EPortfolio

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). Read online

• Anson, C. M., & Moore, J. L. (2022). Writing Across Contexts and Time: Transfer, Portfolios, and the First-Year Writing Experience. Composition Forum, 49. Read online

• Guglielmo, L., & Mosier, K. (2024). Transfer through Digital Reflection: Multimodal ePortfolios and First-Year Writers. Computers and Composition, 72, 102008. DOI link

• Eynon, B., Gambino, L. M., & Török, J. (2017). Catalyst in Action: Case Studies of High-Impact ePortfolio Practice. Stylus Publishing. Publisher link

• Reynolds, N. (2019). Writing, Transfer, and ePortfolios: Capturing Evidence of Learning. In ePortfolios@edu: What We Know, What We Don’t Know, and What We Need to Know. Chapter link