Compiling and Combining Your Projects
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Compiling and Combining Your Projects
Unit 4: Writers Reflect Portfolio and Reflective Essay Assignment Overview
For each of us, our development as writers is influenced by different factors. As Sandra Giles notes, “Reflection helps you to develop your intentions (purpose), figure out your relation to your audience, uncover possible problems with your individual writing processes, set goals for revision, make decisions about language and style, and the list goes on” (193). Therefore, in the final unit in Composition I you will compile your polished work into a portfolio and reflect on your development as a writer, examining the impact Composition I has had on this trajectory.
Compiling and Combining Your Projects
The first step is to gather all of the major assignments you’ve completed this semester. Create a creative cover page that complements your Reflection Essay and then add next your final projects—your Literacy Narrative , Genre Analysis, Choose-Your-Own Change-Making Genre Projects, and your Reflection Essay (described later) into one Goolge Folder (your portfolio). You will include at least two drafts of each project—the final draft and an earlier draft. Final Drafts of each project should meet the original requirements indicated on the original assignment sheets. Each project should start on its own page led by a proper MLA header and heading though each project need not start new pagination. If your Choose-Your-Own Change- Making Genre Projects do not lend themselves well to being included, talk to your instructor about the best way to include them, such as a screenshot, url, or scanned copy. As you combine these projects into one file, engage in one last round of revision to ensure that your portfolio showcases your very best work.
Reflecting on Your Progress, Growth, and Trajectory as a Writer
As you develop your Reflection, look back at the factors that have influenced your writing, and consider the following questions:
- What are the most significant things you have learned through composing any two of the four projects assigned in class?
- Which of the four projects has become the most meaningful to you? Why?
- Which project do you think is your strongest work, which one is the weakest, and why? What would you do differently if you had two more weeks to work on the weakest project?
- How did the readings this semester help you better understand writing and grow as a writer? Refer to at least two articles we have discussed this semester.
- How have your understanding of genre and/or the rhetorical situation helped you become a stronger writer?
- If you had to pick just three terms or phrases (for instance, “literacy narrative,” “kairos,” and “rhetoric”) that you learned this semester and that helped you understand composition and practice writing better, what terms would they be?
- How did you utilize feedback (from me as well as from your peers) and informal writing exercises (like freewriting, invention exercises, or blog posts) to strengthen your writing?
- How has your understanding of persuasion affected your development as a writer? As a reader?
- Finally, how will your understanding of writing as a situated activity (sponsorship, rhetorical situation, genre conventions, and contexts) influence your future writing practices?
After considering the questions above, create a 2-4 page essay that discusses the nature of your relationship with your writing with your instructor and the A-State First-Year Composition community. This essay should be a coherent essay that pulls your thoughts together under the umbrella of a central idea or thesis. In short, you must decide on a claim you want to make about your writing development and support that claim in your reflection. This may more difficult than it seems because you probably have a lot to say about your writing, but you must choose what you would like to focus upon for the reflection. Carefully considering and coming back to your thesis will help prevent you from getting off track. Also, remember that when reflecting you are encouraged to share your thoughts even though they may not be what someone else would consider the “right” answer.
Designing and Submitting Your Portfolio
Portfolios that contain a unique cover page followed by the Reflective Essay with all of the major projects following in order of submission (i.e., Literacy Narrative, Genre Analysis, and
Choose-Your-Own Change-Making Genre Projects) compiled into your Google Doc portfolio. As you create your portfolio, make sure: the folder t is easy to read and navigate; the body text of your essays is not larger than 12 point font and does not include extra spacing between paragraphs; and outside sources are still cited in MLA and Works Cited Pages have been included. Though essays should be in MLA style, which includes headings, headers, and page numbers, the multimodal and digital projects included need not be.
As this class has provided you a space to inquire into and articulate who you are as a writer and composer, you are encouraged, but not obligated, to consider the design of the portfolio an extension of this. This means if you would like to personalize your portfolio by including title pages to introduce each project, a Table of Contents, or other components, you are welcome to do so as long as you have met page individual project length requirements before adding cover pages, graphics, images, memes, title heads and pages, and the like and you continue to meet MLA requirements on written projects.
When you have completed your portfolio, you will upload it to Blackboard by placing a link for your folder on a Word doc. ( You may have already uploaded a link this semester.)
The Assignment in Short:
- Organize your projects– your Literacy Narrative, Comparative Analysis, and Choose-
Your-Own Change-Making Genre Projects–
- Write a 2-4 page reflective essay that discusses the nature of your relationship with your
writing with your instructor and the A-State First-Year Composition community, and
place it at the beginning of your portfolio.
- Design your portfolio, making sure: the document is easy to read and navigate; you’ve
included MLA headers and headings prior to each project; the body text of your essays is not larger than 12 point font and does not include extra spacing between paragraphs; and outside sources are still cited in MLA and Works Cited Pages have been included.
- The cover page (one page) is not the same as the reflective essay (2-4 pages). You will complete both.
- For grading purposes, you will upload a copy your reflection essay and cover letter to Blackboard in addition to your portfolio.
Check List: A Cover Letter that introduces your portfolio to a reader. (Not your teacher) Final drafts and at least one earlier draft of your literacy narrative, comparative rhetorical analysis, both Choose Your Genre argument projects, and your reflective essay. Genre Justification from Unit Three Two response papers of your choice. Reflection Essay Anything else that you would like to include
Remember to consider organization and upload a copy of your reflection essay and portfolio cover letter to the spots in Week 16.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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