The Final Portfolio

Though you might think that it is early in the semester to introduce you to a final portfolio, the final portfolio is an important part of this class, and you should keep track of your progress throughout this class to keep up with it.

You should start reviewing the Final Portfolio prompt now.

What is a Portfolio?

A portfolio is a collection of selected documents used to showcase your skills with writing. These may be used in class settings (like with this assignment), in professional settings to help you get a job or show your work to a supervisor, and in academic pursuits such as when applying for graduate school or a scholarship. Portfolios are meant to be shared with others, and as such they must be carefully designed and crafted to best present your work and skills to a specific target audience. An ePortfolio serves the same purpose, but it is an electronic version that allows you to take advantage of the various technologies afforded by the chosen platform.

Planning For Your ePortfolio

Your Goals

Your Final ePortfolio must be a reflection of both your work in the composition program and your preparation to leave the program and move into future academic writing situations at the university.

Ultimately, your goal is to make an argument to me, your professor, that you have met the outcomes of the course.

To do that, you will need to familiarize yourself with the outcomes of the course on the Department of Writing and Rhetoric's WebpageLinks to an external site I will also tell you how you are meeting the outcomes throughout the course on the introduction pages to each week, so look back there. (see below for a more thorough explanation of the outcomes).

How do I make this argument?

To make this argument to me, you are going to use evidence from your own writing this semester! Ultimately, you will use quotes from your own writing to show me how you met each of the outcomes.

To make this easier for you, I have created a template which you should use. You can find it under the "files" tab on the left, or you can download it here. It will be called "Cover Letter Template.docx Preview the document "

How do I turn in my Portfolio?

You can turn in your portfolio by making a Google Site or something similar. If you are more familiar with Wix or another site, that is fine. You will just want to make sure that I can access it. Below is a video on how to create a Google Site.

For this portfolio project, you have two main platform options available:

Wix (Links to an external site.)
Google Sites (Links to an external site.)

How to create a google site 2020 How to use the new Google Sites and a tutorial. (Links to an external site.)

The Outcomes (and how to meet them)

ENC 1101 Course Outcomes

The goal of the ePortfolio is to demonstrate your completion of the following ENC 1101 course outcomes. Take a look at these outcomes and think about how they align with your own goals--how can you imagine these outcomes helping you in future contexts?

Outcome 1: Students will be able to read and use scholarly texts to support their writing goals.

Possible pathways for demonstrating this outcome include:

The writer demonstrating an understanding of key readings by using terms, concepts, and arguments from scholarly texts correctly.
The writer referencing scholarly texts in strategic ways to support writing goals. This might include summarizing, paraphrasing, or quoting.
The writer applying concepts from scholarly texts in order to consider, analyze, and learn more about their own experiences and examples.
The writer reflecting on useful strategies for reading difficult texts.
The writer identifying and explaining the rhetorical moves common to academic, scholarly texts (e.g. creation of a research space, references to prior research, explanation of methodology).

Outcome 2: Students will be able to describe and analyze writing processes in order to flexibly adapt them to support their goals.

Possible pathways for demonstrating this outcome include:

The writer using acquired vocabulary to talk about writing processes, including terms like incubation, recursiveness, invention, and revision.
The writer describing and evaluating their own writing processes.
The writer investigating and evaluating the writing process of at least one other individual.
The writer demonstrating substantial and successful revision by creating successive drafts that show global improvement and/or respond to substantive issues raised by instructor and peer feedback.
The writer reflecting on their writing processes over time to making claims about learning.

Outcome 3: Students will learn how to adapt to different writing contexts they need to address.

Possible pathways for demonstrating this outcome include:

The writer using acquired vocabulary to discuss writing contexts, including terms like rhetorical situation, discourse community, exigence, and lexis.
The writer analyzing at least one writing context.
The writer employing style, tone, conventions, and technologies appropriate to the demands of at least one particular genre and situation.
The writer articulating and assessing the effects of their writing choices on their audiences.
The writer making claims about their ability to adapt to specific writing contexts by reflecting on their own writing products.

Outcome 4: Students will consider how social, rhetorical, and technological contexts shape writing conceptions, processes, rules, and learning.

Possible pathways for demonstrating this outcome include:

The writer employing acquired vocabulary to discuss how language mediates a community’s actions and people’s identities, including terms like genre, authority, and literacy.
The writer identifying and analyzing at least one specific genre and how it is shaped by the particular social and rhetorical context in which it operates.
The writer analyzing the constructedness of writing conceptions and rules in light of the varying social and rhetorical contexts of academic, professional, civic, and/or personal writing situations.
The writer evaluating their own conceptions of writing in light of learning in the course.