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Spel.Folio presented for fye, september 21-25, 2009 anne warner and monica stephens

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Spel.Folio presented for fye, september 21-25, 2009 anne warner and monica stephens

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    1. Spel.Folio— presented for fye, september 21-25, 2009 anne warner and monica stephens Your path to an integrated curriculum— reflection self-authorship self-presentation This presentation is meant to outline, for the students, the purpose, uses, and goals of the SpEl.Folio Project. It will place particular emphasis on the assignments for the First-Year Experience and the First-Year Writing Portfolio.This presentation is meant to outline, for the students, the purpose, uses, and goals of the SpEl.Folio Project. It will place particular emphasis on the assignments for the First-Year Experience and the First-Year Writing Portfolio.

    2. So, what is an electronic portfolio? A collection of artifacts—text, visual images, videos, audio files—presented to a specific audience for a specific purpose.

    3. Types of Electronic Portfolios A working portfolio A learning portfolio* A showcase portfolio An assessment portfolio** A career portfolio (see sample) https://ep3.chalkandwire.com/ep2_spelman/SecureUrlPage.aspx?PageId=37483&u=guest&cus=173&URLID=3640 *The Reflections and Community Service Essays build this type of portfolio, displaying your learning and goals. **The First-Year Writing Portfolio is of this type, displaying a specific arrangement of your academic work for assessment. A “working porfolio” consists of all the files—essays, images, videos, audio recordings—from which you might make your selections for a portfolio presentation. A “learning portfolio” can be used to help students display their learning (ex. How their writing has improved during the duration of a writing course and their learning goals. A “showcase portfolio” can be used to exhibit the best work that a student has in a particular area (ie. best writing samples or artwork) or it can be used to display work from a special project or event (ex. a student presentation or a digital story about a special event). An “assessment porfolio” can be used to assess whether students are achieving a set of established institutional, major, or course goals. A “career porfolio” can be used to display a students professional or academic achievements for the purpose of securing a job, internship opportunity, or other career-related objective.A “working porfolio” consists of all the files—essays, images, videos, audio recordings—from which you might make your selections for a portfolio presentation. A “learning portfolio” can be used to help students display their learning (ex. How their writing has improved during the duration of a writing course and their learning goals. A “showcase portfolio” can be used to exhibit the best work that a student has in a particular area (ie. best writing samples or artwork) or it can be used to display work from a special project or event (ex. a student presentation or a digital story about a special event). An “assessment porfolio” can be used to assess whether students are achieving a set of established institutional, major, or course goals. A “career porfolio” can be used to display a students professional or academic achievements for the purpose of securing a job, internship opportunity, or other career-related objective.

    4. Over the course of your four years here, the way in which you use the Chalk and Wire to display your performances and to submit material for evaluation can help you analyze the relations among the pieces you create. You can also create a portfolio to offer to specific employers and graduate schools. Your ability to see your achievements and challenges OVER TIME may enable you to make the best possible decisions for yourself about the way you choose your future, study, work, and self-assess. We call this self-authorship.Over the course of your four years here, the way in which you use the Chalk and Wire to display your performances and to submit material for evaluation can help you analyze the relations among the pieces you create. You can also create a portfolio to offer to specific employers and graduate schools. Your ability to see your achievements and challenges OVER TIME may enable you to make the best possible decisions for yourself about the way you choose your future, study, work, and self-assess. We call this self-authorship.

    5. SpEl.Folio in FYE—First Semester http://www.spelman.edu/spelfolio/assignments.shtml My Spelman Experience Reflection 1 Assignment Length: 500-1000 words Due Date: Sept. 25, 2009 Dr. Butler's Orientation Speech After listening to and reflecting upon the remarks of Johnnella E. Butler, The Provost, in her talk entitled “Learning for Life: Your Spelman Journey,” compose an essay that presents your own thinking about this journey. In the context of a liberal arts education and its purpose, consider the features of your own life that led you to choose Spelman. Analyze your construction of the goals you have for yourself at this stage of your journey and frame this analysis with clearly connected ideas. Support your points with specific insights or experiences. You will also wish to edit your draft of this essay with some care—making your points as clear and readable as possible.

