PHASE V

The Portfolio is generally delivered on the Google Sites digital platform (unless students voice a preferred venue) where students will have been developing and personalizing a profile since their academic engagement activity during the first week of class. On their site, they publish a homepage with a professional introduction, 3 major project components (the annotated bib, research proposal, and scholarly article), a selection of literacy tasks and homework artifacts, a selection of process work, and a course reflection.

By the time my students begin adding the final touches to their Portfolios, they should have a firm grasp of the project’s contexts, content, language, tasks, rhetorical specifications, and its assessment (Reid & Kroll, 1995, fig. 2, p. 21). All of these factors are discussed in their course reflections.

I designed my major assignments using Wiggins and McTighe’s “backward design,” starting with course outcomes in mind (Bowen, 2017). However, rather than tell the students which outcomes to consider at which times while completing the assignment, I want them to tell me and later reflect on their accuracy. Therefore, the Reflection is built through the revising of a series of reflective “Outcome Reviews” which follow every major assignment over the semester. These reflective discussion posts entail how the assignment engaged them in one or more ENC1102 student outcome. In this way, the Reflection demonstrates writers' expertise in declarative writing knowledge.