E- Portfolio: Assignment Description & Reflection Instructions I.

Introduction: Throughout this course, you have explored the concept of literacy in a variety of ways, and have engaged a multitude of assignments that have allowed you to recognize your views of literacy and develop new skills as a writer. For the final phase of this course, you will create and e-portfolio that allow you to display the progress you have made in this course. Within the portfolio, you will collect, analyze, reflect, revise the work you have completed in order to gain a broader of where you are as a writer, what challenges you have faced in this class, and most importantly, what you have learned and accomplished throughout this course. To complete your portfolio, you will make a digital website on Weebly (http://www.weebly.com/). Within the site, you will collect and display the following: Multiple samples of writing from a number of writing occasions Reflections which consider your overall performance, as well as performance on specific assignments and tasks. Revision that display your ability to work on your weakness and refine your writing

As a whole, the portfolio should be thought of as a means to gain some critical distance from your in order to reflect on your experiences and progress in this class.
II. The Contents of Your E-Portfolio: Below, you will find the list of items that you need to upload to your e-portfolio. Please note that the items bullet pointed represent section headers, while the items with check marks represent assignments that should be under those headers (for example, within Project 1: Multi-Modal Literacy Narrative, you should have five tabs, each containing specific work/assignments.). Remember: If you want to see what the layout of your e-portfolio should look like, check the example I made (http://aborrero1101ep.weebly.com/)

Section 1: Reflective Writing Introduction Letter (AKA Literacy Experience Account) Group Conference Reflection 1 Reflective Letter (AKA Final Reflection) [See below for this assignment description]
Note: Do not include any reflections that discuss your grades, such as your mid-term reflection or the post-midterm conference reflection.

Section 2: Project 1: Multi-Modal Literacy Narrative Part 1: Literacy Experience Account Part 2: Cultural Domain Analysis Part 3: Literacy Sponsor Analysis Part 4: Genretized Narrative Reconstruction & Defense Essay Process Work: Drafts & Pre-Writing

Section 3: Project 2: Literacy Ethnography Annotated Bibliography st nd 1 & 2 Draft of Literacy Ethnography Literacy Ethnography & Works Cited Page (Polished Draft) Additional Process Work (Planning, Brainstorming, Additional Drafts, Etc.)

Section 4: Journal Entries Journal #: Title Journal #: Title Journal #: Title Journal #: Title Journal #: Title
Directions: Please note that in this section, I would like you to put five journal entries of your choice. Please indicate the journal number and title on your e-portfolio. When you upload your journal entries, upload them in a two column format. On the left column, display your response to that prompt, and in the right column, make a text box and write a few sentences to show what learning took place in the entry, how the entry helped you develop your thinking or writing (or conversely, why this entry is indicative of your lowest moments), and most importantly, why this entry is important to you. The reflections on your journal entries should be around 4 sentences each. While it is not necessarily required, if possible, please include the actual journal entry assignment description that I provided on Moodle for each entry. This will help contextualize your response.

Section 5: Revision My Revised Assignment Name Directions: This section will contain a newly revised version of one of your major essays for this class. While this revision will offer you the opportunity to enhance/polish the work that you have already done, this revision is also an opportunity for you to demonstrate the steps that you are taking to improve your skills as a writer. To complete this revision, I want you to select FIVE skills or aspects of your writing that you feel are weak or need improvement (DO NOT pick skills that you are already proficient at. Doing so will severely limit your ability to display your efforts at improving these points). Once you have selected the skills or aspects of your writing that you want to work on within your revision, I want you to revise the assignment in a manner that displays the efforts you are making to improve at these particular skills (this means that if you choose to work on something such as transitions or source engagement, you must work on that skills, as well as the other four skills you selected throughout the entire piece). In addition to actually performing the revisions in the piece itself, the revised version of your essay should also use the comments function in MS Word to indicate where each revision is and what was revised. While you may, of course, choose to revise additional aspects of the piece that present themselves during proof-reading, such as minor spelling issues or the occasional sentence structure issue, the bulk of your emphasis should be on the five skills/aspects of your writing you select. Also, it is worth noting you may discuss the revision in your final reflective letter, and it would work to your advantage to explain what this piece displays and how it is representing your growth and development as a writer. Section 6: Additional Work (Optional Sections) Assignment Name Note: Within this section, you may include any assignments that were not covered in other sections that you feel represent your writing process or speak towards your performance in the class. If you include any work in this section, please make sure that you clearly label what each piece is. Also keep in mind that assignments you include can and should be mentioned in your final reflective letter, and that your reflection serves as an opportunity to explain what these additional pieces say about you as a writer.

