Creating a Portfolio.

Make sure you read all these notes and review the sample Portfolio I
created on Wix and look at the PDF file examples as well.

Please do not contact me stating that you do not know what to do when you have not
even read all these instructions and then reviewed the two sample Portfolios very carefully
page by page as I am going to refer you back to them.
Please do contact me with specific questions about particular elements to do with creating
your Portfolio.

As you are compiling your Portfolio, you must let me review it as a work in progress to see
how it is shaping up. I need to see the portfolio as a work in progress.

After you have completed the first essay, you will begin creating the Portfolio and let me
review it at that point by publishing the wix web site and then sending me the link via e
mail. You can continue editing it once you publish it.

Your completed portfolio should be atheistic and appealing to look at and visually inviting-
pages as pages of text are not appealing to the eye.

You have to play around with Wix to get the hang of the tools there ,but once you get going it
is easy.

You will include all of the pieces listed below.

First, you need to address any comments on made on the final version of that
essay/assignment and edit off all the comments and then address them. At that point the piece
is ready for portfolio on the web site you build on Wix.

You will need to write a short reflective paragraph after each piece that takes the reader
from the piece just presented and then introduces them to next piece. The paragraph is
reflective and gives context on the purpose of the assignment and what you feel you
gained from completing the assignment. This should be at least 100 words long.

You will do this for each piece.

At the top of each of the pieces you will provide a brief summary of the objective of the
assignment. This will take 6 or so sentences and be around 100- 120 words.

Here is an example for English 102 for the Unit 1 essay assignment.
You need to do an objective and reflection for every assignment that I want you to include
in the Portfolio.
Objective:

The objective of this essay was to choose one of the three thesis statements that all explored
issues relating to older teenage males and their perception of their World. After we did so, we
were encouraged to explore the issue of the thesis chosen. To explore the issue, we used the
story “A&P” from the textbook to help explore and discuss the issue but not to focus on the
story. The story was used as a means to explore the issue and to relate it to the issue as it
appears in real life. The purpose was to make sure that we could follow and support a thesis
that we knew was valid and supportable from the text and to demonstrate our knowledge of
MLA rules.

Reflection

I felt that in the essay I did an effective job of illustrating and exploring how adolescent males
often criticize those around them due to their warped perception, but they are actually no
more different than most other people in many instances. Through my discussion, it made me
think about how these males grow up and the society they grow up in plays a major role in
How they criticize others. More than often, teens are too stubborn to realize they are no
greater than the ones they judge. As for the writing process itself, I realized that I have to pay
way more attention to the rules and requirements of MLA, and in particular, I have to cite more
accurately and integrate quotes more effectively. I will review the handbook for MLA rules and
study examples of integrating quotes. In addition to MLA, I have to improve my sentence
fluency.

For one of the selections that are included in the Portfolio, you will need to include the various
stages of the composition. That means you need to include the outline or prewriting where you
organized your ideas followed by the draft and then concluding with the final version. You only
do this for the selection of your choice from the Portfolio.

On the Wix example I build that is called the “Full Process Essay” and I choose the Midterm
form the list as the essay I would use for the Full Process.

NOTE: Make sure you include the planning, outlining, draft, and final versions stages for
one of the writing pieces in you Portfolio- that's the Full Process piece that you decide on.
When you submit the final version of the portfolio, you will submit the link which is the
address.

You will see blank pages where I removed final exam essays on the PDF models and did not
include an essay on that button on the Wix model.

Table of contents-that will be a drop down menu.

Blog on using Composition 3.0 . See the blog tab on the Portfolio on Wix. You need at least
three entries and I will post a handout on this in Unit 8.

Summary of the objective of the Unit 1 essay

“A&P” essay.
Reflective Paragraph.

Summary of the objective of Unit 3 essay

Unit 3 Essay.
Reflective Paragraph.

Summary of the objective of the Unit 8 essay

Unit 8 Essay.
Reflective Paragraph.

Summary of the objective of the Midterm essay

Midterm.
Midterm Revision
Reflective Paragraph.

Summary of the objective of the writing on an issue from a poem

Unit 9 Writing on a Poem.
Reflective Paragraph.
Summary of the objective of the research/term paper.
Research Paper.
Reflective Paragraph.

