Final Portfolio
Your ENC 1101 final portfolio offers an opportunity to present the body of work youve produced over the semester, representing your development as a writer, reader, and researcher. The documents you choose to include give evidence of your progress and learning: your ability to meet course goals and requirements; development of your critical thinking skills; and your commitment to research, note-taking, drafting, revising, editing, and best practices you have identified in your writing process. 

The portfolio is a significant body of work and comprises 20% of your final grade. Required Contents

To be eligible for full credit, the following items must be clearly organized in a Word document.

Table of contents: indicate title and page number for each portfolio element.
Reflective Introduction, including references to specific passages and artifacts by page number. I recommend highlighting revised passages in the new final drafts to help me quickly find them. 
Three major inquiry projects were revised, edited, polished. At least one must demonstrate substantial revision.

Substantial Revision
Substantial revision is rethinking and reshaping a draft to improve meaning and effective communication of ideas. It involves re-seeing the topic and changing your initial approach. It involves moving, rewriting, adding, and deleting with purpose: to say what you want to say better. This may mean expressing your main question more clearly, fixing problems with structure or organization, hitting assignment requirements, or adding better evidence. Substantial revision is not arbitrary and shouldn’t be confused with editing and polishing.

The word document you will write for your final portfolio is your final major writing project. This reflective personal word document has three major purposes:
to demonstrate your understanding of the major concepts   (Links to an external site.)we covered this semester 
 to explain the selections you made for your portfolio 
to demonstrate your awareness of the rhetorical situation and your own writing choices

The topic is your experience in ENC 1101, but it is more than simply reviewing the semester. Combined with your portfolio, it is an argument for what youve learned. The word document say functions as a thesis statement; your portfolio is the evidence of that assertion. Please come to this assignment with seriousness and focus, and be ready to provide concrete assertions and evidence as you would with any argument. 

Note that your word document should not be an evaluation of the class

General Invention Prompts for the Reflective Introduction

1. Explain choices youve made in the portfolio, from invention to revision, grounds for inclusion, connections.

2. Discuss each major piece of writing youve included, mentioning the strengths of each and how you got there.

3. Outline the process (step by step) of composing and revising one or more entries.

4. Examine your struggles as a rhetorician, writer, and reader and show how youve worked to overcome them.

5. Discuss the role collaboration played in your composing process.

6. Reflect on what youve learned about course concepts (see the list online).

7. Discuss the rhetorical knowledge youve gained, point to instances in portfolio entries where youre exploring or applying it, and suggest ways you imagine using it in the future.

8. Discuss what you learned within the context of particular assignments, then across assignments.

Evaluation Criteria
The portfolio represents a substantial portion of your work this semester; it counts for 20 percent of your final grade. These are questions I will use to evaluate your portfolio:

Does the student engage in the entire writing process?

Can the student engage in inquiry as a means of learning?

Has the student developed a flexible writing process? 

Does the student demonstrate an ability to understand rhetorical strategy from the perspective of the reader and writer?

Can the student tailor argumentative strategies with an awareness of how the audience shapes reading and writing?

Can the student understand and engage the collaborative and social aspects of learning? Can the student give and receive feedback on written texts?

Can the student appreciate the challenges of communicating effectively across differences? 

Can the student conduct and appropriately cite academic and other research? 

Can the student practice conventions for different genres, including documentation and control features like punctuation, grammar, syntax, and spelling? Format accordingly?

Does the student include required portfolio elements in a neat, organized fashion?