Completed e-portfolio due by May 5 at 1:30 p.m.
Throughout the semester, you have been learning to compose, design, and
advocate. As an ongoing semester project, you will create, design, and maintain
a website that will serve as a semester portfolio. A portfolio is used by many
disciplines to showcase a student or employee's work. They are common for
educators, artists, web developers, advertisers, and so on. Think of this as an
opportunity to collect, reflect upon, and showcase your work this semester, but
also as an academic profile that can potentially be used to gain employment.
All major assignments will be featured in your E-portfolio. You can add
additional links and design it any way you want—with stipulation that all
semester’s work be able to be found and accessed on this website. Keep in mind
that this is an academic, professional website. Think carefully about the
rhetorical choices you make about the presentation of yourself, your subject of
interest, and that the website advocates your subject/topic.
The primary purpose of this E-portfolio is to advocate, not merely to show what
you did in English 1312.
See
Compose, Design, Advocate textbook: Chapter 5.
Compose:
The E-portfolio will be an ongoing assignment due during finals week. Using the
template provided or other web authoring software, create a website that
represents how you understand and appreciate the topic/subject you have chosen.
Design: Be
absolutely sure to save and collect all the assignments you have completed this
semester. The E-portfolio will consist of completed assignments, i.e.
papers, presentations, posters, relevant in-class assignments, etc. You must
make any and all corrections to papers, assignments etc. prior to uploading;
once receiving graded work that contains suggestions for improvement, the
corrections should then be made before the assignment are uploaded.
At minimum, the E-portfolio should contain the following:
-
Homepage
-
Genre analysis
-
Literature review and research report
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Documentary
-
Online Opinion Piece
You may submit other materials relevant to these projects. Be sure to create
individual pages for each assignment, rather than uploading files.
Design Plan:
-
What typeface and colors will you use? Will you use graphics, pictures, and
images?
-
In what order will you arrange your ideas?
-
How you will use logos, pathos, and ethos?
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How you will produce and test the website and its navigation?
-
Where on your website will you post or make your assignments available?
Product Testing:
Provide a link to your instructor to test functionality of the website and its
components.
Advocate:
The E-portfolio is designed to advocate your position by providing a forum by
which to showcase your accomplishments and breakthroughs throughout the
semester. This project helps you understand how your connection to the community
begins in the classroom. Remember, that the goal is advocacy of your
subject/topic. Specific instructions will be provided for how to submit your
E-portfolio.
|
Key Elements Checklist:
ü
Make sure to advocate
subject/topic.
ü
Create a new page for each
assignment (do not upload Word Documents).
ü
Make sure all links
function
|
Homepage/Eportfolio
·
web-based writing is
nothing more than a new format for the conventions of good writing
·
this format is
becoming increasingly important to research and academia
·
this is a project
they may be expected to do in other classes and writing environments
·
good writing
strategies are just as important on the web as on paper
·
their issues can be
effectively advocated on the web
·
this is the
electronic version of a traditional portfolio that showcases their
work
Because many (not all) students will be
coming from 1311 with some kind of homepage building experience, this
should be an easier argument, and it should be easier to help them
understand what the assignment is.
Grading of Eportfolio
Instructors will grade their students’
eportfolios using the developed rubric included in the UTEP Guide and
available online.
Assessment Rubric for Website E-portfolio
|
CATEGORY
|
A |
B |
C |
D |
F |
|
Content
30 pts. |
The site has a clearly stated purpose and its theme
advocates
for something
is sustained throughout the site. |
The site has a clearly stated purpose and theme advocates for
something, but may have one or two elements that do not seem to be
related to it.
|
The purpose and theme of the site is somewhat muddy or vague. |
The site lacks a purpose and theme. |
Content is unsatisfact-ory and inadequate. |
|
Rhetorical Appeals:
Ethos, Logos,
Pathos
30 pts.
|
Visuals and writing reflect strong rhetorical choices and
are appropriate to the advocacy. |
Visuals and writing reflect reasonable
rhetorical choices and
are appropriate to the advocacy. |
Visuals and writing
reflect adequate rhetorical choices. |
Visuals and writing
reflect
unreason-able
rhetorical
choices. |
Visuals and writing do not reflect informed rhetorical choices. |
|
Layout
30 pts.
|
Website has an exception-ally attractive and usable layout. It is easy
to locate all important elements. White space, graphic elements, and/or
alignment are used effectively to organize material. |
Website has an attractive and usable layout. It is easy to locate all
important elements. |
Website has a usable layout, but it may appear busy or boring. It is
easy to locate most of the important elements. |
Website is cluttered looking or confusing. It is often difficult to
locate important elements. |
Website has no usable or coherent layout. |
|
Navigation
15 pts. |
Navigation
is clearly labeled, consistently placed, allows the reader to easily
move from a page to related pages (forward and back), and takes the
reader where s/he expects to go. A user does not become lost. |
Navigation is clearly labeled, allows the reader to easily move from a
page to related pages (forward and back), and internal links take the
reader where s/he expects to go. A user rarely becomes lost. |
Navigation takes the reader where s/he expects to go, but some links
seem to be missing. A user sometimes gets lost. |
Navigation does not take the reader to the sites described. A user
typically feels lost. |
Navigation is not functional and webpage difficult to maneuver around. |
|
Writing Fluency:
Clear, Concise, Correct
30
pts.
|
Demon-strates skillful writing fluency. |
Demonstrates reasonable writing fluency. |
Demon-strates minimal writing fluency. |
Writing fluency is lacking. |
No writing fluency--unreadable. |
|
Copyright
15
pts.
|
Fair use guidelines are followed with clear, easy-to-locate, and
accurate citations for all borrowed material. No material is included
from websites that state that permission is required unless permission
has been obtained. |
Fair use guidelines are followed with clear, easy-to-locate, and
accurate citations for almost all borrowed material. No material is
included from websites that state that permission is required unless
permission has been obtained. |
Fair use guidelines are followed with clear, easy-to-locate, and
accurate citations for most borrowed material. No material is included
from websites that state that permission is required unless per-mission
has been obtained. |
Borrowed materials are not properly document-ed OR material was borrowed
without permission from a website that requires permission. |
No documenta-tion
found. |
*Rubrics
are subject to minor changes. Students will be notified if changes occur.