    6. My Spelman Experience Reflections Rubric Criterion 1. Reflection on Past Experience Development of perspective; contributing factors over time; specificity of examples; strong self-critique  Level 1: Unacceptable Vague treatment of past; few details; self-critique absent or unrealistic Score: 1.0 Level 2: Approaching Expectations Some perspective on past; mention of factors; undeveloped examples; vague self-critique Score: 2.0 Level 3: Meets Expectations Clear perspective on past with understanding of factors; specific examples; accurate, supported self-critique Score: 3.0 Level 4: Exceeds Expectations Subtle analysis of past factors; well-developed examples; nuanced and insightful self-assessment Score:4.0

    7. Criterion 2 Development of Specific Goals Potential areas(s) of personal development identified and explained.  Level 1: Unacceptable Few goals articulated, not well-developed Score:1.0 Level 2: Approaching Expectations Listing of specific goals, not clearly explained or developed Score:2.0 Level 3: Meets Expectations Clear identification and explanation of personal goals Score:3.0 Level 4: Exceeds Expectations Goals for personal development clearly presented and linked to analysis of their causes and long term effects Score:4.0

    8. Criterion 3 Purposeful Organization Unified theme; defined sections; continuity among sections  Level 1: Unacceptable No clear organizational structure; essay difficult to follow Score:1.0 Level 2: Approaching Expectations Organizational structure is weak or inconsistent; missing connections between ideas Score:2.0 Level 3: Meets Expectations Organizational structure present but not always clearly connecting the ideas or sections Score:3.0 Level 4: Exceeds Expectations Purposeful connections between ideas; progresses clearly from beginning to end Score:4.0

    9. Criterion 4 Editing, Mechanics and Correctness Degree of readability Level 1: Unacceptable Poor mechanics that distract the reader; sentence-level problems that make comprehension of ideas difficult. Score:1.0 Level 2: Approaching Expectations Essay contains consistent mechanical errors; some sentences difficult to follow because of wording. Score:2.0 Level 3: Meets Expectations Some errors in mechanics, but they seem random; most sentences are clear and well-formed. Score:3.0 Level 4: Exceeds Expectations Few errors in mechanics; demonstrated editing abilities; sentences are clear and well-formed. Score:4.0 

    10. Score this paragraph: Naturally, when I left Sister’s Chapel I still questioned some comments that Dr. Butler made. (I have never been the one to accept truth easily.) As soon as classes began I put her words to the test. She specifically said, “Your teachers are guides and facilitators for your learning.” She urged us to ask the “why” in things. Like every young adult, I knew better. My teachers are college professors with degrees! They would never have time to sit around answering my insignificant questions. I choose Dr. Opal Moore, my 20th Century Black Women’s writing professor (who I deemed the busiest) to answer my question. During one of our class’s discussions, I asked her what does “When and where I enter” mean and how does it really apply to black women? Have the students read and score this paragraph based on the previous rubric. Ask them to provide substantive feedback about how/why they may have scored the paragraph in a particular category. For instance, while the writing is good, the content in this short piece addresses only part of the assignment.Have the students read and score this paragraph based on the previous rubric. Ask them to provide substantive feedback about how/why they may have scored the paragraph in a particular category. For instance, while the writing is good, the content in this short piece addresses only part of the assignment.

    11. SpEl.Folio Assignments & Assessments http://www.spelman.edu/spelfolio/assessment.shtml http://www.spelman.edu/spelfolio/assignments.shtml http://www.spelman.edu/wcenter/cwp These are the URLs that students can use to find the assignments and rubrics for FYE and the First-Year Writing Portfolio.These are the URLs that students can use to find the assignments and rubrics for FYE and the First-Year Writing Portfolio.

    12. Chronology of SpEl.Folio Assignments Fall 2009 Reflection 1 (Sept. 25) Assessed by FYE instructor Reflection 2 (Nov. 20) Assessed by FYE instructor Spring 2010 Community Service Essay Assessed by FYE instructor First Year Writing Portfolio ASSESSED BY PORTFOLIO JURY POOL IN JUNE, 2010 Draw attention to the importance of submitting files in the correct part of the Table of Contents for FYE. Note that the final portfolio, with four pieces of writing, will be submitted differently. The 2009-2010 version will be posted by next week at www.spelman.edu/wcenter/cwp.Draw attention to the importance of submitting files in the correct part of the Table of Contents for FYE. Note that the final portfolio, with four pieces of writing, will be submitted differently. The 2009-2010 version will be posted by next week at www.spelman.edu/wcenter/cwp.

