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Process/ “Sequence” Overview

To help our teachers plan, this document matches each part of the portfolio process with mentor resources and pedagogical support. We have also included prompts for reflection that match each of the key tasks, so that you can help students develop habits of reflection throughout the term. These habits will pay off at the end when they have to write a reflection for their portfolio.

Task: Beginning survey

Mentor Resources: None

Pedagogical Support: None

Reflection, after completing each task: Based on my survey answers, what are three specific goals that I hope to accomplish in this course?

Task: Student reads background readings and viewpoint articles

Outcomes Alignment: #1 and #2.

Mentor Resources: Strategies for reading rhetorically — annotated texts:

  • Bruni, “College Rankings”
  • Whilans, “How to Get the Wealthy to Donate”

Pedagogical Support:

  • Mining texts
  • Pre-teaching Reading
  • Annotating a text
  • Reading rhetorically
  • College Argument (“Political Repression”)

Reflection, after completing each task: How is this rhetorical reading different from the way I read in the past?

Task: Student writes two on-demand pieces

Length: 2-3 pp. each

Outcomes Alignment: #1, #2 and #3.

Mentor Resources: None

Pedagogical Support: None

Reflection, after completing each task:

  • When I finished the reading, I thought…about the issue
  • As I wrote my on-demand piece, my focus was…
  • My main purpose was…
  • It was easy/difficult to write the on-demand piece because…

Task: Student identifies 3 key issues in each on-demand piece that are worth exploring

Outcomes Alignment: #3.

Mentor Resources:

  • Mentor text—issues addressed
  • Ballenger/Finding the focusing question

Pedagogical Support: From on-demand to focusing

Reflection, after completing each task:

  • What questions in my on-demand piece are worth exploring further?
    • Why do I think so?
  • Why is it a currently important issue?
  • Is there controversy associated with the issue?
  • “Summing up”: I am studying …
    • because I want to find out what/why/whether/how…
    • in order to help my reader understand …

Task: Student searches / ‘annotated bib’

Length: ~150 words each, 5 sources for WR121, 7-10 sources for WR122

Outcomes Alignment: #2 and #3.

Mentor Resources: None

Pedagogical Support: K-W chart

Reflection, after completing each task:

Information Literacy

  • Scholarship as Strategic Exploration
    • Searching: What did I know about the topic?
    • Where did my research need to start?
    • How did I break a complex question into a simple one?
    • How did I narrow and focus my research?
    • What strategies did I use while searching?
    • How did I refine these strategies?
    • Did I receive and use guidance from others?

Task: Prewriting

Outcomes Alignment: #3.

Mentor Resources: None

Pedagogical Support:

  • Thesis generator
  • From question to significance
  • Stages of the thesis

Reflection, after completing each task:

  • In what specific ways is my prewrite different from the on-demand piece?
  • What new perspectives have I gained?
  • In what specific ways has my initial research contributed to this change?


Task: Discovery draft

Outcomes Alignment: #1, #2, and #3.

Mentor Resources: Mentor text—genre, organization, other voices

Pedagogical Support:

  • Peer feedback sheets
  • Descriptive outline: SAYS/DOES
  • Formative rubric

Reflection, after completing each task:

Writing Process

  • How is my purpose different than my purpose in the on-demand piece?
  • Who do I envision my reader to be?

Information Literacy

  • Scholarship as Strategic Exploration
    • How did the sources I didn’t use shape my paper?
    • In what different direction could my paper have gone had I used these sources?
  • Research as Inquiry
    • How did I organize the information in meaningful ways?
    • How did I synthesize ideas gathered from multiple sources?
  • Authority is Constructed and Contextual
    • What did the authority add to my paper?
    • How exactly did I use it in the particular context?
    • In what ways is the information from each source similar?
    • What conflicting perspectives did I notice?
    • How do the sources relate to each other?

Task: Peer Feedback

Outcomes Alignment: #3.

Mentor Resources: None

Pedagogical Support:

  • Revision assessment worksheet
  • Revision strategies

Reflection, after completing each task: Respond to peer feedback comments: either accept the recommendations or reject them; it is important to justify your decision.

Task: Revision I based on feedback+ research

Outcomes Alignment: #3 and #4.

Mentor Resources: Mentor text/SAYS/DOES

Pedagogical Support:

  • Revision assessment worksheet
  • Revision strategies

Reflection, after completing each task:
Writing Process

  • In what specific ways does my revised draft differ from the discovery draft?
  • How did further research contribute to this change?
  • How did my peers’ feedback contribute to this change?

Information Literacy

  • Scholarship as Conversation
    • How did I cite the work of others?
    • What specific contribution does my paper make to the larger conversation?
    • How does my paper add to the understanding of the issue?

Task: Revision II

Outcomes Alignment: #3 and #4.

Mentor Resources: None

Pedagogical Support:

  • Formative rubric
  • Titles, Introductions and Conclusions

Reflection, after completing each task:

  • How did I decide on what would the most appropriate title, introduction and conclusion be? Why?
  • How did the formative rubric help me see problems with my draft?

Task: Determine the best genre

Outcomes Alignment: #1 and #4.

Mentor Resources: None

Pedagogical Support: Annotated mentor texts provided earlier

Reflection, after completing each task: What changes in any part of the text have I made as a result of consulting my mentor texts?

Task: Editing

Length: 4-5 pp. for WR121, 7-10 pp. for WR122

Outcomes Alignment: #4.

Mentor Resources: None

Pedagogical Support: Punctuation charts

Reflection, after completing each task:

  • How did your awareness of surface-level issues change as a result of using the editing software?
  • What patterns of errors — if any — did you see?
  • Which of the software’s recommendations did you accept and why?

Task: Reflection

Length: 4-5pp.

Outcomes Alignment: #5.

Mentor Resources: None

Pedagogical Support:

  • Student Reflection Letter Guidelines
  • Checklists

Task: End survey

Mentor Resources: None

Pedagogical Support: None

Reflection, after completing each task:

  • How are my survey answers different from the beginning of the term?
  • How well did I do at meeting the goals I set for the course?
  • How have I seen myself grow as a writer?