Courtney Danielle Woods

UWRT Student = Writer = UNC CHARLOTTE● 980.230.0430● courtneywoods@outlook.com

Dear Malcolm:

I never imagined my first semester of college would be such a transformative experience. When
people express, education is a journey, not a destination, it is so much more than a cliché. In
one semester, my vision is clearer; my focus is sharper, and I can see a direct path to the future.
A large part of that focus and direction happened thanks to you and our first-year writing class.
This semester embodied my E-portfolio’s title: Exploration. Adventure. Quest.

Before this semester began, I did not fancy myself a writer. I imagined my essays would
primarily be the add-water-and-stir variety. I believed (as I had so often seen in the movies and
on television) if an essay was due at 8:00 AM, I could start working on it at 11:00 PM the night
before. Then I met, The Writing Process. The Writing Process allowed me to see myself as a
writer. I came to understand that although some people are born writers, I could follow the
steps and yield good work, maybe even great work. I began to use my Daybook. I brainstormed.
I completed free-writings. In fact, brainstorming and freewriting were the Studios with which
resonated most. Instead of worrying I had nothing to write about, I wrote to discover writing
topics. I scribbled ideas to revisit. I sketched out outlines. I created. I wrote. I read. I wrote.

In concert with my Daybook, I found reading Shitty First Drafts particularly enlightening, much
more so than the other readings. In high school I anguished for hours and hours over writing
the perfect word, perfect sentence, and perfect paragraph the first time. I needed to get it right
and get it done with little muss or fuss. Shitty First Drafts freed me from a quest for perfection.
It gave me permission to write without constantly editing in my head as I went along. It helped
me deal with procrastination and what I perceived as writer’s block. Reading Shitty First Drafts
and using my Daybook took away a lot of the fear and apprehension I might otherwise have
encountered when it was time to tackle the EIP.

When I saw I could create a documentary or website for my EIP, I was thrilled. I relished the
opportunity to produce an assignment different from the run-of-the-mill essay. Initially, I
thought crafting a website might be less work. It was not. What is was though, was an eye-
opening opportunity, not only to learn something new but also to advocate for my child and
other children dealing with ADHD.

As I researched my EIP, I was originally a bit resistant to Atkins Library. The public library was
my friend. I knew it well, and I was comfortable with it. Visiting the campus library allowed me
access to articles and databases I might not otherwise have seen. These resources are not
available at the PLCMC. As I compiled my Annotated Bibliography, I got to see my research
organized. I evaluated it. Assessed it. I was incredibly proud of this work. I had compiled a list of
not only secondary sources but primary sources from interviews and field research as well. My
annotated bibliography laid all my research out and made it much easier to use as I continued
with my EIP topic proposal.

Quite honestly, when I read the topic proposal assignment sheet, I thought it was a bit much. In
my mind, a topic proposal outlined the topic, a thesis statement, and perhaps an introductory
paragraph. This proposal demanded so much more. I struggled with it. I vacillated between
ADHD and possible other topics. I felt exploring ADHD might hit too close to home, and I tried
to find other topics I could examine as passionately. ADHD was far too broad, and I had
difficulty narrowing and focusing the topic to my satisfaction. This topic proposal was quickly
becoming a bit of a pain. As I completed it though, I saw it was merely a way to navigate the
writing process and explore those steps. When I stopped fighting it, it helped me. Completing
the topic proposal made it that much easier to complete the EIP first draft and continue the
creative and writing processes.

I am uncertain of whether I’ve completed a school assignment I’m prouder of than my EIP. That
website is literally a labor of love. I learned. I grew. I helped my son, and I hope to help other
people’s sons and daughters. The project helped me to understand ADHD more and my son
more. I believe I created a body of work that transcends our class and has set me on a new
path. I am quite attached to this work. Consequently, when I received your notes on my draft, I
was uncertain of whether I wanted to make the actual changes. I liked the spare nature and
appearance of my site and did not want to “clutter it” with more information. I felt the same
way regarding the peer review. I was uncertain I wanted other students who neither
understood my story nor my process to tread on the work I painstakingly fashioned. The peer
review; however, did not ask me to change specifics. My reviewers only pointed out questions
and awkwardness, which allowed me to re-see my work. I incorporated their suggestions and a
few of yours into what I see as a finished product that is still a work in progress. This
assignment rocked.

The E-portfolio allowed me to see my progress. It is quite unlike anything I have done before. I
didn’t want to merely call it a journey, because it is so much more than that. This semester, I
explored new paths and learned and grew more than I ever imagined I would. Learning is a
grand adventure, and this class puts me on the path to greater adventure. I will take the tools
and processes from this class on my quest as I matriculate and emerge as a writer, reader, and
student.

Thank you, Malcolm.

Best,

Courtney Woods