Since I’ve been extremely preoccupied focusing on the repurposing draft and now the remediation mock up, I haven’t had much time to even dwell on the larger assignment of the eportfolio as a whole. In an elective course last year, I took Writing 200, in which I had the opportunity to create my very first eportfolio. This very class and assignment led me to discover my interest in the writing minor in the first place. I had never before been told to personify myself on a webpage in any manner that I please; the task was daunting and one that I worked on throughout the entirety of the semester. From this experience, I have learned what I want to keep and what I want to avoid in this edition of an eportfolio. In my initial template I wanted to focus on the words, in order to avoid other forms of media from taking away attention from what I believed to be the main attraction. From reading this section of Writer/Designer I have learned that there are actually in fact many other additions that can only help increase the message of my words rather than hinder as I had initially been led to believe.
By making my eportfolio interactive, with videos or moving images, I will be able to give a more understandable and approachable description of what my eportfolio is about—me. Seeing as my intended audience is people my own age, a generation that relies on internet interactivity, it is essential to master this balance.
In regards to my remediation project— this is where I anticipate the hardest and most extensive revision process. For my remediation project I have chosen to take on a screenplay, something I have never before explored. Typically I tend to stick within my comfort zone when writing, so this will certainly be an interesting experiment. This chapter gave me comfort in understanding that everyone will have a lengthy revision process. It is going to be essential for me to rely on the feedback of my peers in order to best achieve my goal with this project.