This is the body of the portfolio. In these 4 sections, you will go through both outcomes (I will include the outcomes in the end.), talk about your understanding and interpretation of each outcome, and relate specific details of your work in this class to those outcomes, primarily focusing on the assignments that you chose to revise.
The Reflection: Focusing on one of your revised drafts and the course outcomes as evidence, you will show how you have met the writing goals specified by each outcome as you understand and interpret these outcomes. Be sure to use specific details and cite your work when necessary (when citing yourself, a citation can be as simple as “In A3, I said …” or “I wrote … (A3)”) .
Your commentary should do three things:
1. Demonstrate your understanding of the outcome, in general. Within your reflection, you should answer both of these questions: What does this outcome mean? Or, how do I interpret this outcome? and Why does this outcome matter for good reading and writing practice?
2. Demonstrate your ability to execute the outcome, using details from your work in this class. You should offer specific evidence from your work to show how you fulfilled each subpoint of the outcome in a specific context and why it contributed to your thinking and writing. Answer the questions: When/where/how did you demonstrate this outcome? and How did focusing on this outcome improve your writing?
3. Demonstrate that you can recognize areas of this outcome in which you can still improve. We never become perfect writers, so what might be your next step in becoming a better writer? What are your weaknesses when it comes to this outcome?
A compelling critical reflection includes quotes, paraphrases, or direct summaries from your assignments. Other evidence can come from peer feedback, instructor feedback, and tutor feedback.
To craft persuasive, complex, inquiry-driven arguments that matter by
considering, incorporating, and responding to different points of view while developing one’s own position;
engaging in analysis—the close scrutiny and examination of evidence, claims, and assumptions—to explore and support a line of inquiry;
understanding and accounting for the stakes and consequences of various arguments for diverse audiences and within ongoing conversations and contexts; and
designing/organizing with respect to the demands of the genre, situation, audience, and purpose.
To practice composing as a recursive, collaborative process and to develop flexible strategies for revising throughout the composition process by
engaging in a variety of (re)visioning techniques, including (re)brainstorming, (re)drafting, (re)reading, (re)writing, (re)thinking, and editing;
giving, receiving, interpreting, and incorporating constructive feedback; and
refining and nuancing composition choices for delivery to intended audiences in a manner consonant with the genre, situation, and desired rhetorical effects and meanings.