Final Portfolio and Final Reflection
Deana Nall | Spring 2024 | English
1311 with Review and English 0111
Due in Blackboard by Thursday,
May 2, at 11:59 p.m. This assignment will lose 10 points every 24 hours it is
late.
Your final portfolio must be completed and the material must
be uploaded and visible by the due dates and times listed below. Remember the resources
inside the Portfolio and Reflection Assignment folder in Blackboard. It
contains resources that can help you with this assignment, and I will add to it
as the semester progresses.
The Final Portfolio will include the
following items:
q
All three major writing assignments from ENGL 1311 (Comp I), each with 2-3
sentences of introduction of context and/or intended audience.
q
One major writing assignment that shows instructor or peer feedback that has
been used, each with 2-3 sentences of introduction of context and/or changes.
If the feedback or change is not immediately apparent, then you must add
sentences outlining some of the changes you made between your drafts.
q
One “invention technique” that illustrates that you worked on your writing
before you wrote your rough drafts. This could be anything that predates your
rough draft: outlines, mind maps, brainstorming, screenshots of summary and
response work, etc. To each, add an introduction of 1-3 sentences in which you
explain why you did this and how it helped.
q
A final reflection, which is described on pages 2-4. Note: see pages 2-4 for
description of this assignment. It is very specific.
The Final Portfolio must also include the additional
following items for the Composition Review requirements:
q
Your best three reading responses, each with 2-3 sentences of introduction of
context and/or intended audience
q
At least one entry from your reflection journal (our in-class writing) with a
sentence of introduction of context.
The portfolio link is due:
Comp I/Comp Review, 1311-0111, due 11:59 PM, on Thursday, May
2, in the Portfolio and Reflection folder in the Comp I Blackboard shell.
The portfolio will be graded as follows, for
Composition I:
50
points
|
40
points
|
20-30
points
|
0-10
points
|
Portfolio
includes all three major projects, one rough draft indicating feedback in
some way, one invention technique, and a formal reflection. Each of the drafts
and techniques includes a 1-3 sentence introduction.
|
Portfolio
includes all three major projects, one rough draft indicating feedback in
some way, one invention technique, and a formal reflection.
|
Portfolio
is missing one to four of the following items: three major projects, one
rough draft indicating feedback in some way, one invention technique, and a
formal reflection.
|
No
link is turned in, or the portfolio is missing five or more items.
|
Points will be reduced if it is late, losing
10 points for every 24 hours it is late. Total possible: 50 points.
The portfolio will be graded as follows, for
Composition Review:
50
points
|
40
points
|
20-30
points
|
0-10
points
|
Portfolio
includes three reading responses and a Reflection Journal entry with a
sentence of introduction or context.
|
Portfolio
includes three reading responses, and a Reflection Journal entry.
|
Portfolio
is missing one to four of the following items: three reading responses, or a
Reflection Journal entry.
|
No
link is turned in.
|
Points will be reduced if it is late, losing
10 points for every 24 hours it is late. Total possible: 50 points.
Final Reflection
In this reflection, you will discuss your writing in
this class. The reflection must be turned in to Blackboard and must be included
in your portfolio.
Audience: Me,
your Composition I/Composition Review instructor, and any readers of your
portfolio. Your peers will not review it formally.
Purposes:
Inform me of your work, explain your processes, analyze your development, and
persuade me to consider your work as evidence that you have met the objectives
of the course.
Format: Write
your reflection as an essay in which you attend to the conventions of MLA.
·
Essay’s format: size of font, size of margins,
first page information, indented paragraphs with double-spaced lines and no
additional space, transitions between paragraphs, page numbering, etc.
Word Count: This
essay should meet or exceed 600 words.
What should you write about?
On the next three pages, you will see all of the topics you
need to discuss in your Reflection. Consider these topics to all be short
writing prompts that you put together in one long paper.
Projects and Their Processes
This section
should have three or more parts. Your purpose is to inform me about each
project that you completed in Composition I and at least one writing you
completed in Composition Review. Explain each major Comp I project’s topic and
thesis statement, as appropriate. Also explain at least one of your projects
you created for Composition Review (PowerPoint presentation, reading responses,
etc.) Describe it fully.
Tell what
you did in each project, then tell why you did it. Since this is a reflective
composition, use first person language, clear nouns and pronouns and vigorous
verbs set in the past tense for this section. Write clearly and concisely and
do not assume that I (as your audience) understand information that I might
not. Remember that we are talking about
a writing process; it includes prewriting and research, drafting, editing,
proofreading, peer review, and publication. If you completed a revision,
address this in your reflection.
Learning Outcomes (Composition I)
This is the largest section of your
reflection and it is worth the most points. In this section, you will assert
that you have met each of the listed outcomes and you will provide evidence
from your own work as proof that you have done this. You must assert all six of the following learning
objectives and provide evidence that
describe at least one action you took while developing your projects and
connect the action(s) (your work, the action you took) directly to each
objective. These Comp I learning objectives are listed below:
·
Respond appropriately to various rhetorical
situations, purposes, and audiences. This is known as “rhetorical knowledge.”
·
Use writing and reading for inquiry, learning,
thinking, and communicating. This
is known as “Critical Thinking, Reading, and Composing.”
