Step by Step

This semester I walked into class with an open mind and wavering confidence. My writing had grown immensely in WR100, in areas I had previously been ignorant to. Yet, I knew there was much more to learn and needed to focus on new lessons, not bask in past success. This semester would require a combination of argumentation and re-search skills. Distinguishing my analysis from my argument had been a recurring issue in WR100, and now in WR150 I had to balance re-search as well. The class topic, art and politics, allowed for various re-search opportunities ranging from political history to image interpretation. 

After my first essay, a study of Abstract Expressionism and art for art’s sake, I could see myself applying lessons from WR100. I also recognized my struggle with argumentation. Although I introduced my claims in a more formal, concise manner, I did not carry them out  throughout my essay. There was a lack of argumentation within the body paragraphs and I focused my thesis in the conclusion. In my second essay, a re-search paper on Social Realism during The Great Depression, I presented an organized introduction that directed my essay. I also focused on claiming my argument throughout the body paragraphs. In this final essay, I worked towards presenting a clear thesis, making connections throughout the essay and expanding my argumentation.

  This final essay has proven to be the most time consuming and challenging thus far. Before I began the essay I struggled to decide on a topic. Once I decided to focus my essay on Soviet art the second challenge became narrowing my topic. My prospectus, the first supporting document in portfolio three, helped me brainstorm re-search questions. Similar to my experience with portfolio two, the prospectus motivated my re-search, but did not dominate it. An open-mind during the re-search process helps me develop ideas and build my arguments. My re-search, the second supporting document in the portfolio, narrowed my essay to a comparison between Soviet and U.S. art during the Cold War. 

  My third supporting document is the article by Eva Cockcroft, Abstract Expressionism: Weapon of the Cold War. Her argument in defense of Abstract Expressionism as a political strategy during the Cold War compelled me to change the focus of my essay. Having studied Abstract Expressionism for my first portfolio I felt comfortable with the topic, and was further intrigued by Cockcroft’s angle. In essay one I explore the debate on the apolitical qualities of Abstract Expressionism, but in essay three I focus on its political use. I had already begun my re-search on Soviet art and propaganda, but decided to compare it with the propagandist function of Abstract Expressionism.

  After thorough re-search, in which I studied the history and ideology of Socialist Realism and Abstract Expressionism, I found better direction for my essay. In essay three I argue that the Soviet’s use of art as propaganda was equivalent to the United State’s imperialistic goals for Abstract Expressionism. However, unlike Socialist Realism Abstract Expressionism could, and did, exist outside the political arena. Socialist Realism was created by the Soviet regime, but Abstract Expressionism arose from an avant-garde art movement and was later used as propaganda. Furthermore, Socialist Realism perpetuated repressive propaganda while Abstract Expressionism was a progressive movement.

  Draft one of essay three navigates through historical and political background to draw out my argument. While I vaguely allude to the topic of my essay, I do not present my thesis until page three. This undermines my argument and creates an illogical flow. Also, I analyze Socialist Realism before interpreting images, which could strengthen my argument. In my final draft I re-organize the majority of my essay and present my argument within the first two pages. I also shift the body paragraphs to present  history, evidence, analysis and finally argumentation. This provides better guidance for my readers. After re-organizing the first draft I could see where I needed to add supporting details, analysis or argumentation. While I weave in argumentative commentary throughout the essay, the bulk of my argument lies in the introduction, the end of the essay and in the conclusion. I begin to build my argumentative voice when I introduce my thesis on page two. Instead of diving into the argument, I proceed to provide historical, political and artistic background. The background I provide is necessary for my readers to draw the same, or similar conclusions as I do. On the last two pages I expand on my argument and  focus on strengthening my conclusion.

  My experiences in class, both from peer editing and stimulating conversation, have shaped my portfolio. I have gained stronger analytical and argumentative skills. My final portfolio demonstrates my growth in both my writing and use of Digication, a digital portfolio which has broadened my experience. The e-portfolio showcases my work in new, and varied ways. Just as I have learned to navigate through re-search, so too have I learned the advantage of visual media. My essay remains the most important aspect of the portfolio, but digication allows me to create a multi-media experience for viewers. Digication also makes the portfolio method a very personal experience. While I am compiling work for others to view, I have various tools available to incorporate my personal reflection, and style. Overall, portfolio three encompasses digication and writing skills gained in this semester of WR150.