III. Final Reflection (AKA Intertextual Self-Inquiry): Traditionally, the act of reflection can be seen as a means for thinking about, questioning, and drawing conclusions about ideas or experiences in your life. In the case of the reflection that you will be composing for this course, you will do just that your reflection will describe, analyze, question, and draw conclusions about your movement through this course. By engaging with this reflection process, you will not only illuminate your writing and thinking as it has unfolded throughout the semester, but also evaluate your decisions as a student, the work that you have produced, and the processes you have engaged in order to respond to this course. In addition to this, you will also convey how the ideas from this course have challenged your former and current thinking about writing, inquiry, and yourself as a writer. Hyper-Linking Your Reflection: It is important to note that the reflective letter not only serves as the starting point for me to examine your e-portfolio, but also as the guide which directs me through the portfolio and explains the significance of the contents. With this notion in mind, I want your portfolio to literally guide me through your work by using hyperlinks to connect the ideas from your reflection to your portfolio. For example, if you are mentioning your Intertextual Annotated Bibliography, I want you to place a hyperlink on the assignment name in the reflection in order to allow me to go directly to the assignment you are discussing. When drafting the reflective letter, you should think of the rest of the portfolio as data or evidence that reinforces the claims that you are making about your growth and development. Content of Reflection: While there is no page requirement for this final reflection, the more detailed your reflection is, the better I can understand your intentions for composing it, your progress as a writer, and how I should view the work in your portfolio. In terms of specific discussion points, since each writer has had a unique journey through this class, I leave it up to you to decide which discussion points will convey your movement and development most effectively. No matter how you choose to convey your experience, remember that the strongest reflections are those which truly reflect on your decisions, your class performance, and point to key evidence in your work. Within your reflective letter, some of the points you can consider include, but is not limited to the following: At the beginning of the semester, what did you expect from this class? How did your expectations change or over the course of the semester? Consider your initial views of inquiry and writing. How did you view these acts upon entering this class? Consider the choices you made throughout this course. Did those choices allow you to produce the best work you could? Did those choices position you for success or failure? Did those choices allow you to grow and improve as a writer? Consider everything from the topics you chose, to your process for planning and executing your work, and even your efforts to seek clarity/assistance from myself and your peers. Consider the lessons and activities we engaged with each day. Which lessons had the most impact on you as a writer and thinker, and how have these lessons impacted who you are as a writer now? Examine your Exploratory Reflection, Intertextual Annotated Bibliography, and C.A.P Project. What movement did you see in your thinking and inquiry? What movement did you see in your development as a writer? Think about the specific ways that you have grown as a writer. Carefully review the contents of your portfolio, and use the materials you have included to exemplify your growth and development. Talk about your engagement with the various phases of the writing process (planning/pre-writing, drafting, revising, etc.). What did you learn about your writing process? What risks did you take? Did you play is safe? Did your risks pay off or hinder your work? What strengths and weaknesses have you noticed in your writing? How can you take advantage of these strengths? How do the weaknesses hinder your writing? What can you do to combat these weaknesses? What aspects of this class/lessons helped you the most or were most important to you? Why? Which assignments were particularly challenging for you? Why? Which assignments fostered your growth as a writer the most? How? What additional materials did you include in your portfolio? Explain the significance of these items. How has your thinking about writing, inquiry, or yourself changed as a result of this class? NOTE: It is not necessary to address all of the above ideas, and you are not limited to what you see above, but again, engage with your progress as a writer and a student as much as possible.

