Final Portfolio Final Portfolio Your ENC-1101 final portfolio offers an opportunity to present the body of work you’ve produced over the semester, represen

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Final Portfolio Final Portfolio
Your ENC-1101 final portfolio offers an opportunity to present the body of work you’ve produced over the semester, representing your development as a writer, reader, and researcher. The documents you choose to include give evidence of your progress and learning: your ability to meet course goals and requirements; development of your critical thinking skills; and your commitment to research, note-taking, drafting, revising, editing, and best practices you have identified in your writing process. 

The portfolio is a significant body of work and comprises 20% of your final grade. Required Contents

To be eligible for full credit, the following items must be clearly organized in a Word document.

Table of contents: indicate title and page number for each portfolio element.
Reflective Introduction, including references to specific passages and artifacts by page number. I recommend highlighting revised passages in the new final drafts to help me quickly find them. 
Three major inquiry projects were revised, edited, polished. At least one must demonstrate substantial revision.

Original final drafts of all three projects marked up with my co

Formatting Guidelines
Remember your audience. 

Double-check that all required elements are included.

Don’t submit everything; your choices about what to include show your understanding of ENC-1101 concepts. 
Title each and every artifact so it’s clear what’s what.
Follow MLA style for formatting and documentation.
Paginate portfolio elements continuously (re-number the page numbers, etc.).
Submit portfolio as an organized document.

Substantial Revision
Substantial revision is rethinking and reshaping a draft to improve meaning and effective communication of ideas. It involves re-seeing the topic and changing your initial approach. It involves moving, rewriting, adding, and deleting with purpose: to say what you want to say better. This may mean expressing your main question more clearly, fixing problems with structure or organization, hitting assignment requirements, or adding better evidence. Substantial revision is not arbitrary and shouldn’t be confused with editing and polishing.

*** I highly recommend highlighting changes you made in the final portfolio drafts so I may quickly find them when reading. 
Reflective Introduction
500 to 750 words 

The word document you will write for your final portfolio is your final major writing project. This reflective personal word document has three major purposes:

to demonstrate your understanding of the major concepts   (Links to an external site.)we covered this semester 
 to explain the selections you made for your portfolio 
to demonstrate your awareness of the rhetorical situation and your own writing choices

The topic is your experience in ENC-1101, but it is more than simply reviewing the semester. Combined with your portfolio, it is an argument for what you’ve learned. The word document say functions as a thesis statement; your portfolio is the evidence of that assertion. Please come to this assignment with seriousness and focus, and be ready to provide concrete assertions and evidence as you would with any argument. 

I will look at how you review and evaluate your growth as a thinker, writer, and researcher. Foremost, I will look for evidence that you are aware of your choices and actions as a writer. Specificity is essential; vague comments such as “I learned a lot” or “I grew a lot” will serve only if followed by specific evidence. Clearly connect evidence to choices you made in specific stages of the writing process, and the results of those choices. 

Note that your word document should not be an evaluation of the class

General Invention Prompts 
for the Reflective Introduction

1. Explain choices you’ve made in the portfolio, from invention to revision, grounds for inclusion, connections.

2. Discuss each major piece of writing you’ve included, mentioning the strengths of each and how you got there.

3. Outline the process (step by step) of composing and revising one or more entries.

4. Examine your struggles as a rhetorician, writer, and reader and show how you’ve worked to overcome them.

5. Discuss the role collaboration played in your composing process.

6. Reflect on what you’ve learned about course concepts (see the list online).

7. Discuss the rhetorical knowledge you’ve gained, point to instances in portfolio entries where you’re exploring or applying it, and suggest ways you imagine using it in the future.

8. Discuss what you learned within the context of particular assignments, then across assignments.

Evaluation Criteria
The portfolio represents a substantial portion of your work this semester; it counts for 20 percent of your final grade. These are questions I will use to evaluate your portfolio:

Does the student engage in the entire writing process?

Can the student engage in inquiry as a means of learning?

Has the student developed a flexible writing process? 

Does the student demonstrate an ability to understand rhetorical strategy from the perspective of the reader and writer?

Can the student tailor argumentative strategies with an awareness of how the audience shapes reading and writing?

Can the student understand and engage the collaborative and social aspects of learning? Can the student give and receive feedback on written texts?

Can the student appreciate the challenges of communicating effectively across differences? 

Can the student conduct and appropriately cite academic and other research? 

Can the student practice conventions for different genres, including documentation and control features like punctuation, grammar, syntax, and spelling? Format accordingly?

Does the student include required portfolio elements in a neat, organized fashion?

Due: 12/8/2021 at 11:59 pm 1

Sedaris Response

Sedaris and Speech Therapy

Sedaris did not like speech therapy because he was one of the few boys in school who needed the therapy, and he believes this places him in the unpopular category. He perceives that speech therapy actively distinguishes him from the other children in school. The people who I have experienced being treated like an outsider are exchange students. Sedaris experience, along with that of exchange students, is different from discrimination because it is not unfounded. Sedaris speech therapy was founded as he had a problem while exchange students require special consideration to cope in a foreign institution.

Serious and Humorous Tone

Description in a serious tone: “Uninsulated electrical wires can shock you.” Description in a humorous tone: “You probably shouldn’t touch naked wires; it won’t end well.” The serious tone is different from the humorous tone because it is more direct and uses formal language. On the other hand, the humorous tone uses many informal words and metaphors to convey meaning.

Difference Between Sedaris as A Young Man and As An Adult

Sedaris was ready to be humorous with adults even if it was not well received as a young man. For instance, he refuses to use the letter s even though it is necessary for speech therapy. His music teacher, Mr. Machini, also amuses Sedaris because of his height, more than he is of the instrument he is using. As an adult, Sedaris would not actively pursue humor; it is just a consequence of his experiences, such as speaking bad French, although he wants to learn the language (Sedaris, 2000).

Rooster’s Foul Language

The Rooster’s foul language results from his direct personality, and it is one of the reasons his father favors him. The Rooster and Lou Sedaris have a close relationship because although his speech is foul, he will always take care of his father and be honest with his thoughts.

Sedaris, David. (2000). Me Talk Pretty One Day. New York: Little, Brown. 166-173.

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