7th-Grade English Portfolio
My Portfolio Reflection
1. How would you describe your writing at the beginning of the year and how would you describe it now?
At the beginning of the year, I often ranted in my writing and it was too informal. Now I am more aware of what type of writing is appropriate for an assignment.
2. What do you consider your writing strengths? Explain.
I think that I am very good at successfully elaborating on my ideas and thoughts, as well as describing settings and/or scenes. I think this because I am able to explain my thoughts and ideas fairly well, and I think it is one of my greater strengths.
3. What writing skills do you need and/or want to continue to develop next year? Explain.
I think one of many things that I desperately need to work on is my spelling. I cannot live without auto correct and spell check. It has gotten to the point where I have a difficult time writing on paper because I have no idea how to spell half of the words that I use in my writing. So , if there is one thing I could work on, it would be that.
4. What piece of writing from this year best captures your growth as a writer and thinker? Explain why.
For this question, the piece can be read and looked over as Artifact #1. For this assingment we had to write as if we were Jewish people living in Europe during the Holocaust. I chose this piece for two reasons: The first being that I recieved a near perfect grade on this assignment. A 97%, which is the highest grade I have recieved in English this year. The second reason i s
5. What piece of writing from this year are you most proud of? Explain why.
I, too, went through this journey. While we were still in Warsaw, there were at least ten, maybe fifteen, Nazis yelling, “Get in a train!” or “Get in that car!” and separating everybody from their families. I was put into the back of a truck, and my mother in another. I don’t think my sister made it into a vehicle.
On the back of our truck, there were mostly other teens, one boy, Arthur, was shot dead right in the middle of the road, because when we stopped to rest, tried to run and escape. There are some things that one can never forget. There are a few girls on the truck, Eleanor and Margaret. We hope that wherever we end up, we are together.
After about a day, we arrived at Izbica. It is what they call a “transportation camp”. All of us were put in a room together. Eleven of us in an 8x8 room. Comfy, huh? We spent the night there and nothing more. I was put on another train with a few from the truck from before, Peter and Eleanor. This ride, was much shorter. No more than half a day. I was thankful to not have to spend more than that. I was dark, dirty, and smelly. They put us in the same car as three horses. It was horrific to say the least.
When we arrived, we got out of the train and were assembled outside of the train. I read the sign, it said Treblinka 2. Near the sign there were around ten SS officers. We stood, and almost out of nowhere, they began to shoot at us. It seemed to be never ending. It just went on and on and on. Only twelve of us survived. They took us and gave each of us a shovel. There was a grave site already setup with six or seven others digging a pit. They ordered us to to dig. And that's what we did.
I have been here for three days now. I have never been more alone, and I live in a camp full of people. I fear that I will be killed. But what does it matter? There is no one else in the world right now who cares about me. Other than you. What will they do to me? I live in constant fear.
Wolves come in sheep’s clothing. These wolves are everywhere. Wolves can be companies, politicians, and everyday people who just want to hurt others. Wolves are most commonly found in literature, are often found in dream-like settings, much like in “The Walrus and the Carpenter”. In this poem, personification and Pathos are used by Lewis Carroll to teach children that not everything is as it seems.
First, Carroll uses personification to make his adult message more accessible to children. As the Walrus does his best to convince the oysters to come, “The eldest oyster winked his eye/And shook his heavy head” (39-40). Oysters cannot wink their eye and they cannot nod their head. However, in Carroll’s poem one does both. Lewis has the oyster wink his eye because in a poem created for children, having dream-like characters are important. He wants to make his poem so children all over the world will be able to understand a deeper and more mature message. His use of personification allows children to better understand that not everything is as it seems.
Carroll also uses pathos to make the Walrus seem kind and unsuspicious. After the Oysters are out walking with the Walrus he says “It’s so kind of you to come” (85). The Walrus’ use of Pathos help him to seem normal and kind. However, the his intentions are far from it. With the twist ending it makes the poem true to life. Children safety is a big concern for everyone and needs to be talked about. However, five-year olds may not understand such a complex topic. The use of Pathos in Lewis’ poem allows children to begin to understand that not everyone is kind and wants to help them.
In conclusion, “The Walrus and the Carpenter” is a poem written by Lewis Carroll to teach children about what can happen when strangers are trusted. Lewis’ poem makes a very mature and adult messages accessible to children without scaring them. A simple message that everyone needs to know is portrayed in a short poem, that helps children everywhere understand not everything is as it seems.