Developing a Portfolio Reflective Essay

December 6, 2022

Developing a Portfolio Reflective Essay

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Developing a Portfolio Reflective Essay

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Overview

For each of us, our development as writers is influenced by different factors. As Sandra Giles notes, “Reflection helps you to develop your intentions (purpose), figure out your relation to your audience, uncover possible problems with your individual writing processes, set goals for revision, make decisions about language and style, and the list goes on” (193).

Therefore, in the final unit in Composition I you will compile your polished work into a portfolio and reflect on your development as a writer, examining the impact Composition I has had on this trajectory.

Compiling and Combining Your Projects

The first step is to gather all of the major assignments you’ve completed this semester. Create a creative cover page that complements your Reflection Essay and then add next your final projects—your Literacy Narrative, Genre Analysis, Choose-Your-Own Change-Making Genre Projects, and your Reflection Essay (described later) into one Google Folder (your portfolio).

You will include at least two drafts of each project—the final draft and an earlier draft. Final Drafts of each project should meet the original requirements indicated on the original assignment sheets. Each project should start on its own page led by a proper MLA header and heading though each project need not start new pagination.

If your Choose-Your-Own Change- Making Genre Projects do not lend themselves well to being included, talk to your instructor about the best way to include them, such as a screenshot, URL, or scanned copy. As you combine these projects into one file, engage in one last round of revision to ensure that your portfolio showcases your very best work.

Reflecting on Your Progress, Growth, and Trajectory as a Writer

As you develop your Reflection, look back at the factors that have influenced your writing, and consider the following questions:

What are the most significant things you have learned through composing any two of the four projects assigned in class?
Which of the four projects has become the most meaningful to you? Why?
Which project do you think is your strongest work, which one is the weakest, and why? What would you do differently if you had two more weeks to work on the weakest project?
How did the readings this semester help you better understand writing and grow as a writer? Refer to at least two articles we have discussed this semester.
How have your understanding of genre and/or the rhetorical situation helped you become a stronger writer?
If you had to pick just three terms or phrases (for instance, “literacy narrative,” “kairos,” and “rhetoric”) that you learned this semester and that helped you understand composition and practice writing better, what terms would they be?
How did you utilize feedback (from me as well as from your peers) and informal writing exercises (like freewriting, invention exercises, or blog posts) to strengthen your writing?
How has your understanding of persuasion affected your development as a writer? As a reader?
Finally, how will your understanding of writing as a situated activity (sponsorship, rhetorical situation, genre conventions, and contexts) influence your future writing practices?

After considering the questions above, create a 2–4-page essay that discusses the nature of your relationship with your writing with your instructor and the A-State First-Year Composition community. This essay should be a coherent essay that pulls your thoughts together under the umbrella of a central idea or thesis.

In short, you must decide on a claim you want to make about your writing development and support that claim in your reflection. This may more difficult than it seems because you probably have a lot to say about your writing, but you must choose what you would like to focus upon for the reflection.

Carefully considering and coming back to your thesis will help prevent you from getting off track. Also, remember that when reflecting you are encouraged to share your thoughts even though they may not be what someone else would consider the “right” answer.

Designing and Submitting Your Portfolio

Portfolios that contain a unique cover page followed by the Reflective Essay with all of the major projects following in order of submission (i.e., Literacy Narrative, Genre Analysis, and

Choose-Your-Own Change-Making Genre Projects) compiled into your Google Doc portfolio. As you create your portfolio, make sure: the folder t is easy to read and navigate; the body text of your essays is not larger than 12-point font and does not include extra spacing between paragraphs;

and outside sources are still cited in MLA and Works Cited Pages have been included. Though essays should be in MLA style, which includes headings, headers, and page numbers, the multimodal and digital projects included need not be.

As this class has provided you a space to inquire into and articulate who you are as a writer and composer, you are encouraged, but not obligated, to consider the design of the portfolio an extension of this.

This means if you would like to personalize your portfolio by including title pages to introduce each project, a Table of Contents, or other components, you are welcome to do so as long as you have met page individual project length requirements before adding cover pages, graphics, images, memes, title heads and pages, and the like and you continue to meet MLA requirements on written projects.

When you have completed your portfolio, you will upload it to Blackboard by placing a link for your folder on a Word doc. (You may have already uploaded a link this semester.)

The Assignment in Short:

Organize your projects– your Literacy Narrative, Comparative Analysis, and Choose-

Your-Own Change-Making Genre Projects–

Write a 2–4-page reflective essay that discusses the nature of your relationship with your

writing with your instructor and the A-State First-Year Composition community, and

place it at the beginning of your portfolio.

Design your portfolio, making sure: the document is easy to read and navigate; you’ve

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included MLA headers and headings prior to each project; the body text of your essays is not larger than 12-point font and does not include extra spacing between paragraphs; and outside sources are still cited in MLA and Works Cited Pages have been included.

The cover page (one page) is not the same as the reflective essay (2-4 pages). You will complete both.
For grading purposes, you will upload a copy your reflection essay and cover letter to Blackboard in addition to your portfolio.

Check List: A Cover Letter that introduces your portfolio to a reader. (Not your teacher) Final drafts and at least one earlier draft of your literacy narrative, comparative rhetorical analysis, both Choose Your Genre argument projects, and your reflective essay. Genre Justification from Unit Three Two response papers of your choice. Reflection Essay Anything else that you would like to include

Remember to consider the organization and upload a copy of your reflection essay and portfolio cover letter to the spots in Week 16.

Developing a Portfolio Reflective Essay

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.