December 16, 2012 Dear NDSU Assessment Committee: The past four and a half years of studying English

at NDSU have been enlightening. The demanding amount of writing and critical thinking required every semester has truly shaped my mind in a way that wouldnt have been possible if I had picked a different path. The key theories and techniques learned over the past nine semesters primarily originated with the core English classes. The core classes provided valuable tools which were implemented in every other course I experienced. Once obtaining such tools, upper division English courses took them a step further. As they improved through challenging implementation, they ensured my fulfillment of the English Outcomes. The expected Outcomes of English majors include: Outcome 1: English majors will be able to write and speak effectively for a variety of purposes and audiences in a variety of genres and media. Outcome 2: English majors will be able to read (analyze, interpret, critique, evaluate) written and visual texts. Outcome 3: English majors will be able to conduct research effectively using a variety of research strategies and sources and documenting their sources according to standard guidelines. Outcome 4: English majors will be able to manage sophisticated writing and research projects, planning, documenting, completing, and assessing work on-time and within the constraints of the project. Outcome 5: English majors will be familiar with a variety of theoretical lenses, learning to recognize them at the 200-level and learning to use them by the 400-level. Outcome 6. English majors will be familiar with literatures as culturally and historically embedded practices. This outcome includes goals such as familiarity with major writers, genres, and periods, and technologies of writing. Outcome 7: English majors will develop professionalism exhibited in such qualities as self-direction, cooperation, civility, reliability, and care in editing and presenting the final product.

In English 271: Literary Analysis I used a psychoanalytic lens to examine Pink Floyds The Wall for my final paper, A Freudian Look into Roger Waters True Expressions in The Wall. This paper exemplifies how the required skills described in Outcomes 2, 5, and 6 were achieved. Rather than looking at every member of Pink Floyd, I solely analyzed Roger Waters as he wrote the entire rock opera and sang the majority of the lead vocals. In completing that final paper, I examined the lyrics and Waters emotion when singing to analyze him psychoanalytically. My findings revealed a very strong death drive and fear of abandonment, along with an interesting relationship with his mother. I didnt include any primary resource, as I wanted to complete this project independently and originally. However, I should have included a citation for the text through which I received the theorys principles and

terminology. This paper was my first attempt at a lengthy critical analysis, and it definitely addressed Outcomes 2, 5, and 6. Dr. Andrew Mara directed the class of English 275: Introduction to Writing Studies in creating a public project deemed, Celtic Crawl 2010. This project consumed the first half of the semester and had us planning and writing to get activities ready for the event. In doing this, Outcome 4 was achieved. Later on in the semester I completed the paper, Fanboyism at Large on IMDB.com Productive or Counter-productive? The research paper was a failure; my thesis didnt hold tight and the research wasnt as thorough as needed, but it attempted to address the skills included in Outcome 3. After this project, the class was tasked with conducting a remix of Platos Phaedrus. I filmed a Kung Fu short, The Focused Path of Phaidro, which depicted two characters similar to those in Phaedrus. The project demanded that I analyze the text for its main elements and ideologies, and transfer them into a remixed, refreshed telling of the tale. This short film required the use of skills and abilities included in Outcomes 1, 2, and 6. In English 345: Themes in American Culture, Dr. Linda Helstern assigned a research paper which analyzed two novels and also incorporated outside sources. My paper, God vs. Lucifer in Contemporary Times, compared and contrasted the God and Lucifer elements in John Steinbecks In Dubious Battle and Pietro di Donatos Christ in Concrete. The paper turned out to be much more effective than the one submitted in Dr. Andrew Maras class, and the textual analysis was much more thorough than my literary analysis of The Wall. Overall, God vs. Lucifer in Contemporary Times demonstrated a growth in Outcomes 2, 3, and 6. English 458: Advanced Writing Workshop provided an opportunity to write in an atmosphere which encouraged heavy revising and editing methods. The included piece, The Trials of a Writing Steak Salesmen, surely fits Outcome 1, and was an attempt to chronicle a summer where my literacy skills seemed to have evaporated. Outcome 1 was addressed by toying with the genres of academic writing, fiction and nonfiction, and creative nonfiction. Through the intensive workshop sessions, my paper started to evolve as I saw my audiences reactions first hand. With each draft I produced five in total I attempted to adapt my writing toward my readers. Also included amongst my portfolios collected works is an untitled professional narrative from English 358: Writing in the Humanities. The professional narrative prompted students to examine the choices responsible for their current status as a college student. In doing so, I attempted to mesh creativity and professionalism in a manner where both could be employed effectively. Admittedly, a larger portion of the paper fell under professionalism than creativity, but I was still able to maintain a sense of a creative voice. In working with two contrasting elements, I met Outcome 1 by effectively melding two genres together and appealing to a dualaudience within a single paper. English 358 was completed fall 2012, a year after English 458, and I think my ability to warp genres improved between the two classes. Most recently, I have completed English 467: English Studies Capstone Experience with Dr. Betsy Birmingham. The project required a lot of self-direction, but it also demanded close

contact with a mentor. While working with a mentor, it was essential to boast a sense of civility, cooperation and reliability items with which Outcome 7 deals. I didnt meet with my mentor as much as I should have, but this did promote even more self-direction. The capstone project was also obligated to an in-depth level of research involving a minimum of fifteen annotated sources. This aspect exemplifies the dealings with Outcomes 2 and 3. The research primarily funded the presentation, Fictional Dreaming, while the final paper, An Accepted Journey, involved the adaptation of dream journal entries into a short story. The paper portion was inspired by Salvador Dalis use of dreams as creative expression. In adapting the dream journal entries, I found I was analyzing myself through my unconscious. This allowed for a bit of inner wisdom and newfound awareness via recurring elements. These tasks involved Outcomes 4, 5, and 6. Outcome 5 was present due to the researching of Sigmund Freuds and Carl Jungs implementation of dreams in their therapy practices; the sources I analyzed often included elements of psychoanalysis. I feel that through the projects included in my portfolio I have demonstrated an improvement and implementation of each Outcome. As graduation approaches, I feel as though equipped with tools which will aid my future progression in the career-world. The English major has allowed for great improvement with writing and verbal skills, and I couldnt be more satisfied with my education. Sincerely,

Jacob Ritteman