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Project Guide 4

Electronic Portfolio
OVERVIEW

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A writing portfolio consists of artifacts, pieces, or entries that demonstrate a writers thinking and learning processes or that showcase a writers best work. Collected over time and across interests, a writing portfolio displays a writers talent and effort, and his or her ability to make thoughtful choices about content and presentation (Reynolds and Rice 1). Portfolios are great for opening doors but the most important audience for your portfolio is you. Keeping a portfolio will help you pay attention to both the processes and products of writing. It also will help you track the evolution of each writing project and your development as a writer (Reynolds and Rice 1). MATERIALS You will need access to the following materials to complete this project: o o o o o o A copy and a thorough understanding of the WPA Outcomes. All drafts of your three major projects. The in-class reflections for your three major projects. Your weekly blogs entries. Any in-class writings. Any writings done for other classes that illustrate your understanding of the WPA outcomes.

REQUIREMENTS Your portfolio must use a theme and consist of six pages: your landing page (addressing the rhetorical situation) and one page for each of the five WPA outcomes. Theme: Your portfolio must use a theme to relay your learning experience. The theme should be introduced on your landing page and illustrated throughout your portfolio. Landing Page: One page addressing the rhetorical situation (S.O.A.P.S) of this portfolio. Example: [SPEAKER] My name is Jasmine. I am an undergraduate student at the University of Arkansas at Little Rock. [OCCASION]I have created this portfolio as a reflection of my composition two experiences [SUBJECT]. [PURPOSE] The purpose of this portfolio is to demonstrate how I have achieved the Writers Program Administrators (WPA) Outcomes through my writings in this course. [PREVIEW] I will illustrate this by including two of my major project writings, two weekly blog writings, and one in-class writing. This completed portfolio will be available to my course instructor and department, my parents, and others who are provided with the link to this portfolio. I hope that you will enjoy my materials and [THEME] journey as writer.

Source: Reynolds, Nedra and Rice, Rich. Portfolio Keeping: A Guide for Students. 2nd ed. Boston: Bedford/St. Martins, 2006. Print.

WPA Outcomes: For your portfolio, you will explain how you have fulfilled each of the five WPA outcomes. You must include at least two of the three major projects in your reflection. The remaining three outcomes may be addressed using any of the materials listed above. Your goal is to construct an argument reflecting on your learning experience that is backed by evidence from materials you have produced in conjunction with your learning experience. Evidence: You may use one piece of evidence per outcome or provide numerous pieces of evidence to support one outcome. You will make the appropriate rhetorical decision as an informed writer. For example, you may choose to use project three to illustrate how you composed in electronic environments but you may find that critical thinking is best explained using your reflective blogs and a reflective essay you wrote for another class. You may also choose to use screenshots of online materials you created. Structure: Regardless of which pieces or how many pieces of evidence you use to support each outcome, each outcome page must include the name of the outcome, the bulleted list explaining each outcome, and a minimum of two paragraphs (no less than 10 sentences) explaining why you chose those pieces and how they represent your learning of that particular outcome. OBJECTIVES During this project, you should successfully do the following: o o o o o o Have a thorough understanding of the WPA Outcomes. Find examples of the skills and outcomes in your own writing. Use examples and explanations to show what you have learned in Composition II. Explain how you have grown as a writer this semester. Include evidence to support your argument directly from the work youve done in this course. Integrate your experiences to showcase how the following materials aided you in the learning and revision process: in-class discussions (from any in-class experiences), class materials (textbooks, handouts etc...), and peer revisions (online and UWC). Illustrate how what youve learned in this class shaped an external piece of writing Arrange you writing and reflection logically in a digital environment. Form a cohesive argumentative essay (no shorter than eleven paragraphs total) throughout the entire portfolio.

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PRIVACY You will be allowed to choose from a variety of web sites to construct your portfolio. Please be mindful that each site comes with its own privacy guidelines regarding if or how a page may be made private. While some sites allow measures such as setting entire sites to private or securing pages with passwords, many sites will not have those features. It is your responsibility to thoroughly research and be informed of your sites policies. I will not require you to make your site public or share any of your work outside of the domain of this course. I will show you selected sites and security features for those sites. If you feel any hesitance about using a particular site or are unsure of its policies, I advise you to use Google sites associated with your UALR account, which you can choose to share only with persons you have designated.

FYC Page 3 of 4 WPA OUTCOMES Rhetorical Knowledge Focus on a purpose Respond to the needs of different audiences Respond appropriately to different kinds of rhetorical situations Use conventions of format and structure appropriate to the rhetorical situation Adopt appropriate voice, tone, and level of formality Understand how genres shape reading and writing Write in several genres Critical Thinking, Reading, and Writing Use writing and reading for inquiry, learning, thinking, and communicating Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources Integrate their own ideas with those of others Understand the relationships among language, knowledge, and power Processes Be aware that it usually takes multiple drafts to create and complete a successful text Develop flexible strategies for generating, revising, editing, and proof-reading Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work Understand the collaborative and social aspects of writing processes Learn to critique their own and others' works Learn to balance the advantages of relying on others with the responsibility of doing their part Use a variety of technologies to address a range of audiences Knowledge of Conventions Learn common formats for different kinds of texts Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics Practice appropriate means of documenting their work Control such surface features as syntax, grammar, punctuation, and spelling. Composing in Electronic Environments Use electronic environments for drafting, reviewing, revising, editing, and sharing texts Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts

Final Project: Electronic Portfolio Tentative Schedule


Tuesday, Nov. 12 Intro to portfolios, metaphor invention, storyboarding, HMKW: TEW pgs. 40-52, upload invention/reflection work that you plan to include in portfolio into Google Drive, complete storyboard Thursday, Nov. 14 [10:50 AM - SUA 102C] Choose platform, create site, begin uploading invention/reflection work to site HMWK: Write reflection piece for rhetorical knowledge Deadline: Post portfolio link no later than 11:59PM to BB Writers Lounge. Tuesday, Nov. 19 Review principles of document design and revision/editing, HMWK: TEW pgs. 53 60, Write reflection piece for critical thinking, reading, and writing Thursday, Nov. 21 [10:50AM - SUA 102C] Continue uploading, design portfolio HMWK: Write reflection piece for processes Deadline: Reflection pieces 1-3 due next class during class Tuesday, Nov. 26 Workshop: Revise reflection pieces 1-3; Conferences HMWK: Write knowledge of convention and composing in electronic environments reflections Deadline: Reflection pieces 4 & 5 due next class during class Tuesday, Dec. 3- Workshop: Revise reflection pieces 4 & 5; Conferences HMWK: Revise and upload all pieces Thursday, Dec. 5 - Write introductions and share HMWK: Add introduction and polish portfolio Deadline: Peer Revision: Comment on at least two portfolios by 11: 59PM on Monday, December 9 Thursday, Dec. 12 FINALS Portfolio Presentations and Writers Chair 8:00 AM: 8:00 AM 10:00 AM 10:50 AM: 10:30 AM 12:30 PM

*Be sure to work on your portfolio outside of class.