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Midterm Portfolios Due October 11

Page history last edited by ShareRiff 13 years, 5 months ago

checklist:

 

After you compile and design your mid-term portfolios, visit this google site, and create a link back to your mid-term portfolio. simplified, the portfolio has 3 elements:

 

#1. graphical or sonic representation of the composing process

 

"discreet music" diagram, by Brian Eno

Brian Eno's signal-flow diagram narrates the modifications he makes, using tape technology, of found and carefully selected sounds. This troping of sound is akin to the treatments we bring to bear on language when we take the time to reflect on the ideas, arguments, and stories we deem important, especially when we deliberately revise and remix them with a particular person or group of people in mind. If you were to draw (or find/select) a picture of your 1102 writing process (or some aspect  your composing process), what would it look like? There are as many ways to represent a writing process as there are writers in the universe. Show us how you do your thang!

 

#2. mid-term reflection/self-assessment.

We've been preparing for this with each cover page and reflection: this reflective cover letter addresses explains how you are meeting our primary learning outcomes. In addition to the "big 5" Student Learning Outcomes, talk about how you have:

modes of blogging and informal writing: academic, political/community-based, and personal

-situated your writing: Analyzing, synthesizing, and composing with sources

composing processes: argument and persuasion

-multimedia: visual analysis and composition, aural analysis and composition

-performed collaborative, group, coordinated, or distributed writing: linking, interacting, remixing, and responding in writing to/with peers.

-writing in the disciplines: connecting your writing to research and/or scholarship in a specific community or field of inquiry

Community Writing (non-academic writing: personal, civic, community-based writing outside of academia)

-oral/digital components of composition

 

 

#3. unit 1 and unit 2 portfolios. Yes, just embed these portfolios into a page with your reflection and you have a midterm portfolio.

 

#4. Link your portfolio to our google site page, so that the writing program community can access and assess our work.

 

Guided step-by-step Self-Assessment and Reflection

for some of you, this will be redundant or too prescriptive. Still, I recommend that all of you read these questions, and consult them as a guide when composing your midterm portfolio. Don't forget the art of self-sampling! We have been reflecting all along.

 

 

As you complete this midterm self-assessment consider that this will be read by outside readers who may not know the specific writing projects we have completed as a class. In other words, this is another opportunity to compose for a specific community of readers--a real world audience. These readers are looking to you to be as specific as possible with your reflections and with your assessments of your work—meaning that they are expecting you to provide examples to help them see that you understand about Rhetorical Knowledge, Critical Reading, Writing & Thinking, Composing Processes, Knowledge of Conventions, and Writing Technologies. You must convince your readers that you are on target to meet all of your student learning outcomes through your projects, your reflections, and your self-assessments. Further, you must assume that your readers will not have these guiding questions (below) to help them understand what you are talking about so you need to write so as to inform and educate your readers about the context of your compositional experiments.

Rhetorical Knowledge

• You have created several pieces of writing now that each have specific purposes. What are your purposes for each of these projects? How well have you been able to define specific purposes for each of your projects and what have you learned about defining purposes of writing as you have worked on these projects?

• You have created several smaller and at least two larger projects geared towards specific audiences that you have defined. Who are your primary audiences for each of your projects? How well have you been able to define specific audiences for each of your projects and what have you learned about defining audience of writing as you have worked on these projects?

• One of the most important Student Learning Outcomes/Goals of this class is the understanding, demonstrating, and reflecting on the connections among medium and genre and audience and purpose—the rhetorical situation. In what ways did you learn more about rhetorical situation—audience, purpose, medium, and genre—by completing this portfolio? Provide specific examples from your portfolio to help us understand what you mean.

• You have creates several projects now in which you have chosen specific tones and voices. How would you describe your voice and tone each of your projects, and how specifically do they meet your audience’s expectations and needs in each project? What have you learned about the importance of changing voice and tone based on your experience with these projects?

