Portfolio Guidelines

General Guidelines:

Keep in mind that this portfolio will help you on the job market as well as in working with our program assessment goals. So, in addition to including a few examples of work that meet the goals listed below, you may want to also include some personal and professional touches of your own:

Goals-Based Assesment for Rhetoric and Writing (Spring 2003):

General English Department Learning Outcomes:
Examples
1. Students effectively use writing--including current
modes and evolving techniques and technologies--to
explore subject matter and to communicate.

E.g.: Sem papers, Conf

papers, web portfolios
2. Students develop understanding of subject matter
in relation to larger historical and/or cultural contexts.		 E.g.: Seminar work, Prelims, Dissertation
3. Students make connections between theory and practice. (Students apply theory to understand texts, solve problems, teach effectively, and/or students generalize from
experiences with texts, communication situations, teaching . . . .)		 E.g.: Seminar work, Prelims, Dissertation
4. Students develop skills of critical and/or creative thinking E.g.: Seminar work,
Prelims, Dissertation

 

Rhetoric & Writing PhD Program Planning Goals:
Some Areas Where the Goals Are Addressed Most Explicitly

Planning Goals of the
Rhetoric & Writing PhD Program
1. Graduates are prepared to teach a range of rhetoric and composition courses. Besides first-year writing classes, graduates have experience with at least one of these:

  • Intermediate Writing
  • Writing Administration
  • Writing Across the Curriculum
  • Writing Center Instruction
  • Teacher-Training in Writing
  • Technical Writing, TESL, Literature, Creative Writing, other field

 

620, 780 Adv Pedagogy, 728.602, GSW mentoring. Internships

  • Teaching 207 or other course
  • GSW Team Leader or Adm Asst
  • 780 with “Administration” topic
  • 780 with “WAC” topic; Internship
  • Work in Writing Lab; Internship
  • GSW Team Leader or Adm Asst
  • “Grad Student Guide” projects
  • Presentations in 484, workshops, etc.
  • Grad courses and/or teaching assignments in other areas
2. Graduates are prepared theoretically and
practically to work in computer environments in their professional and scholarly lives.
  • 728 (Computer Mediated Writing)
  • 780 (Online Learning for Eng Educators)
  • Teaching GSW X or web-based classes Digital Language & Literacy project work. CCOnline work. Electronic portfolio work.

3. Graduates are familiar with research in a
variety of methodological systems.

  • They engage in research competently in one methodological system.
  • They develop a specialization and conduct at least one research study appropriate for the area
  • 726. Readings/projects in various seminars. Prelim Preparation.
  • 726. Dissertation preparation
  • Dissertation.

4. Graduates understand and can discuss major competing theories and contested issueswithinrhetoric and composition.

  • They understand the source/history of issues
  • They construct disciplinary theoretical arguments
  • 722, 724, 726, 780. (E.g. seminar paper)
  • Prelims. Dissertation.
  • 722, 724, 726, 780, (E.g. seminar paper)
  • 729. Seminars. Prelims.
  • Dissertations
5. Graduates understand and can discuss the
rhetorical tradition and significant disciplinary texts and authors/theorists that shape the field of composition.
  • 722, 724, 726, 728, (E.g. seminar paper)
  • 780, 729
  • Prelims. Dissertation
6 Graduates understand the impact of rhetorical history on contemporary rhetorical theory and composition practice.
  • 722, 724, 780 (E.g. seminar paper )
  • Prelims
  • Dissertation
7. Graduates are oriented to the place of scholarship in faculty work and rewards,and
they have begun to work in professional contexts by developing ideas for submission to editors and conference chairs and by giving conference papers.
  • 729. “Third Friday.”Mentoring. E.g.:
  • 729. Many seminars. E.g.:
  • Sharing writing with peers
  • “Third Friday” presentations. E.g.:
  • CCOnline Work