you will find my work in the attachhere is the instructions:ePortfolio AssignmentA portfolio gives authors the opportunity to show their audience the very best of their work and/or the ways they have improved over a period of time. Your portfolio is going to cover the work done in this class and will look a little different for every student. However, every student’s portfolio will include the following elements. The portfolio will receive a holistic grade (i.e., one grade for the whole thing together) using the First-Year Writing Rubric.Reflective Introduction
Polished Project Exhibit
Process Exhibit
Peer Review Exhibit
Wild Card
Overall Information and Suggestions: An ePortfolio is required for every First-Year Writing course at EKU starting Fall 2020. This includes all English 101, 101R, 101RZ, 102, 102R, and 105 sections.
ePortfolios must include the following 5 described exhibits.
Students are encouraged to use Google Drive or WordPress for housing students’ ePortfolios. Both are free and easily accessible for students and can be submitted using a single link.
______________________________________________________________________________Reflection Introduction (Need a thesis)
Your portfolio introduction should have a thesis or controlling claim and should analyze and synthesize the elements of your portfolio (these are concepts you should be familiar with, should be able to distinguish, and should have experience completing after this semester). Much of your portfolio grade will be based on this essay; it is your foundation. Essentially, you will be presenting a clear, concise (around 500-750 word essay), thesis-driven project that makes a central claim about your writing, revising, and editing with regards to this class. All of the material you include in your portfolio will provide the evidence/supporting details and quotes you will need to fully develop your essay. As always, providing specific evidence to support clear topics makes a strong essay.Here are some questions you could ask yourself / tactics you could use: ● Compose a letter directed to somebody explaining your writing and the work you’ve done in this class. What would you want that person to see in your work?●Reflect on your strengths and weaknesses as a writer in any part of the writing and composing processes as described in the rubric. Show through revision your understanding of how to improve those weaknesses and emphasize the strengths.● Comment on the most interesting, most difficult, or most surprising things you learned about yourself as a writer, student, or person through writing this semester. ● Describe how the different skills used in reading, researching, drafting, editing, composing, organizing, analyzing, documenting, proofreading, and writing in this course, as demonstrated through your work, contribute to your ability to perform well in other courses or activities (think about such skills as developing critical reading skills; knowing how to support claims with specific evidence; recognizing ethos, pathos, and logos; audience awareness; or use of grammar and sentence structure).● Answer the question “Who is the ‘me’ that I want to present in my portfolio? And, how do my exhibits provide evidence for that?”APPROACHES YOU SHOULD AVOID:Writing one paragraph about each item in your portfolio.Making lots of good / bad evaluative claims about your writing with very few or no supporting examples.Telling a story about English 101R. (“I was a really bad writer until I got into English 101R and then, with the help of my instructor and my peers, I learned a lot.” or “Our first essay was about X, and I learned Y. . . Our second essay was about A, and I learned B. . .”)All these approaches make it difficult to sustain a thesis and to provide adequate support.2) Polished Project Exhibit: This should be the very best representative of your abilities developed from this semester. You should revise whichever essay or project you choose from the version your instructor last saw to present the most polished version you can. Create a one-paragraph introduction for the exhibit that explains what you learned about writing and/or critical reading from this project.3) Process Exhibit: Choose a different essay project from #2 to revise and show it in at least three different versions: an early draft with a peer review or Studio Record of Consultation, the draft you turned in to be graded, and a recently revised version. You will showcase the effective writing strategies you’ve learned throughout the semester through your revisions. This is your opportunity to show not only what you can do but also how you do it and the work you put in. Create a one-paragraph introduction for this section that explains what important improvements the reader should see in this progression. You should also annotate this entry.4) Peer Review Exhibit: One of the learning goals for this course is that you can both create your own writing anddiscuss the writing of others intelligently. In the Peer Review Exhibit, choose one peer review interaction you have had with a peer where you are giving them advice about their writing. Show their work and your comments and provide a one-paragraph introduction that explains why you’ve chosen this as your example and in what ways you feel you contributed to their becoming a better writer. 5) Wild Card: You can include anything here that you’ve authored: another piece of writing for this class, an essay from another class, a CPA/homework assignment that you thought expressed some strong critical or creative thinking, an electronic text of any kind (a blog post, for example), something from high school, an infographic explaining one of your essays, or something creative you’ve written for fun. Create a one-paragraph introduction for this section that explains why you have chosen this piece.
Reflection Introduction (Need a thesis)
Your portfolio introduction should have a thesis or controlling claim and should analyze and synthesize the elements of your portfolio (these are concepts you should be familiar with, should be able to distinguish, and should have experience completing after this semester). Much of your portfolio grade will be based on this essay; it is your foundation. Essentially, you will be presenting a clear, concise (around 500-750 word essay), thesis-driven project that makes a central claim about your writing, revising, and editing with regards to this class. All of the material you include in your portfolio will provide the evidence/supporting details and quotes you will need to fully develop your essay. As always, providing specific evidence to support clear topics makes a strong essay.Here are some questions you could ask yourself / tactics you could use: ● Compose a letter directed to somebody explaining your writing and the work you’ve done in this class. What would you want that person to see in your work?Reflect on your strengths and weaknesses as a writer in any part of the writing and composing processes as described in the rubric. Show through revision your understanding of how to improve those weaknesses and emphasize the strengths.
● Comment on the most interesting, most difficult, or most surprising things you learned about yourself as a writer, student, or person through writing this semester. ● Describe how the different skills used in reading, researching, drafting, editing, composing, organizing, analyzing, documenting, proofreading, and writing in this course, as demonstrated through your work, contribute to your ability to perform well in other courses or activities (think about such skills as developing critical reading skills; knowing how to support claims with specific evidence; recognizing ethos, pathos, and logos; audience awareness; or use of grammar and sentence structure).● Answer the question “Who is the ‘me’ that I want to present in my portfolio? And, how do my exhibits provide evidence for that?”APPROACHES YOU SHOULD AVOID:Writing one paragraph about each item in your portfolio.
Making lots of good / bad evaluative claims about your writing with very few or no supporting examples.
Telling a story about English 101R. (“I was a really bad writer until I got into English 101R and then, with the help of my instructor and my peers, I learned a lot.” or “Our first essay was about X, and I learned Y. . . Our second essay was about A, and I learned B. . .”)
All these approaches make it difficult to sustain a thesis and to provide adequate support.

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