Remember, you will include the outlining process and draft and final version for just one of
the above selections.

Summary of the objective of the Final Exam essay

Final Exam essay
Reflective Paragraph.

Final Exam essay- You will need to spend a short time editing the final exam essay after you
submit it to me for scoring. At this point in the semester, you should be competent enough to
go over the actual paper you submitted to me for scoring (you will have a copy of this yourself)
and edit it and make it ready for the portfolio.
Reflective Paragraph

Reflective Response to 1st Year Composition Outcomes. This is the last part of the
Portfolio. This needs to be at least one full pages (350 word minimum). This goes under the
Composition Outcome Reflection Tab on the Portfolio on Wix I built.

Reflective Response to 1st Year Composition Outcomes.

Below are the outcomes for first year composition. You need to select 2-3 from the list and
then compose a one-page reflection that explains and discusses how you met those outcomes
from the experiences you encountered as you completed specific assignments.

Make sure you connect the explanation of mastering the composition outcomes to specific
assignments.

As you are compiling your Portfolio, you should let me review it as a work in progress to
see how it is shaping up. Do not complete the whole portfolio without sending me the first
2 /3 assignments to review first. I need to see the portfolio as a work in progress.
Learning to write is a complex process, both individual and social, that takes place over time
with continued practice and informed guidance. Therefore, it is important that teachers,
administrators, and a concerned public do not imagine that these outcomes can be taught in
reduced or simple ways. Helping students demonstrate these outcomes requires expert
understanding of how students actually learn to write. For this reason we expect the primary
audience for this document to be well-prepared college writing teachers and college writing
program administrators. In some places, we have chosen to write in their professional
language. Among such readers, terms such as "rhetorical" and "genre" convey a rich meaning
that is not easily simplified. While we have also aimed at writing a document that the general
public can understand, in limited cases we have aimed first at communicating effectively with
expert writing teachers and writing program administrators.
These statements describe only what we expect to find at the end of first-year composition, at
most schools a required general education course or sequence of courses. As writers move
beyond first-year composition, their writing abilities do not merely improve. Rather, students'
abilities not only diversify along disciplinary and professional lines but also move into whole
new levels where expected outcomes expand, multiply, and diverge. For this reason, each
statement of outcomes for first-year composition is followed by suggestions for further work
that builds on these outcomes.

Here are all the outcomes to select from.

Rhetorical Knowledge
By the end of first year composition, students should
◦ 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
Faculty in all programs and departments can build on this preparation by helping students
learn
◦ The main features of writing in their fields
◦ The main uses of writing in their fields
◦ The expectations of readers in their fields
Critical Thinking, Reading, and Writing
By the end of first year composition, students should
◦ 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
Faculty in all programs and departments can build on this preparation by helping students
learn
◦ The uses of writing as a critical thinking method
◦ The interactions among critical thinking, critical reading, and writing
◦ The relationships among language, knowledge, and power in their fields
Processes
By the end of first year composition, students should
◦ 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
Faculty in all programs and departments can build on this preparation by helping students
learn
◦ To build final results in stages
◦ To review work-in-progress in collaborative peer groups for purposes other than editing
◦ To save extensive editing for later parts of the writing process
◦ To apply the technologies commonly used to research and communicate within their fields
Knowledge of Conventions
By the end of first year composition, students should
◦ 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.
Faculty in all programs and departments can build on this preparation by helping students
learn
◦ The conventions of usage, specialized vocabulary, format, and documentation in their fields
◦ Strategies through which better control of conventions can be achieved
Composing in Electronic Environments
As has become clear over the last twenty years, writing in the 21st-century involves the use of
digital technologies for several purposes, from drafting to peer reviewing to editing. Therefore,
although the kinds of composing processes and texts expected from students vary across
programs and institutions, there are nonetheless common expectations.
By the end of first-year composition, students should:
◦ 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
Faculty in all programs and departments can build on this preparation by helping students
learn
◦ How to engage in the electronic research and composing processes common in their fields
◦ How to disseminate texts in both print and electronic forms in their fields