Portfolio Elements

As you think about how to structure your ePortfolio, think about how to display your emerging identity as an academic writer in a way that might make sense to a viewer.  As you reflect on your learning this semester, remember that you are in the middle of a learning arc.  There is no expectation that you will have achieved mastery in any or all of the learning objectives at this point in your learning sequence.  Being able to be clear and honest about the progress you have made, the evolution in your thinking about academic writing, and the growth that remains is a sign that you are beginning to achieve the saying-doing-believing-valuing-being combinations that will mark you as a fluent user of academic Discourse.

As you explain your progress towards the learning objectives, be sure to integrate language from the “markers of progress” you’ll find on the Evalution Report form and the Peer Review Rubric.

Include the following elements in your ePortfolio (though your structure and page titles may vary).

Main Pages

• About Me
• ENG 122 (include an introduction to your ENG 122 portfolio on this page)
  • Progress towards Learning Objectives
    • Writing Process: include explanatory text of how your writing process and ideas about writing process evolved over the course of the semester, plus evidence drawn from your prewriting materials, drafts, revision, comments from peers, and final papers.  Evidence can be photos, links to other pages in your portfolio, quotes from your papers, and descriptions of procedures.  Consider writing about the value of prewriting, drafting for ideas, and revision.
    • Idea Integration: include explanatory text of how your idea integration skills and ideas about integrating your ideas with those of other writers evolved over the course of the semester, plus evidence drawn from drafts and final papers.  Evidence should point to samples of the moves academic writers make to enter and exit quotes and paraphrases.  If you experimented with ellipses and brackets, display those skills. Consider demonstrating your facility with signal phrases, voice markers, analysis, as well as the moves in TRIAC, and Barclay’s Formula.  If you experimented with any of the more complex ways that experienced writers use sources, be sure to point out those moments in your writing.
    • Active/Critical Reading: include explanatory text of how your reading process and ideas about how to read actively and critically evolved over the course of the semester, plus evidence drawn from your annotations, reading notes, freewriting, drafts and final papers.  Evidence can be photos, links to other pages in your portfolio, quotes from your papers that reveal your abilities to read actively and critically, and descriptions of procedures.  Be sure to explain the benefits of annotation, and active and critical reading.
    • Critique Own Work and Others:  include explanatory text of how your peer review skills and ideas about how to provide and receive suggestions about how to improve a piece of writing evolved over the course of the semester, plus evidence drawn from your comments offered to your peers.  Evidence can be quotes from your comments that reveal your abilities to provide useful comments to a peer, and descriptions of procedures.  Be sure to explain what makes a good comment, and display when your comments do so.
    • Document Sources:  include explanatory text of how your citation skills evolved over the course of the semester, plus evidence drawn from your drafts and final papers.  Be sure to point to well executed examples of the three elemnets of MLA Citation: signal phrases, parenthetical citation, and Works Cited pages.  Also explain the purpose(s) of citation in academic writing.
    • Control Sentence Level Errors: include explanatory text of how your abilities to recognize and correct sentence level errors evlved over the course of the semester, plus evidence drawn from your drafts and final papers.  If you can, name and display patterns in the types of sentence-level errors you tend to make, and show evidence of trying to reduce the numbers of errors.
  • First Week Writing Assignment
    • First Draft
    • Final
  • Literacy Narrative Project
    • First Draft
    • Final
  • Analytical Source-Based Project
    • First Draft
    • Final
• Course B (Introduce the kinds of writing you did in Course B)
  • Samples