Zack
De Piero
ENG 101-108 – Composition and Reading Across the Disciplines
ENG 101-108 – Composition and Reading Across the Disciplines
Portfolio
·
Two submission options:
o Hard copy due: Wednesday,
December 14th by 12:30pm (the start of our 1st final
exam meeting)
o E-portfolio option due: Friday, December 16th by 1pm (the start of our 2nd
final exam meeting)
Part 1: Revised WPs
·
Revise your WP1
and WP2 papers, and try to get them to the “next level.” Apply anything and everything that
you’ve learned since submitting this piece that you can help you to improve
them. Think about the feedback
that you’ve gotten from your classmates’ in Peer/Reader Review workshops, and
consider my comments on your papers.
I realize that some of the questions that I’ve asked you are very
difficult to answer, but trust me, they’re super-crucial
for your writing development. Read
them, re-read them, and spend a lot of time thinking about how you can address
them in your new’n’improved papers.
Part 2: Reverse Outlines
·
To facilitate
your WP1 and WP2 revisions, I want you to “re-see” your papers. One way you can accomplish that is by
creating a reverse outline for each of your WPs. Condense each paragraph into its main point and how/why it
supports (or doesn’t!) your argument—one or two sentences is fine. I suggest creating a 3-column table to
do this (see below), but I’m open to other arrangements.
·
Make sure
that you create reverse outlines of your current WPs (i.e., the drafts that I
commented on) before you
revise each WP. Why? That way, you can use reverse outlines as a tool for “re-seeing”—and thus,
potentially improving—your work.
This is a skill that you can, and should, carry over to other papers
that you’ll be writing in your future courses.
·
When you’re
finished, I’d like you to write a paragraph or two about (1) any major structural
changes you made from your initial submission and/or (2) how and why reverse
outlining helped you to “re-see” your work. Note: for your introductory paragraph (listed as #1 in the
table), please just list your thesis statement!
Paragraph #
|
Main Point of the Paragraph
|
How/Why It Supports My Argument
|
1
(Thesis Statement) |
||
2
|
||
3
|
Part 3: Revision Matrix
·
This
component of the portfolio is your chance to explain the changes that you
decided to make to each WP. I want
you to create a “revision matrix” that clearly details some of the most
important decisions that you’ve made.
Consider these questions: (1) what
changes did you make?, (2) why did you make those changes?, and (3) how have
those changes impacted your new, revised paper? You can chip away at the revision matrix while you’re revising each WP, or you
can create it after you’ve revised
each WP (or you can utilize a combination).
·
Feel free to
display the revision matrix however you’d like, but please feel free to use
this 4-column matrix, below, as a template. Please examine 12-20
total changes that you’ve made in substantial depth. For instance, explain
8 changes that you made for WP1 and 6 changes that you made for WP2.
Text
from my initial WP submission:
(a phrase, sentence, paragraph, idea, move, punctuation, piece of evidence, etc.) |
An
observation or question I received from De Piero or a classmate:
|
The
change(s) I made to what I initially wrote: (ie, the change[s] I made to column 1)
|
How
this change impacts my paper:
|
“What’s the connection between these
two sentences? How do these
ideas connect?
|
Part 4: Metacognitive Reflection (5-6 pages)
·
This is your
chance to take me through your personal ENG 101-108 journey. What was the experience like for
you—from lesson to lesson, article to article, WP to WP? How has your approach to writing,
thinking, and/or researching evolved?
What did studying this stuff
mean to you? Has your stance
towards “writing” shifted or changed, and if so, how? And why? A
successful metacognitive reflection will draw upon your current thoughts,
previous thlogs, in-class journal responses, miscellaneous freewrites, and/or
conversations with classmates. As
always, be specifc and use textual evidence for your claims whenever possible
(i.e, quote sources whenever possible!).
·
Not satisfied
with those questions that I listed above?
No problem! Here are some
additional questions that can guide your reflection essay:
o Think back to a previous time (last month, last
quarter, high school, etc.): has your perspective on what writing is changed at all? If so, how? Do
you now see anything differently?
(Including yourself as a
writer?) If so, what? Explain!
o What have you learned in ENG 101-108 about the study of and practice with genres?
About rhetoric? About the
writing process(es)? How, exactly, did you learn what you
learned? What “worked” for you,
and why?
o Did you have any “ah ha!” moments? If so, what were they? Explain!
o How might you be able to apply what you’ve learned
in ENG 101-108 to future writing, thinking, and/or researching contexts? How do you foresee this course
extending to other course contexts?
How has this course extended
to (your) other course contexts?
o What does “genre awareness” mean to you? What do you think about “moves”?
o Did your approach(es) to reading change at all
over/throughout this course? If
so, how? Why?
o What are some of your favorite strategies, tips,
or tricks? Why?
o Did you have any difficulty processing any of our
course concepts? If so, could you
speculate on how or why?
o What questions are you left with? What didn’t quite “sit right” with
you? What hasn’t processed?
·
A note about integrating our course
readings/resources: although this
metacognitive reflection essay is ultimately about you, your writing, your learning, and your thinking, I’d also like
you to integrate some of our course readings. Please weave in direct citations (“quotes”) from at least
four different sources.
·
Aaaaaand one more note: this metacognitive reflection essay is a
significantly different genre than the thesis-driven, research-based arguments
you wrote in WP1 and WP2 (i.e., “research papers”). Although, technically, you’re still making an argument—you’re
making an argument about your learning development throughout ENG 101-108—how you make express that argument can
be quite different. I encourage
you to utilize your personal “writing voice” in this paper, especially if you
feel like you weren’t able to do so in the WPs or PBs. Now, listen, that doesn’t mean you
shouldn’t proofread or revise your work—you should always proofread and revise your work before submitting it—but I
want you to “be yourself” in these essays.
Submission
·
You have two
options to submit your portfolio: an “old school” hard copy portfolio in a
folder or a digital e-portfolio. During class class, I’ll go explain the nuts’n’bolts of how
to use Weebly, which is a great site
for putting together e-portfolios.
If you want to use another digital platform, go for it! (Blogger
might be able to work. Wix too.)
·
Note:
whichever option you choose, I need to see my comments on your WPs.
Sometimes, this requires converting downloading the Google Doc (that I
commented on) into an MS Word doc and then converting that into a
PDF. (Why? Most “inserted comments” appear in most
PDF versions.) If this is a
problem for any reason, let me know.
Make sure, though, you don’t do this at he last minute (give yourself
some time to “play around” with this!).
·
I’d like a
“digital archive” of all of your work, so if you give me an “old school”
folder-portfolio, make sure to also send me an email with all of your work as
attachments. (If you create an
e-portfolio, I’ll have the “digital archive” of your work on the website.)
Here’s what you should include:
o Each WP submission (use the document with my
comments on them!)
o Each new, revised, final WP
o Your “Before/After Reverse Outlines”
o Your “Revision Matrix”
o Your metacognitive reflection essay
o and anything else that you feel like you should
include!
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