MA4: ePortfolio - FINAL DRAFT

Student Example: 

https://isabellacolburn.weebly.com/Links to an external site.

What is the purpose of an ePortfolio?

Our final ePortfolio is a digital site where you “collect or create artifacts...that best represents

your learning experience and your engagement with the learning process” (Reynolds & Davis

PK-3-4) in direct relation to our course outcomes. An end-of-semester ePortfolio is a culmination

of your hard work in ENC 1101 and invites you to include a wide variety of assignments that you

feel represent your engagement with the course outcomes.

ePortfolios put you in the driver’s seat as you showcase your writing over time and across texts.

In this final assignment, you decide which work connects to course outcomes (by making

choices of what to include) and how they connect (by reflecting on those choices).

What am I required to include in the ePortfolio?

 Coursework that directly demonstrates learning outcomes.

 At least 3 Gordon Rule assignments as identified on the syllabus

 A wide variety of assignments across the whole ePortfolio, with at least 2

assignments (either major or minor) for each outcome; a single artifact can be used

for multiple outcomes

 A diverse set of artifacts that include major assignments, minor assignments, and

process work you’ve accomplished for this class but might not have been formal

assignments that connect with the outcomes and work that takes a variety of forms

and modalities. Examples include major assignments, reading responses, peer review
 documents, reflection assignments, class notes, conference memos, your response to

my feedback, etc.

 Consistent reflection (either throughout the portfolio or in a single instance) that

makes clear connections between your work and the course learning outcomes.

Reflection should be substantial and in-depth, no matter the genre you choose.

 Substantial metacognitive reflection includes making explicit connections between

artifacts and outcomes, providing context for the artifacts and your experiences

engaging with them, and illustrating your learning and achievement of those

outcomes.

 Consideration of the rhetorical dimensions of digital composition (e.g., a homepage

that contextualizes the portfolio, clear navigation and organization to demonstrate

links between artifacts and outcomes, and awareness of audience needs in reading

through and assessing engagement with course outcomes).

How do I show I have engaged in the course outcomes?

You can connect your work to outcomes through careful, critical reflection and deliberate

analysis of artifacts. Artifacts are defined as work produced that shows outcomes achievement.

They are your evidence of learning. Reflection in this context is when you observe, assess, and

analyze your own work from a broader, zoomed-out perspective and ask questions that probe

your own sense of learning and accomplishment through the lens of the course outcomes. It is

very helpful to turn our outcomes into questions that then guide your discovery:

 Where, why, and how did I use multiple literacies during my composing process?

 What did I learn from this?

  Where, why, and how did I identify how language use and rhetorical moves vary in

different situations?

 What did I learn from this?

In your ePortfolio, you can either have a separate page (600 words) of consolidated reflection or

reflection across pages and artifacts where you build relationships between your work and course

outcomes. When reflecting, please use evidence from your selected assignments, self-

assessments, peer responses, teacher responses, course notes, etc.. Quote or paraphrase from

these assignments to connect your work with the course outcomes. Outstanding reflections

clearly indicate which items in the portfolio connect with course outcomes and display a

thorough and thoughtful awareness of your writing and learning. Have fun with it!

Note: If you choose to create a critical reflection page that is separate from your artifacts, be

mindful of what your audience does and does not know about each page of your ePortfolio and

compose accordingly.

A Note About Privacy

To protect your privacy, you should modify the permissions settings on your ePortfolio so it can

only be accessed by those you choose to share it with (such as myself and your classmates). It is

your choice if you want to make it public, but be mindful of your digital presence in doing so.

ENC 1102 Learning Outcomes

Generating Inquiry: Students will be able to generate and explore genuine lines of inquiry

related to writing, language, literacy, and/or rhetoric.

Multiple ways of writing: Students will be able to purposefully integrate multimodality,

multiple languages, and/or multiliteracies into writing products to support their goals.

Information Literacy: Students will be able to evaluate and act on criteria for relevance,

credibility, and ethics when gathering, analyzing, and presenting primary and secondary source

materials.

Research Genre Production: Students will be able to produce writing that demonstrates their

ability to navigate choices and constraints in a variety of public and/or academic research genres

that matter to specific communities.

Contributing Knowledge: Students will be able to draw conclusions based on analysis and

interpretation of primary evidence and place that work in conversation with other source

materials.

Revision: Students will be able to negotiate differences in and act with intention on feedback

from readers when drafting, revising, and editing their writing.