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The Writing Portfolio & Reflective Introduction
Assess yourself as a writer —think about which paper represents your best work as a writer? Your worst? What have you learned this semester? What have you learned from peer review? From revising?
Compile: Create a new document in Microsoft Word or another word-processing program.
Copy each of your writing projects and reading responses without comments into the document in the following order:
Five Reading Responses or Informal writings from the course
Writing Project 1: Genre Analysis Project
Writing Project 2: Annotated Bibliography
Writing Project 3: Argumentative Research Paper in APA style
Writing Project 4: Multi-modal Writing: Showcase Project Write a brief description of what you did
(I present a tri fold has pictures, abstract, theses statement and sources I tried to make it simple, so people can understand it easily by looking to the tri fold I prepared for the questions I worked hard to support my arguments and to work in my papers I prepared to talk about the solutions, so I was afraid to present but I am glad that we did it on the end of the semester so I am more confident about it I did well on my project).
(Here is what I have been learned whole semester so may that can help you to write)
Composition Student Learning Outcomes
Composition II
These six objectives are linked to the university learning objectives for writing course work.
First, students in Composition II courses will be expected to continually build upon and strengthen the learning outcomes from Composition I (ENGL 1110); please see the common syllabus for ENGL 1110 for a description of those learning outcomes. In addition, students who successfully complete ENGL 1130 will also be able to:
1. Display ability to recognize context, audience and purpose by understanding the writing assignment and creating a thesis that establishes claims for both a main argument and intermediate arguments that support it (Rhetorical Knowledge).
2. Display a strong understanding of how task, content and genre work together in developing ideas in a text (Rhetorical Knowledge and Knowledge of the Composing Process).
3. Be able to use sources appropriate for the genre in which they are writing and the audience for whom they are writing (Rhetorical Knowledge and Critical Thinking, Reading, and Writing).
4. Use at least two different citation styles (MLA and APA), and identify the disciplines for which they are appropriate. Display ability to use correct citation and other documentation tools (Knowledge of Conventions).
5. Demonstrate the ability to work with advanced writing skills, such as analysis and summary of source material while incorporating appropriate organizational structures (Rhetorical Knowledge).
6. Demonstrate the ability to write in multiple modes or genres, addressing choices in audience, purpose and genre in decision making and delivery of information.