IV.

Grading & Assessment: Before engaging with the rest of your portfolio, I will first read your reflective letter. I will be looking for a writer who has thoroughly reviewed the contents of the portfolio and has multiple insightful thoughts about how he or she is working as a writer. This letter should be helpful to the reader (me), and should be able to be used as a guide through the portfolio. Among the other points I will be looking for when engaging with your portfolio, some include: Have you included all the required materials in your portfolio? Is the portfolio presented in a clear, organized, and readable manner? How thoughtful, developed, and complete are the elements/work included in your portfolio? How much of your writing and thinking process have you displayed, and what do they unveil about your efforts to become a better writer? How have you approached revision? Are you using revision to improve your skills as a writer? From the reflections, journals, projects, and other work contained in the portfolio, can I understand how you have learned and grown as a writer?

In short, during my own reading of your portfolio, I will be assessing the quality of your work, the growth that your work displays, the depth and breadth of your final reflection, the extent of your revision, and your ability to display and draw significant conclusions about your movement through the course. After engaging with your portfolio and assessing your reflection, I will then discuss your portfolio with you, the writer, and through mutual conversation about your reflection, your performance on your work, and your development as writer, we will decide your final grade for the course. General Course Rubric

Grade

Grade Description
The highest grades will be awarded to students who showed sustained rigor in all aspects of the class (i.e. class work, process work, major projects, attendance, participation, peer response, presentations, etc.). In addition to this, the student participated in every class thoroughly, attended almost every class, arrived on-time, and abstained from disruptive behavior. In terms of their skill development, it must be evident that the student took risks and made a significant effort to improve their skills as a writer. Finally, in terms of the work that they produce, it must be evident that the students work goes above and beyond requirements in terms of quality, content, and effort, and that the student gave their all to produce the most polished and well developed writing that they could. Average grades will be awarded to students who show sustained rigor in most aspects of class. In addition to this, the student participated in most classes, attended regularly, arrived on-time, and abstained from disruptive behavior. In terms of their skill development, it must be evident that the student took some risks and made basic strives to improve their writing. Finally, in terms of the work that they produce, it must be evident that the students work fulfilled basic requirements in terms of quality and content, and that the students work was polished and well developed. Below Average grades will be awarded to students who show inconsistent rigor in several aspects of class . In addition to this, the student participated infrequently or only when asked to, did not attend multiple classes, arrived tardy, or participated in disruptive behavior. In terms of their skill development, the student took minimal risks and showed limited initiative to improve their writing. Finally, in terms of the work that they produce, the student failed to address some basic requirements in terms of quality and content, and failed to polish their writing and develop their work. Far Below Average grades will be awarded to students who show minimal rigor. In addition to this, the student barely participated, did not attend many classes, frequently arrived tardy, or participated in disruptive behavior regularly. In terms of their skill development, the student took almost no risks and showed almost no initiative to improve their writing. Finally, in terms of the work that they produce, the student failed to address most basic requirements in terms of quality and content, and lacked polished or development.

Above Average A (90-100)

Average B (89-80)

Below Average C (79-70)

Far Below Average D (69-60)

Unsatisfactory F (59-0)

Unsatisfactory grades will be awarded to students who show no rigor, fail to complete a major component of the course, or fail on the count of attendance. In addition to this, the student barely participated, consistently arrived tardy, or consistently participated in disruptive behavior. In terms of their skill development, the student took no risks and showed no initiative to improve their writing. Finally, in terms of the work that they produce, the student failed to address basic requirements in terms of quality and content, and lacked any polished or development.