ENG 490: Portfolio Information
- Throughout their academic program, students are encouraged to periodically review the English Department Goals and evaluate how individual courses and course paper/projects meet the goals.
- Students should retain papers, projects and other documents that they may use for the portfolio: Save all work.
- English Department Goals: (Last Revised August 2016)
- Writing Experience:
Students will demonstrate that they have written in different modes for different audiences and purposes.
Language and Discourse:
Students will demonstrate an understanding of language and discourse. Avenues to such knowledge include study in the history of the language, formal grammar, rhetoric, and linguistics.
Historical or Cultural Context:
Students will demonstrate an understanding of how texts are historically and culturally situated, and how these texts are part of the scope, sequence, and framework in their field of study.
Students will demonstrate an understanding of how their education contributes to their lives and careers outside the classroom. One aim of our program is to develop well-rounded graduates with interests not only in their fields of study, but also in the social and ethical issues of our changing world.
Students will demonstrate the breadth of their reading experience, which includes both texts from different genres and texts representing a range of cultural and individual identities.
Students will demonstrate that they understand the significant theoretical “lenses” in their field of study. Possibilities include literary theory, pedagogical theory and approaches, and theories of language acquisition.
- a brief curriculum vita (résumé)
- a table of contents
- the introductory statement describing how the goals have been met
- abstracts for each goal
- documents to support the introductory statement and abstracts--required documents:
- a substantial research project with appropriate documentation
- additional coursework or projects
- accurately and purposefully introduce the portfolio documents?
- name specific texts, courses, eras, authors, concepts, with accuracy and authority?
- provide helpful cues (introduction, conclusion, forecasts, summaries, transitions, other markers) for readers?
- name—and address—all six goals?
- offer evidence that it has been carefully reviewed, scrupulously proofread, and edited for correctness and clarity?
- appropriately manage tone and style?