Portfolios

All students in a First-year Composition course at UGA produce a polished portfolio of their semester's work in the class.

 

Portfolio support documents

Guidelines for writing the Introductory Reflective Essay  (RTF)

Guidelines for Revision and Peer Review exhibits (RTF)

Portfolio grading rubric and semester schedule (RTF)

 

The Portfolio

“True ease in writing comes from art, not chance.” 
- Alexander Pope

Welcome to the University of Georgia’s Emma Writing Portfolio Project, in which your class will participate this semester. As Pope suggests in the quotation above, becoming a good writer is a matter of art, not chance. The Portfolio Project helps you develop into a proficient writer by offering you multiple opportunities to practice and demonstrate to others your mastery of writing as an art. In this class, students will write a minimum of three graded papers plus other pieces of writing assigned by the teacher. Part of each student’s course grade will also be determined by a portfolio of written work, produced online through the UGA English Department’s own Emma, or Electronic Markup and Management Application. The portfolio will count as 30% of your final grade and will replace the Final Examination as the culminating measure of your achievement in ENGL 1101 or ENGL 1102 this semester.

For both students and teachers, portfolios offer many advantages over other forms of assessment. First-and probably most important, from the student’s point of view-writers gain more control over their writing and therefore over their grades. Instead of demonstrating your skill in a single essay, the final examination, you will create, select, revise and polish different pieces for the portfolio throughout the semester. Within boundaries established by the First-year Composition Program, you select the pieces to include in your portfolio; you will have opportunities to consult with your teacher and peers about the portfolio’s contents and to revise those pieces you choose to include; finally, you will have an opportunity to explain the merits of your portfolio as part of the assessment process. For the same reasons, teachers also like this method of evaluation: including portfolios in writing assessment allows them to focus on revision, on improvement, and on a process of collaboration among student, teacher, and peers.

When you have completed this course, your Emma Writing Portfolio will provide you with a readily accessible collection of your writing that can continually grow and change shape, reflecting your achievements in your academic major and, eventually, forming the basis of a professional portfolio that can accompany you as you leave the University of Georgia for a further world of work or study.

What is an Emma Writing Portfolio?

 As stated in the FYC Handbook, students in First-year Composition write a minimum of three graded papers. For your final assessment, you will compose and submit for evaluation an electronic portfolio, produced through Emma, that includes the following seven components: 

A biography of the portfolio author and, if you like, a picture of yourself or other image. The biography should provide a short introduction to you, the author of the portfolio. You may include a photo of yourself or an image that relates to ideas discussed in your Portfolio. Above all, think about creating ethos and creating a good first impression.

Reflective Introduction to the portfolio. The most important element in your ePortfolio, the Introductory Reflective Essay (IRE) is (usually 750-1500 words) and provides readers with an introduction and guide to the rest of your work. A strong IRE ties together all the exhibits in your portfolio; it helps you describe and reflect on your writing processes, with your exhibits providing the supporting evidence. 

Two of the three papers written for this class (ca. 750-1500 words), thoroughly revised, edited, and polished. These pieces provide evidence of your best critical thinking, argumentative strategies, prose style, and editing skills. They represent your most “finished” pieces of writing;

One exhibit of writing that demonstrates your composing process and revision skills. For this exhibit, students typically present  a portion of a paper (e.g., a paragraph or the thesis statement); and demonstrate the development of this piece of writing through several drafts. Your task is to clearly show how your writing changed between drafts and to include explaining commentary your revision process to readers.

One example of peer review that demonstrates your work in reviewing or responding to the work of other writers. Again, your task is to demonstrate the quality of your work and to explain your peer review process. 

One “wild card” submission. For this piece, you may choose any piece of “writing,” broadly construed, from this class that shows your “creative” or “exploratory” side as a writer. You might, for instance, include a brainstorming activity, a journal entry, or a visual exercise. The only requirements are that the Wild Card is a file or link that can be uploaded to your portfolio and that it includes some of your original writing.

How do I construct an Emma Writing Portfolio?

            Your class will be using Emma regularly to submit, respond to, and revise work done for this class. For this reason, all the materials to be included in your portfolio will be readily available through Emma. When you are ready to construct your portfolio, go to the "Portfolio" tab in Emma and click the "add" button beside the exhibit you are ready to include. You will be shown a list of all the documents you have posted to Emma and label as "shared." Hover your cursor over the document you wish to select and click "Add to Portfolio." You can see what has been added to your portfolio by choosing "View My Protfolio" on the ttop left of the screen on the Portfolio page.

How are Emma Writing Portfolios evaluated?

            At the end of the semester, instead of taking a three-hour essay examination, you will finish and submit your portfolio for final evaluation. Teachers involved in the portfolio project are divided into groups of three or four. After the groups ensure that they are grading by comparable standards, each portfolio is graded holistically (as a complete project) by your own teacher and another reader from the group. If there is a significant discrepancy between the ratings of these two readers, a third reader will evaluate the portfolio.

 

8/15/2004; revised 11/10/2016

Christy Desmet