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(Created page with "=='''E-Portfolio'''== *Purpose: Students synthesize their learning and rhetorical growth across the semester. *Tasks: Compile and revise the reflections from previous Writing Projects. *Transferable Skills: Metacognition, reflective writing, transfer articulation, portfolio design It is a new final reflection that addresses Major learning outcomes, Evidence from their work (inside and outside the course), and Plans for transferring these skills to future contexts. =='...") |
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An '''ePortfolio''' is a digital collection of a student’s work curated over time to demonstrate learning, growth, and reflective thinking. In [[First-Year Composition (FYC)]], ePortfolios serve as both an assessment tool and a learning space where students integrate writing from across genres, platforms, and contexts. They allow students to reflect on their writing processes, showcase rhetorical adaptability, and make visible the development of transferable skills. ePortfolios support '''metacognition''', help instructors assess long-term learning outcomes, and give students an audience beyond the classroom. Recent research highlights their value in promoting writing transfer, digital literacy, and inclusive pedagogy. Scholars such as Kathleen Yancey (2021), Chris Anson and Jessie Moore (2022), and Guglielmo and Mosier (2024) emphasize that when paired with guided reflection, ePortfolios foster deeper rhetorical awareness and prepare students for writing across disciplines, careers, and public spheres. | |||
=='''References'''== | |||
* Yancey, K. B. (2021). ''ePortfolio-as-Curriculum: Models and Practices for Developing Students' Reflective and Rhetorical Thinking''. Catalyst: A Social Justice Forum, 11(1). [https://www.taylorfrancis.com/books/edit/10.4324/9781003444572/eportfolio-curriculum-kathleen-blake-yancey-terrel-rhodes Available Online] | |||
* Anson, C. M., & Moore, J. L. (2022). ''Writing Across Contexts and Time: Transfer, Portfolios, and the First-Year Writing Experience''. Composition Forum, 49. [https://upcolorado.com/utah-state-university-press/item/2365-writing-across-contexts Available Online] | |||
* Eynon, B., Gambino, L. M., & Török, J. (2017). ''Catalyst in Action: Case Studies of High-Impact ePortfolio Practice''. Stylus Publishing. [https://www.taylorfrancis.com/books/edit/10.4324/9781003443384/catalyst-action-carol-geary-schneider-bret-eynon-laura-gambino Available Online] | |||
* Yancy, K. B. (2017). ''Writing, transfer, and ePortfolios: A possible trifecta in supporting student learning''. In Jessie L. Moore and Randy Bass (Eds), Understanding writing transfer: Implications for transformative student learning in higher education (pp. 39-49). Stylus Publishing. [https://www.centerforengagedlearning.org/books/understanding-writing-transfer/ available Online] | |||
=='''Samples of students' E-Portfolios'''== | =='''Samples of students' E-Portfolios'''== | ||
Latest revision as of 11:06, 26 July 2025
An ePortfolio is a digital collection of a student’s work curated over time to demonstrate learning, growth, and reflective thinking. In First-Year Composition (FYC), ePortfolios serve as both an assessment tool and a learning space where students integrate writing from across genres, platforms, and contexts. They allow students to reflect on their writing processes, showcase rhetorical adaptability, and make visible the development of transferable skills. ePortfolios support metacognition, help instructors assess long-term learning outcomes, and give students an audience beyond the classroom. Recent research highlights their value in promoting writing transfer, digital literacy, and inclusive pedagogy. Scholars such as Kathleen Yancey (2021), Chris Anson and Jessie Moore (2022), and Guglielmo and Mosier (2024) emphasize that when paired with guided reflection, ePortfolios foster deeper rhetorical awareness and prepare students for writing across disciplines, careers, and public spheres.
References
- Yancey, K. B. (2021). ePortfolio-as-Curriculum: Models and Practices for Developing Students' Reflective and Rhetorical Thinking. Catalyst: A Social Justice Forum, 11(1). Available Online
- Anson, C. M., & Moore, J. L. (2022). Writing Across Contexts and Time: Transfer, Portfolios, and the First-Year Writing Experience. Composition Forum, 49. Available Online
- Eynon, B., Gambino, L. M., & Török, J. (2017). Catalyst in Action: Case Studies of High-Impact ePortfolio Practice. Stylus Publishing. Available Online
- Yancy, K. B. (2017). Writing, transfer, and ePortfolios: A possible trifecta in supporting student learning. In Jessie L. Moore and Randy Bass (Eds), Understanding writing transfer: Implications for transformative student learning in higher education (pp. 39-49). Stylus Publishing. available Online