Critical Reading, Writing & Thinking

Learning/inquiry: As a result of creating your compositions for this course, how have you become a more critical thinking, reader & writer? Why are CRWT skills important to being a good student, a good worker, a good civic participant?

Responsibility: By creating your writing projects this semester, what have you learned about a composer/writer’s responsibility to compose, especially in electronic media? Why is responsibility important to being a good writer/composer, and what is the link between being a responsible writer/composer and being a good student, a good worker, a good civic participant?

Reading and research: What research did you conduct for your composition projects? How sufficient was your research? Why? What additional research might you have done and how would this have helped your projects? How does being a good research/having good research skills help you become a better student, worker, and civic participant?

• How will you continue to use the critical reading, writing & thinking skills you have developed by working on your compositions? What CRWT skills can you carry forward to other academic projects and how specifically will you do this?

Composing Processes

Invention: What invention shills have you learned in creating your projects? What kind of processes did you use to develop your projects? How does having strong inventions skills help you be a better writer/composer?

Organization: How did you decide to organize each of your compositions? How successful was your organization and what makes you believe that it was successful? What do strong writers/composers know about organization and how do developing these skills help you become a better writer/composer, academic and civic citizen?

Revision: One of the primary Student Learning Outcomes for the portfolio is to showcase your composing processes, especially revision skills and working with peers. How has working on these compositions developed your revision skills? Choose a specific project to talk about your revision processes and what specifically improved. If you could go back now and make changes to the projects in your portfolio, what would they be and why? How do good revision skills help you be a better writer/composer?

Working with peers (teamwork): What new team skills have your developed while working on your compositions? How does working with peers help you become a better writer? What skills and techniques for working in groups can you take with you to new projects in other rhetorical situations?

Working with peers (revising groups): How did your instructor or peer readers help you by making comments and suggestions about your writing? List some examples of useful comments, critiques, and suggestions that you received. List some examples of how you revised your exploration based on those comments and suggestions. How could you have made better use of the comments and suggestions you received? How could your peer readers help you more on your composition? How might you help them more, in the future, with the comments and suggestions you make on their texts?

New Media: How did you use photographs, video, sound and other new media as part of your projects? What did you learn from working with new media in your projects? How do new media change your composing processes and how will these innovations continue to shape your future compositions in other rhetorical situations?

Writerly habits: What writerly habits have you developed, modified or improved upon as you constructed your composition projects? How will you change future writing/composing activities based on what you have learned about your own composing processes and habits?

Knowledge of Conventions

Editing: In what ways is editing an important part of the writing process? What connections do you see now between a well edited project and student success in a composition project? What connections do you see between a well-edited project and student success in your discipline? What sentence level problems did you find most frequently in your projects? How will you avoid that problem in the future? How will you work to produce well-edited text in the future?

Genre: One of the primary Student Learning Outcomes for the portfolio is to demonstrate your knowledge of genres and genre conventions, and to showcase your ability to choose a genre based on the rhetorical situation. How did you choose your genres for the various projects? What are the genre conventions of your projects and how do you know them? How does understanding and choose genres appropriately help you better meet the needs of your audiences and rhetorical situations—how do these skills and techniques help you become a better writer/composer, student, and citizen?

Documentation: How and why do scholars use sources? Why is proper documentation of sources considered a part of knowledge of conventions? What is the connection among finding sources, using and documenting sources, and being perceived as scholarly? How did you document the sources you used in creating your projects? What do you still need to learn about documentation, and how can you use documentation to help you be a better scholar in the future?

Writing Technologies

Think about the ways that you have used digital technologies over the course of the semester. What technologies are you using to facilitate the act of writing/composing? How are you using them? What have been the benefits and drawbacks of the writing technologies you use specific to the rhetorical situation you have used them in? In what ways is the act of composing changing because of the writing technologies you use? How will this evolution of writing technologies shape scholarly/academic and civic compositions of the future?

