I know and have something to say. Sometimes I write
for myself, and sometimes I have a particular audience in mind, my colleagues, or my teachers.
More often, I write with the expectation that nobody will get to read what I write. Still, I feel like
writing every day and pen down my abstract thoughts on paper and give them a form and shape.
In my experience, I think I have certainly improved as a creative writer and no longer consider
myself as a bad writer.
The Essayist

ENGLISH 5
It has been a massive struggle to write academically within this subject, being my first at
university. I have spent a very long time outside the education environment so it has been a very
hard time putting pen to paper. More knowledge and reading experience will only increase my
ability to be able to write academically. Since my brain injury 6 years ago my memory can be
poor and I find it hard to find the correct word to explain things. At times I can go completely
blank. This can cause stress and frustration as I only just read something yet cannot recall it.
English was my best subject during my schooling years and I feel let down that my brain has let
me down at times.
I feel that my improvement as a writer has been possible because of my teachers, my
efforts, and the learning environment I find myself in. My instructors go out of their way to
guide me and follow the right strategies when teaching. As for myself, I remain proactive about
my writing efforts and prefer to talk honestly and directly with my teachers and peers about the
writing difficulties. I seek out the support that I need and have accepted that writing doesn’t
come naturally.
Section 2
Creative writing is a form of expression and offers one the sheer joy of sharing their
experiences with others. If our writing connects with others, one finds a significant purpose in
life and let out their feelings. Here is an example of a creative piece of writing. A creative
writing indeed gives me a sense of pride and achievement. And I feel motivated to write another
piece if acknowledge and appreciated by others. I personally feel that so many different factors
go behind making a good writer and motivate him to write. Although every individual may
know a language and its grammatical context with perfection, not everyone can be a good writer.
As asserted by Sabeti (2016), creative writing is a very individual and solitary pursuit and the

ENGLISH 6
power to create a good piece of writing resided with highly gifted individuals. The author argues
that creative writing is a relational and complex process. Writing is indeed a lonely process, but a
good piece of writing can bring a whole community together and impact hundreds and thousands
of people and their way of thinking. An excellent piece of creative writing gets lodged in the
innumerable minds and hearts forever. Sometimes I wonder why I write and what will I achieve
by writing good quality text. Perhaps it is an individual goal for higher satisfaction or for a
greater purpose to see if my writing can change minds or move hearts. It is my way of making
my voice heard, and I certainly cannot get noticed or heard with a lousy piece of writing. I am
not even sure as to how many people will read what I write and if they would even like what I
write. I don't have any expectations from the world but do care about what I write. All I know is
that I feel motivated to write, and every day there is a new reason that makes me continue
writing.
Graham & Sandmel (2011) carried out an experimental study to examine if specific
teaching and particular instructions can help improve the quality of writing. However, they found
that the writing approach did not make any significant improvement in the quality of writing
among students. While one cannot reach one to write creatively, they can undoubtedly motivate
one to write and improve the process of writing. Writers need to think first before they write.
Their unique thinking ideas need to get organized in a specific direction, and the writer needs to
develop a sense of purpose before they write. At times the writers are not very sure of what they
are written and why. According to Behizadeh (2014), culturally relevant pedagogy that involves
multiple modes of teaching and learning within the cultural and linguistic competence of the
communities can motivate young people to read and write.

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As stated by (Baker & Smith, 2015), youth often look at themselves as incompetent and
insincere when it comes to writing. The teachers need to make an effort to read what they write
and give feedback and remove the social tension they experience. It is essential to engage
knowledge, experience, and imagination to create a serious work of writing. The curricula are
narrowing and too restrictive for what the youth should write about. Young writers can certainly
use writing and composing as powerful tools to excel in other fields and profession (Baker &
Smith, 2015). It is the teacher's job to help the students share feelings and guide their emotions
into proper channels to become more productive. Without a conducive atmosphere, appropriate
knowledge, and the right motivation, it is not possible to teach creative writing. A lot relies on
the teacher on how to stimulate those dormant writing skills within the students. Every student
carries some potential to write, and while all of them may not become an excellent creative
writer, they can sure make progress in the right direction and improve their writing skills.
A student may feel motivated to write if the topic is interesting and exciting. He will feel self-
motivated to think creatively about the issue and recognize its importance in daily lives. He is
likely to stretch his imaginations and take a different view of the world. Writing is a constructive
as well as a reflective process, and as students write, they not only become better writers but
better learners as well. They are able to make better connections with their teachers, peers, and
society.
Journal writing has given me a chance to be creative and imaginative and assess my
writing skills. Keeping the above journal as a writer has indeed helped me to know where I stand
as a writer and if I am making progress in the right direction. It is like a story that records my
growth daily as a writer and in real-time. I was able to segregate the negative and constructive
chatter that went on constantly within my mind. Recording my ideas and thoughts in the journal

ENGLISH 8
on the process of writing and my development as a writer allows me to retrace my journey and
go over it as many times as I can. I write as I feel the need to write every day, and it is no longer
an effort or an obligation but has become a necessity. The emerging self-knowledge as a writer
and the improvement in the writing process reflects that I am heading in the right direction. I
would keep the current theories of literacy in mind and employ the nest teaching strategies that
can help students to develop their writing.
To conclude on the above discussion, it is essential to fine-tune the teaching strategies
and the curricula within the classroom and make the most out of different theories of literacy in
order to facilitate and encourage creative writing among students. Student need not just the right
learning environment and effective teaching strategies, but also attention and motivation to
recognize their strengths as a writer. When one writes with complete freedom, and without the
fear of rejection or being judged, one feels self-motivated to write.

ENGLISH 9
References
Baker, T., & Smith, A. (2015). The serious work of writing. English Journal, 104(3), 81.
Behizadeh, N. (2014). Mitigating the dangers of a single story: Creating large-scale writing
assessments aligned with sociocultural theory. Educational Researcher, 43(3), 125-136.
Elkins, J. R. (2013). Why write? Journal of Legal Education, 63(2), 333-340.
Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal
of Educational Research, 104(6), 396-407.
Gardner, P. (2018). Writing and writer identity: The poor relation and the search for voice in
‘personal literacy’: Writing and writer identity. Literacy, 52(1), 11-19.
Leggette, H. R., Rutherford, T., Dunsford, D., & Costello, L. (2016). A review and evaluation of
prominent theories of writing. Journal of Applied Communications, 100(1), 6.
Sabeti, S. (2016). Writing creatively in a museum: Tracing lines through persons, art objects and
texts: Writing creatively in a museum. Literacy, 50(3), 141-148.