Part 1, Response to Kimberly Emmons’s essay
“Rethinking Genres of Reflection: Student Portfolio Cover Letters and the Narrative of Progress,” by Kimberly Emmons (found in the ePortfolio folder in Files).
*NOTE: Please read the opening section (pp.1-2) and the section titled “Reflection and/as introspection” (pp. 3-6). You’re not required to read more.
In “Rethinking Genres of Reflection…,” Kimberly Emmons identifies potential pitfalls with reflective writing within the student portfolio:
In the end, students like Jing leave our classes with an overall sense of improvement but without a sense of how that improvement reflects (or does not reflect) the rhetorical demands and pressures of, in this case, the academic community. Thus, our reflective assignments are quickly refigured as self-reflective assignments, as occasions to consider highly personal and individual qualities and achievements, rather than as occasions to struggle with the relationships-both textual and rhetorical-that constitute writing for a particular community.
And in the section “Reflection and Introspection,” Emmons discusses the work of three students—Min, James, and Isaac.
In your short response, please identify in your own words what Emmons identifies as a problem with student portfolios. Then explain how her students’ samples illustrate such issues.
Part 2, Response to Sample Portoflios
Each group should split up the two sample Portfolios below, with half the group members respond to one sample and half responding to the other.
Each of you should write a response evaluating commentaries that are found at the bottoms of the Artifacts sections of the Portfolios.
To evaluate the quality of the commentaries, please refer to criteria from Kimberly Emmon’s essay. You can also refer to “Chieh’s Portfolio Guidelines” in the ePortfolio folder in Files.
Sample Portfolio 1
Sample Portfolio 2
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