ENG181s16 FYC Portfolio Letter Self-Assessment
Your Name
Your answer
Reflection letter URL
Your answer
Program-Wide Learning Outcomes
The first three questions on this form address learning outcomes that are shared by all first year writing courses at Emory. I am asking you to assess your own portfolio using the exact same questions that the assessment committee will use when they assess your portfolios at the end of the year. The final two questions address outcomes specific to this course and are not part of the assessment committee's work, but I'd like for you to include them in your self-assessment.

NOTE: When I grade your portfolios at the end of the semester, I will read through your letter and follow the links to read each of the artifacts you include in your portfolio. When the assessment committee scores your reflection letter, they WILL NOT follow the links and read the artifacts. They will answer the three questions below based solely on the reflection letter itself. (Which means, in part, that you should link to the artifacts but simply linking to them is insufficient -- you need to quote from and/or include screenshots or other images from the artifacts in the letter itself.)

Outcome 1: Rhetorical Composition
Students compose texts in multiple genres, using multiple modes with attention to rhetorical situations.

Through composing a variety texts and using a number of composing technologies, students demonstrate understanding of audience, purpose, and constraints. They use and adapt generic conventions, including organization, development, and style.

The student’s reflection letter:
Does not meet expectations
Meets expectations
Exceeds expectations
(a) effectively addresses multiple genres/types of writing
(b) demonstrates an awareness of audience and purpose, in part by explicitly addresses course/program learning outcomes..
(c) discusses his/her attention to audience in the portfolio artifacts.
(d) employs appropriate organizational strategies
(e) explicitly addresses organizational choices in the artifacts it discusses
Outcome 2: Critical Thinking and Reading Resulting in Writing
As they undertake scholarly inquiry and produce their own arguments, students summarize, analyze, synthesize, and evaluate the ideas of others.

Students may encounter the ideas of others in a variety of texts generated both inside and outside the classroom: print, visual, aural, oral, spatial. Students learn accepted and ethical ways to integrate other texts into their work, rightly handling citation and adaptation. Students use writing as a critical thinking tool.

The student’s reflection letter:
Does not meet expectations
Meets expectations
Exceeds expectations
(a) utilizes an effective controlling idea/argument/thesis.
(b) forwards thoughtful claims and analysis regarding his/her own writing.
(c) supports claims with sufficient evidence
(d) contextualizes evidence appropriately through the use of “quote sandwiches” or framing and analysis.
(e) illustrates how the course subject/theme influences their writing/thinking
Outcome 3: Writing as Process
Students understand and practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection.

In learning about their own writing process and doing guided reflective writing about that process, students learn to critique their own and others’ works. They also become aware that it usually takes multiple drafts to create and complete a successful text.

The student’s reflection letter:
Does not meet expectations
Meets expectations
Exceeds expectations
(a) addresses process as a rhetorical strategy.
(b) articulates how the writing processes affected the composing and curating of the artifacts and portfolio.
(c) is clean, grammatical, and readable.
(d) conveys writerly ethos (the reader feels a measure of trust for the writer).
Course-Specific Learning Outcomes
The next two outcomes are specific to our class and won't be specifically addressed by the assessment committee but you should address them in your reflection letter and in this self-assessment.
Outcome 4: Digital Citizenship/Digital Identity
Students use technology appropriately and engage responsibly in online spaces.

Students conduct themselves according to norms of appropriate, responsible behavior with regard to technology use. They explain and practice good digital citizenship and utilize the concepts of intellectual property (including copyright, fair use, and creative commons licensing) and appropriate citation and attribution of sources. Students reflect on learning as part of a deliberately constructed digital identity, which they construct in part through the design and publication of interlinked web sites on their own domains. Students conduct inquiry, research, critique, and publication in electronic environments.

The student’s reflection letter:
Does not meet expectations
Meets expectations
Exceeds expectations
(a) appropriately cites and attributes all sources
(b) reflects on the work they've done in this class and on their sites as part of a deliberately constructed digital identity
(c) illustrates the ways in which the student has conducted inquiry, research, critique, and publication in electronic environments
Outcome 5: Collaboration
Students demonstrate collaborative skills in classroom discussion and working together on projects and presentations.

Students practice effective collaboration and display a willingness to engage actively with each other. They work amiably in face-to-face and digital groups, and assume key roles in collaborative work. Students provide constructive criticism to their peers in supportive and helpful ways, and receive constructive criticism in the same manner.

The student’s reflection letter:
Does not meet expectations
Meets expectations
Exceeds expectations
(a) reflects on the ways in which the student provided and/or received constructive criticism in supportive and helpful ways
(b) illustrates ways in which the student worked collaboratively with others in the class
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