·
Integrate original ideas with those of others. This is known as “Critical Thinking,
Reading, and Composing.”
·
Develop flexible strategies for generating,
revising, editing, and proofreading. This is known as “Writing Processes.”
·
Use collaborative writing processes. This is known as “Writing Processes.”
·
Demonstrate knowledge of structure,
paragraphing, tone, mechanics, syntax, grammar, and documentation. This is known as “Knowledge of
Conventions.”
Learning Outcomes (Composition Review)
In your Final Reflection, make sure you also address
some of the learning objectives for Comp Review. You must assert at least
two of the following four learning objectives and describe at least one
action you took while developing your projects and connect the action(s) (your
work, the action you took) directly to each objective. These Composition Review
learning objectives are listed below:
●
Students will demonstrate an awareness of usage
and mechanics through developing and revising compositions.
●
Students will demonstrate critical thinking
skills by reading texts in various genres and responding and developing
compositions.
●
Students will develop a variety of strategies
for generating text and for revising.
●
Students will reflect through a final portfolio
demonstrating an understanding of purpose, audience, and usage/style.
Strengths and Challenges
Choose at least one specific action (research, drafting,
editing, peer reviewing, proofreading, revising, etc.) in which you show a writing-related strength. Explain what
you were successful with and consider why you felt or thought you were
successful.
Choose at least one writing
action that did not feel successful—at least at first. Misdirections, slowed
progress, stumbles, and minor mishaps are often the most interesting parts of a
process. These challenges also are where the greatest learning is generated.
Without mishaps, we do not learn. Write about that action or problem. Describe
how the action was not successful and how it affected your project. Describe
how you solved the problem or explain how the problem remains. If your
misdirection occurred with an early project, did it change later on? Why or why
not? Examples of misdirections include: procrastination, slow starts on
projects, misuse of resources, technological difficulties, gaps in knowledge,
etc.
Overall Benefit
Conclude your composition with an overall perspective
about your two English classes. If you wish, consider what you think is the
most valuable skill or knowledge you are walking away with. Consider what you
expected to experience in your English 1311 and English 0111 classes. Consider
how your expectations were created by parents, previous school experiences, and
friends’ stories. Consider whether you are prepared for English 1312, a
research-intensive writing class and explain why you are prepared or
unprepared.
When is the reflection due, and how do I
turn it in?
The
Final Reflection should include content described above for both Comp I and
Comp Review. It is due by 11:59 PM on Thursday, May 2, in the Portfolio and
Reflection in Blackboard in the Comp I Blackboard shell AND as a part of the
portfolio.
Points will be reduced if it is late, losing 10 points
for every 24 hours it is late. Total possible: 50 points.
The portfolio and reflection together are worth 100
points, and this assignment will count for 15% of your overall course grade.
The Final Reflection will be graded as
follows, for Composition I and Comp Review:
Projects
and Their Processes
|
10
points
All
1311 projects are discussed and the writing process is described in detail
at least once, and all material is mostly clear.
|
7
to 9 points
Some
1311 projects are discussed and the writing process is described in detail
at least once, and material is mostly clear; or material is somewhat clear.
|
4
to 6 points
Some
1311 projects are discussed and the writing process is described in detail
at least once, and material needs additional editing for clarity.
|
0
to 3 points
Material
is unclear in some significant way, or little to no material is present.
|
Learning
Outcomes
|
15
points
All
six 1311 outcomes are asserted and evidence is provided for each, and all
material is mostly clear. The evidence is detailed.
|
11
to 14 points
Five
1311 outcomes are asserted and evidence is provided for each, and all
material is mostly clear; or all six are represented and material is
partially clear or detailed.
|
6
to 10 points
Three
1311 outcomes are asserted and evidence is provided for each, and all
material is mostly clear; or four to five are represented and material is
partially clear.
|
0
to 5 points
One
1311 outcome is asserted and evidence is provided for it; or two to four are
represented and material is partially clear; or too many errors affect
understanding.
|
Strengths
and Challenges
|
10
points
Both
strengths and challenges are described and examples are provided.
|
7
to 9 points
Both
strengths and challenges are described and examples are provided, but more
could be done.
|
4
to 6 points
Either
strengths or challenges are described; or both are described but in vague
terms.
|
0
to 3 points
Material
is missing or is too vague; or too many errors affect understanding.
|
Overall
Benefit
|
10
points
This
section offers a clear explanation of benefits relating to this semester’s
writing and analysis of the class as preparation for future.
|
7
to 9 points
This
section explains benefits relating to this semester’s writing and analysis
of the class as preparation for future, but in vague terms.
|
4
to 6 points
This
section explains benefits relating to this semester’s writing and analysis
of the class as preparation for future, yet material needs additional
editing for clarity.
|
0
to 3 points
Material
is missing; or too many errors affect understanding.
|
Editing
and Proofreading
|
5
points
Student
has used all appropriate formatting conventions and has mostly edited for
LOCs.
|
4
points
Student
has used all appropriate formatting conventions and has mostly edited for
LOCs, though more could be done.
|
3
points
Student
has used at least one formatting convention and has edited for LOCs, though
much more could be done.
|
0
to 2 points
Student’s
editing and proofreading are not evident.
|
