E-Portfolio
Goals:
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to compile and analyze the work you've completed this semester and to identify your strengths as an academic writer;
to analyze the work you've completed this semester to identify areas where you need to continue to work to improve as an academic writer;
to improve your chances of retaining and transferring the knowledge and skills you've gained in this class by taking the time to reflect on and
analyze that work;
to celebrate your hard work in Discourse 100 this semester.
Audience: Your instructor and yourself
Due DAY/TIME of Finals: Via Blackboard
What to Include (in order):
 Cover Letter (2 to 3 pages). This Cover Letter should reflect on your overall performance and learning this semester. It can highlight
successes and failures. You should start the cover letter by reviewing the expected student learning outcomes on the Syllabus (also posted
below for your convenience). How have your learning experiences matched up to those listed via the student learning outcomes?
 A reflection paper (at least 250 words) to your revised journal posts. This paper should detail how your journals demonstrate your evolution
as a writer and thinker.
 Revised Journal Posts
 A reflection paper (at least 250 words) for the first essay. This paper could take into account how your first essay evolved, the writing
process you took, how this essay informed later work, how this essay helped you evolve as a writer, how feedback from peers or your
instructor informed the final version of the essay.
 At least one rough draft of the first essay with comments from an instructor or peer and the final revised draft of the first essay.
 A reflection paper (at least 250 words) for the first speech. This paragraph could take into account how this speech helped introduce you to
public speaking, how the speech informed other work you have done in the class, how the outline / pre-speech work you did helped you in
your speech, how you overcame any public speaking anxieties, how you composed the presentation aide, how the feedback you received from
your peers or instructor will inform your future speeches.
 Your preparation outline and final speaking outline.
 A reflection paper (at least 500 words) for the final project. This paper could take into account your writing process, how feedback from your
peers or your instructor informed the final version of the essay or speech, how the presentation helped shape the final version of the essay,
how you composed the presentation aide, how you overcame any anxieties about writing or public speaking, how the different aspects of the
project spoke to each other or informed other aspects of the whole project.
 At least one rough draft of the final essay with comments from the instructor or a peer, the preparation outline for your presentation, the
speaking outline for your presentation, and the final revised version of the essay.
Student Learning Outcomes:
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Explore and analyze your own and others’ values through the use of multiple strategies that engage different sources and perspectives in
written and oral discourse.
Identify and analyze how cultural context and assumptions play a role in the analysis and production of discourse.
Understand basic rhetorical concepts (audience, purpose, genre, convention, logos, ethos, pathos, logical fallacies, structure, etc.) and apply
such concepts to the interpretation, analysis, and production of written and oral discourse.
Develop an introductory understanding of critical discourse analysis and critical language awareness.
Use written and oral discourse to develop and present meaningful and interesting ideas that show your voice, a willingness to take intellectual
risks, and an attempt to enter an academic conversation.
Create academic discourse through a basic process that includes editing, proofreading, and revising multiple drafts.
Interpret your own and others’ work and reflect on your development as a producer of discourse.
Construct basic research strategies, use appropriate research resources, learn to identify scholarly sources, and evaluate and cite those
information sources.
Develop an introductory understanding of citation and an ability to appropriately cite sources using a consistent professional style (MLA,
APA, Chicago, etc.).
Identify and address personal impediments to discourse production, including speech anxiety and writer’s block.