  

Scoring Portfolios

Portfolios are scored on a 5 point scale (5=Highly Effective, 4=Effective, 3=Satisfactory, 2=Needs Attention, 1=Unsatisfactory, 0=No Attempt; NA=Not Available for Scoring) A score of 3 or better is passing for this assessment. Students who receive 3 or less on their midterm portfolio will be referred to the Academic Success Center for additional feedback on their writing.

 

Here's the rubric:

 

Criteria

Highly Effective

Effective

Satisfactory

Needs Attention

Unsatisfactory

No Attempt

5

4

3

2

1

0

Rhetorical Knowledge:

Does the author of the reflection demonstrate the ability to compose for:

  • Specific audiences

  • Specific purposes

  • Specific outcomes

  • Specific rhetorical situations

 

 

 

 

 

 

Does the author of the reflection demonstrate the ability to select appropriate:

  • Format and structure

  • Tone, voice, & level of formality

  • Genres and genre expectations

 

 

 

 

 

 

Does the author of the reflection reflect on the relationships among:

  • Audience

  • Purpose

  • Outcome

  • Rhetorical situation

  • Format and structure

  • Tone, voice, & level of formality

  • Genres and genre expectations

 

 

 

 

 

 

Critical Reading, Writing, & Thinking:

Does the author of the reflection demonstrate the ability to:

  • Use writing and reading for inquiry, learning, thinking and communicating

  • Develop or respond to a series of tasks including finding, evaluating, analyzing, and synthesizing primary and secondary sources

  • Reflect on composing as a series of tasks including finding, evaluating, analyzing, and synthesizing primary and secondary sources

  • Integrate others’ ideas into her/his own

  • Reflect on the integration of others’ ideas into her/his own

  • Discuss the relationships among language, power and knowledge

  • Describe the relationships among critical reading, writing, and thinking

 

 

 

 

 

 

Composing Processes

Does the author of the reflection demonstrate composing processes by

  • Describing the importance of multiple drafts

  • Showcasing multiple drafts

  • Discussing strategies for generating, revising, editing, and proof-reading and providing examples

  • Discussing the recursive nature of the composing process and providing examples

  • Describing the collaborative and social aspects of composing processes

  • Critiquing others’ work

  • Critiquing the writer’s own work

  • Explaining the balance of responsibilities when working with peers to compose

  • Showcasing a variety of technologies in response to a variety of rhetorical situations

 

 

 

 

 

 

Knowledge of Conventions

Does the author of the reflection demonstrate knowledge of conventions by:

  • Showcasing compositions in common formats

  • Composing in a variety of genres with genre-appropriate structure, paragraphing, tone, & mechanics

  • Properly documenting work in MLA, APA or other citation system

  • Controlling such surface features as syntax, grammar, punctuation, and spelling

 

 

 

 

 

 

Does the author of the reflection reflect on understanding of knowledge of conventions by:

  • Explaining the relationship between control of surface features and audience expectations

  • Explaining the impact of rhetorical situations on choosing format

  • Explaining the relationship between genre conventions ranging from structure and paragraphing to tone and mechanics and audience expectations

  • Examining the relationships among properly documented work, audience expectations, and rhetorical situation

 

 

 

 

 

 

Writing Technologies

Does the author of the portfolio demonstrate an understanding of writing technologies by:

  • Showcasing various writing technologies such as blogs, videos, traditional academic formats, etc., in the portfolio

  • Using hyperlinks to create multimodal texts

  • Strategic use of sound, video, and text to meet the needs of the rhetorical situation

 

 

 

 

 

 

 

Does the author of the reflection demonstrate an understanding of writing technologies by:

  • Explaining the impact of rhetorical situations on choosing writing technologies

  • Examining how writing technologies shape the act of composition

  • Explaining the benefits and drawbacks of using specific writing/composing technologies in specific rhetorical situations

  • Examining the relationships among writing technologies, audience expectations, and rhetorical situation

  • Explaining how evolution of writing technologies shape scholarly/academic and civic compositions of the future

 

 

 

 

 

 

 

Overall Score of Midterm Reflection

 

 

 

 

 

 

 

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