A Collection of Writing

FMS 598: Film and Television Genres: Sci-Fi

Focusing on analyzing Science Fiction in television and film, I found myself combing through the endless films that could be explored through one of four elements: social/human identity, science and pandemics, immigration and dystopia, and the alien messiah. I chose to analyze Blade Runner (1982) for my initial paper about social/human identity. I then extended this to include The Hunger Games: Catching Fire (2013), highlighting the position technology takes as an influence on social/human identity in these two Sci-Fi films. This paper displays the development of my skills in analytical writing and the use of secondary sources to develop and analyze both films through a unique lens.

• Details

FMS 504: Film Analysis

Film, much like literature, has many aspects that may be analyzed by genre or through the lens of feminist theory. In this paper, I focused on Ana Lily Amirpour’s film A Girl Walks Home Alone at Night (2014). Using Kristeva’s theory of the abjection, I focused on the Girl, a vampire and the titular character in this film, connecting her gender and species to feminism through her actions and her very existence in this fictional city. This essay expands on my research and writing abilities, exploring the lengths and different theories that can be analyzed in a film.

• Details

ENG 535: Studies in Jane Austen

Focusing on the world-renowned 19th-century author Jane Austen, Projects 1 through 4 developed my literature analysis skills and the exploration of past artifacts pertaining to Austen. In my analysis of Austen’s most famous novel, Pride and Prejudice, I found that my skills and my critique of my own writing improved from the transition of Project 3 to its revision in Project 4. My literary analysis developed a new perspective of the role of both pride and prejudice through rumor in Austen’s novel through her main characters. From Project 3 to Project 4, the clear development and expansion of analysis of the text display the improvement of my writing skills.

• Details

ENG 534: Shakespeare

With a focus on Shakespeare, the most well-known playwright, the thought of analyzing any of his works was daunting. Yet, in this shortened summer course, through the various lenses and plays, I display my academic and analytical writing skills. In this final paper, I compare and contrast the effects of acceptance and trust on Othello in Othello and Caliban in The Tempest. It also shows the ability to develop and transform a paper based solely on Othello into a deeper analysis of two characters in two different plays.

• Details

ENG 507: Methods/Issues Teaching Comp.

With an interest in teaching in higher education, the final lesson plans for this course allowed me to showcase the skills and thoughts that go into crafting lessons for students. The structure and well-defined plans create a clear representation of my skill in pedagogical writing when thinking about what is best and most beneficial to students.

• Details

Writing Center Workshop

At the writing center where I work as a tutor, my supervisor asked the tutors to pair up and create a workshop on specified topics. While my partner worked on a handout for the students, I made the presentation. This presentation showcases my ability to write for various audiences and purposes. Even after the workshops had concluded, the PowerPoint has worked in helping students in their tutoring sessions.

• Details

LIN 521: Methods Teaching English as a Second Language

For my first microteach, I repurposed and reconstructed my workshop on thesis statements and conclusions to focus on thesis statements for a different audience: High-Intermediate/Advanced-level ESL students. The lesson plan and the repurposed PowerPoint showcase my ability to construct and reconstruct a lesson for different students and situations.
In my final lesson plans assignment, I delineated a lesson that would teach intermediate-level ESL students about restaurants. The lesson includes activities ranging from class participation, group work, and solo work to engage the students in their target language (English).

• Details

Who Am I?

This is personal, creative work. It showcases my ability to write for different audiences and purposes and my creative writing skills, specifically in poetry. This is a poem inspired by personal feelings and empathy toward individuals in the Latinx community affected by societal and governmental faults.

• Details

Should a child

This poem is another piece of personal writing that showcases my creative writing skills. This poem was created from a mixture of emotions and the influence of current events at the time of writing. It explores the questions and emotions one as a woman may feel when faced with the decision to bring life into the world.

• Details

About Me

My name is Jackelyne Morales. I am a writing tutor at my local community college and a graduate student in the English Studies program at ASU. My strengths and interests lie in writing analytically and creatively. My work revolves around writing and helping students in higher education with different elements of academic writing. With limited experience, my work background in education and writing is at its starting point; however, my academic journey has provided me with stepping stones for pivoting in the proper direction. Utilizing analytical, creative, pedagogical, and public-facing writing skills throughout my academic journey has influenced my progression and the different possible routes for my future. Throughout my time learning to earn my M.A. in English Studies at ASU, I have produced work that showcased my various writing skills and their progression from the beginning of my journey.

• Return

Project #3: The Power of Rumor and Gossip in Pride and Prejudice

Project #4: The Power of Rumor in Pride and Prejudice

Restaurant Lesson Plans

Restaurant PowerPoint

Thesis Statement Lesson Plans

Thesis Statement PowerPoint

Who Am I?

I was born here
but I am not from here.
I am American
xxxxxxin the realest sense,
xxxxxxxxxxxxand yet—I am not welcome.
I am indigenous to this land
xxxxxxwhere my feet are firmly planted
xxxxxxingrained into the soil,
xxxxxxone with the land.
Yet my people—their smiles, their laughter
xxxxxxtheir screams, their tears
xxxxxxare now unwelcome
xxxxxxbecaused they were not born
over an imaginary line.

Source: McCraken, Alli. The Border. Amnesty International.

Should a child

But should a child
Be born
Into a life—a world
So unforgiving?To walk a thousand miles
BarefootTo feel their stomach
Ache with hunger
To become a mirrorTo follow the only path untouched
And unblockedTo continue the cycle.But should a child
Be born?

Source: Nikkytok. Child and adult footprints on sand beach stock photo.