Portrait of a Writer

A young flower bud eager to bloom to express its feelings as it blossoms is

the way I see my self as a writer. Yet I never really get to blossom, because I
hardly got any light, or nutrients. As a student going through all stages of
education with a different native language compared to students in school, I
had a hard time learning English and having a strong understanding of the
language. There for I wasnt the best when it came to writing assignments or
reports. I didnt receive a lot of help because I didnt want to look like a fool
asking for help, in addition of looking uneducated. One can only get better by
asking questions and asking for help. This I would learn later on into my
education career. As of today I see my writing abilities as well of to be
considered a college student. Anyones writing abilities can be as great as
their mind is able to set them as. If one self is willing to put forth the effort to
obtain much greater abilities as a writer, they can obtain them. I personally
like to write, only on subjects I prefer of cores. I feel irritated when I am
ordered to write about something I dont know or have no interest of
knowing. Prime example being the last writing assignment I had to produce
as a high school student. I had to write a three page paper on my feelings
towards the abuse of power by which police officers where enacting in their
field of work. I personally did not engage in any of these conversations there
for had no knowledge of so said inflictions in society. One past experience
that exceedingly shaped me to be writing more persuasive pieces was the
observation of a video on social media. Persuasive in the sense, that I want

people to understand that not all illegals are bad. I like knowing that I write
better when I compose about issues that are backed up with some sort of
sole. Its easier to write about something Ive directly been through, than to
something I havent. I have more of a feel to my composed writing when my
feelings are involved. Like in this case, when I write I do not prepare for such
writing. I spend little to no time preparing. Most of the preparation time
would be spent on understanding what the assignment requires to have. It is
more of a spontaneous writing style in a sense. I perceive that the ideas
come more naturally to me and I am able to think clearly. If I utilize the rules
and organized plans I feel overwhelmed and bombarded by these so called
writing fundamentals. An example would be that of creating first a strong
thesis statement. Some rules I do abide by are those of more rational origin.
Example being that one shall not repeat certain highly educated words like
appropriations. This rule helps the flow and originality of my writing. After I
have written most of my ideas and or information I might now, I start to
separate them into paragraphs. From there I start working on details, like
topic sentences, grammar, sentence and paragraph structure. Most of the
initial writing is raw so the detail work is key to my writing process. I usually
try to write as much as I can when writing moderately long papers. Most of
the time it takes a while for me to complete a paper I have little intentions of
writing. Although when I have great meanings on writing a paper, the
paragraphs almost come naturally. When I dont have any idea of what to
write about a take some steps back and just ponder the situation, and how to

solve it efficiently. At times I will convers with family or fellow students on

behalf of my situation. I trust that the interactions I have with other people
about the issue help me create ideas as well as obtaining them through thus
conversation. The meaning of revising my writing in my terms is when you
check your paper for how credibility of the paper, grammar, and all over
structure. The structure of a paper would be a rode that consists of a starting
point and ends with an ending point, and dose not consist of irrational dead
ends or detours.
Session 1: library. 2:30pm. People walking around. Custodians cleaning and
vacuuming the library. Students around were talking for most part of the
session. Headphones on, playing classic music. Phone recording my typing.
Every social media notification off.
Prior to the first session I pondered about the whole assignment. Thinking
and rethinking the states of my writing, the attitude towards my writing, and
everything else the assignment asked of me to answer. I also talked to my
mom about the assignment; she had little response to it. Therefore most of
my composing was fluent and of ease.
1-5: Read through the whole assignment, and questions. I thought of
different ways to prove my point in a light version, not so dense. [RQ][PS]
6-10: I decided to follow the format in which the questions were placed. [GP]
11-20: As I read the first three questions, I proceeded to answer them. [RQ]
21-30: Added information to the answered question. [WS]

31-35: During this time my friend interrupted me to speak to me about

school matters. [FRI]
36-50: Revised what I had previously written. [RE]
51-55: During this time I contemplated about certain sentences I wrote
down. [A]
56-60: Mother called, informing me that she was going to pick me up. [FAM]
61-70: I reread what I had previously written and started to answer the rest
of the questions. [R][WS]
71-80: My creative flow increased letting me answer more questions in a
faster pace. [WS]
80-90: I stated to talk about the subject of matter, which help me to write
more informative. [TW]
91-120: I slept for a little. [ZZZ]
121-130: I started to explore new Ideas in my head. [PS]
131-150: continuous flow of writing and little revising. [WS][R]
151-155: assessment of topic in my writing. [A+]
156-180: constant writing and periods of thinking. [WS] [PS]
181-190: nearly finished, just revising. [R]
191-195: commenting on what I did in my composition. [C]
Starting my writing process at the UTEP library was at times a little
distracting, in the state of that people would be conversing two steps to the
left and right of me. To cancel the nose, and distractions out I played
classical music. I plugged in my earphones to the computer, and I

immediately felt confident that I could affectively write my paper. For my

previous writing assignments I would extract any distractions that were not
necessary. Distractions being my phone, my dog, and my family to some
extent. Going back to the main subject, I noticed that for the most part I
would think silently before continuously writing for long periods of time. I
also noticed that at the beginning I always thoroughly reviewed the
assignment and, if any, writing prompts. Then occasionally I would take a
small break to either gather my thoughts, or to plan any other details or
main point. The only time it is inefficient for me to take these small breaks is
when I elongate my break. Additionally, sometimes I let the outside world get
in the way of my composing process. Examples being that darn Facebook.
During the beginning of my composition process I try to avoid bubble maps,
and prewriting on the bases that I feel like that type of process is time
consuming and useless. I have rarely use that process since middle school,
and for the most part it has worked in my favor. After I analyze those certain
things I begin to elaborate on the main points of my assignment. Those main
points are going to be part of my introductory paragraph. After I put all my
thoughts down for my first paragraph, I revise and edit it slightly. I then step
back and think of any details for the main points. I then proceed to write the
body of the assignment. Typically when I write throughout the body of the
assignment, I am generally freewriting. Any idea that comes into my head I
write it down. I do a little bit more of revising and editing on this part
because its obviously more important. If I get writers block, for any reason, I

talk to people about the assignment and try to get a new point of view that
will help my creative flow run smoothly. Consequently if conversing with
other people doesnt work, I have to do some research on the assignment to
get a better understanding. As I reach the conclusion I start to make notes on
what I should summarize for the conclusion. I routinely rewrite my
introductory paragraph in a conclusion type of way. I attempt to refine the
paragraph to conclude my assignment as well as to assure the coherence of
my main points. As I analyzed my composing process I realized that it was
equivalent to my portrait of a writer, which made me recognize that a have a
pretty good understanding of my composing process. I also realized my
strength and weaknesses throughout the revision of my cognitive process. I
am weak in clarification of my main points, furthermore my grammar is less
than average. On top of that I write every assignment as if it was the state
test. All my assignments look like on huge paragraph, until I revise and edit.
On the other hand I am greatly efficient at coming up with main points and
sentence structure. My writing cannot be compared with the articles I have
read. The articles that I have read are way more advanced than what I am
used reading, and in fact are extremely greater than my writing. If I had to
compare the articles to my writing, the articles would be way above my
writing.