    13. Do’s and Don’ts for Submitting Work for the SpEl.Folio Project Submit your work electronically in Eportfolio 3 Submit your work under the proper heading (ie. My Spelman Exper., Reflection 1) You are encouraged to submit your work before the due date. Submit your essay to your FYE instructor only You are encouraged to make your essay creative and interactive through the use of pictures, audio, video, etc. Don’t submit your work by email, WebCT, or hardcopy Don’t submit your work under the wrong heading (ie. My Spelman Exper. ) Don’t submit your essay multiple times without retrieving your last submission Don’t submit your essay to more than one instructor (ie. all instructors) When being creative, don’t add media that distract from the message in your essay. Your choice of media should lend support and have relevance to your essay. You may want to log on and show students after the power point presentation.You may want to log on and show students after the power point presentation.

    14. Making your FYWP Select your writing 2009-10 * Section A. Reflection Section B. Argument Essay Section C. Academic Argument with Research Section D. Prompt Essay * Assessment: Pass/Resubmit Consider your audience: This SpEl.Folio will present each student to the readers in the faculty jury The images and/or multimedia forms must be appropriate to an academic environment Use all the important conventions of academic writing—standard English, documentation of sources, opening argument, evidence, etc. Consider the audience expectations on the scoring guide

    15. Intentional Collection, the First Step Use a flash drive and SpEl.folio for storage of writing that might be appropriate for the portfolio. Save every academic essay; if your professor has marked the essay, save the hard copy. Over the course of the first semester and a half, determine which essays have the clearest, most critically competent, academic argument. Please emphasize to students that Chalk and Wire’s eportfolio III provides them with the ability to archive their work in a space that cannot be lost or stolen, that will not be deleted, and that will provide them with unlimited storage space. In this way students will have a four year archive of their work.Please emphasize to students that Chalk and Wire’s eportfolio III provides them with the ability to archive their work in a space that cannot be lost or stolen, that will not be deleted, and that will provide them with unlimited storage space. In this way students will have a four year archive of their work.

    16. What is an academic argument? 1. Many essays assigned in ADW, English 103, or other writing intensive core courses are academic arguments. The student forms a thesis statement that interprets and makes an assertion about material—about values, causes, classifications, solutions, etc. The thesis cannot be a known fact or a value too broad to be meaningful. Students will want to be aware of the differences between a reflection (like the first assignment) and a formal academic argument.Students will want to be aware of the differences between a reflection (like the first assignment) and a formal academic argument.

    17. Organizing an academic argument Every argumentative claim must be supported by reasons. Each phase of the argument must have support from specific evidence. Every piece of evidence must be representative, relevant. sufficient to substantiate your claim, highly specific, and reliable (from good authority) Every piece of researched evidence must be integrated into your argument and documented according one of the major academic styles.

    18. Sources Butler, Philippa, “A Review of the Literature on Portfolios and Electronic Portfolios, eCDF ePortfolio, Massey University College of Education, Palmerston North, New Zealand, October 2006. Accessed 3 August 2007. http://eduforge.org/docman/view.php/176/1111/ePortfolio%20Project%20Research%20Report.pdf Karper, Erin. “Tips and Examples for Writing Thesis Statements.” Purdue OWL. Accessed 4 August 2007. http://owl.english.purdue.edu/owl/resource/545/01/ Price, Margaret. Spelman College, The Writing Center, Why the Electronic Portfolio. Accessed 2 August 2007. http://www.spelman.edu/wcenter/cwp/EFOLIO_PAGES/Efolio_why.html Yancey, Kathleen. Introduction. A Review of Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning Eds. Barbara L. Cambridge, Susan Kahn, Daniel P. Tompkins, and Kathleen Blake Yancey American Association for Higher Education Press, 2001

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