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.)
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.
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.
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.
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.
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.