Three Main Components in Preparing Your Final Portfolio
Preparing your final portfolio. There are three components:
An introduction that contextualizes the artifacts and accounts for any outcomes not directly seen in the artifacts. Address the course learning objectives found on the syllabus and at the end of this document. Explain what you have learned regarding each objective that can’t be seen in the writing, but that you understood and applied in the process (2-4 pages).
Two major projects from different genres (see instructions):
An appendix with samples of writing processes related to the two writing projects.
Final Portfolio Instructions
Every student is required to submit a portfolio of their work each semester. It is comprised of the following three sections and submitted as one document:
Introduction: The introduction is a 2-4-page reflection on your writing, but also an account for things learned that are not evident in the artifacts. For example, your writing process and decision making is not always visible in the artifact – the writing assignment.
Address each of the following eight outcomes for this course. Explain in your introduction how and what you have learned regarding each of these items. For example, for outcome number 5 you may have learned about different types of evidence after completing the observation log. How did that inform your new understanding of using evidence in writing?
Identify the rhetorical features of texts in typical academic and professional genres
Adapt one’s writing process to the purpose of a text
Compose texts in multiple genres and modalities
Identify appropriate investigative methods for research questions
Categorize types of evidence used in academic and professional fields
Evaluate sources for reliability and validity
Articulate the concepts of intellectual property that motivate citation conventions
Describe how writing reflects conceptions of significance and worth in various fields
Two projects from different genres
One of these will be your position paper.
The other project could be any of the following:
One of the Q&A assignments
The Observation Log
Appendix: This section should include the following documents related to the two projects chosen in number 2:
Three samples of process writing for each project (rough drafts, outlines, peer reviews given and received, handwritten drafts, sketches, brainstorming, graphs, photos – anything that evidences part of your writing process)
ACADEMIC WRITING 1
“We must resist all attempts to permit the government to censor entertainment. Freedom of expression and speech are basic to a democratic form of administration. As soon as we permit some censorship, it will not take long before censorship is utilized to silence outlooks and opinions critical of the government. The next thing we know, we will have no more freedom than the Germans did under Hitler.”
There is evidence of logos, as the author refers to civil rights under the 4th amendment, and so his argument is supported by logic and facts. Also, the author employs pathos, in which he appeals to people’s emotions by asking them to oppose censorship lest they end up like the Germans under Hitler’s rule when everyone fears or despises him. (S. K. Miller-Cochran) (2019). The argument is based on logic, plain statistics, and non-artistic proof. Both the mention of freedom of speech and the conditions in which the Germans lived during Hitler’s reign is backed up by proof. The claim that enabling censorship would result in the quieting of opinions, on the other hand, is based on the author’s own beliefs and perspectives.
Question 2. Thesis
Cyberbullying is rising, with most youngsters now utilizing social media and cell phones. To combat cyberbullying, guardians or parents should limit the use of smartphones, monitor their children’s online activities, and report any cyberbullying incidents to the school administration.
This is because most teenagers have a wide range of screen time and thereby have no time for other constructive activities; cyberbullying can lead to anxiety, depression, or suicidal deliberations; and the teenagers are not only exposed to cyberbullying but also exposure to damaging and inappropriate materials such as nudity and drugs.
Because most children are unable to immunize due to illness, all able and healthy children must be injected to ensure herd immunity.
This will be essential since protecting the inoculated kids and secondarily safeguarding non-immunized kids. It would minimize the possibilities of an outbreak of diseases such as the common cold in all children.
Question 3. Audience
The parents and the school management may have vague ideas on the issues. Nevertheless, they are aware of the significant impacts of the increased screen time on teens. My audience should be aware of the psychological and emotional effects of cyberbullying on teenagers, as well as strategies to limit or reduce the usage of cellphones or computers, and what to do if a parent or teacher suspects a cyberbullying incident. (H. Du) (2020). This topic will pique parents’ interest who want their children to enjoy a healthy, physically and psychologically balanced life. Teachers would be interested since a healthy adolescent indicates a seamless learning process. Teenagers will be taught how to defend themselves against cyberbullying. Government and educational websites will be the most reputable sources since data and statistics will back them up. Social media sources, as well as opinions and blogging sites, will be highly unreliable.
Question 4. Prof analysis
The author’s description of the advertisements aligns with my understanding of the argument in that they are claims backed up by logic, inartistic evidence, or assumption. The author describes persuasive advertising as providing data and information to assist a consumer make the right decision on buying the product. In contrast, manipulative advertising uses arguments, specifics, and exercises with the audience’s emotions deceptively and misleadingly. (Miller-Cochran, S. K. (2019). The Cadillac and Chevrolet adverts assume the idea of the “American dream” to appeal to all Americans. They claim that consumers are bound to become famous by buying these cars. Ethos is described where both adverts use the authority of the car brands to advertise. Pathos is present where GM uses the “heartbeat of America” and utilizes images such as family picnics and country songs to play on the audience’s emotions.
Question 5. Student analysis
According to the author, the thesis is in the middle of a paragraph. The author phrases the thesis in this manner to align with his argument and opinion regarding the topic of discussion. The author uses logos to draw from historical and current facts regarding US foreign policy. He also uses logos to support his claim since it offers proof, credibility, and reliability of the information given. the argument is intended for the advertisement audience and the US citizens at large. (Miller-Cochran, S. K. (2019). The author joins the conversation regarding how advertisements manipulate consumers rather than offering informative data. The manipulative form of the advertisement is convincing as the advert influences citizens’ patriotic urge to buy the bonds. The author’s claim that the advert uses manipulative components to establish an improved future for the viewers is less convincing.
Du, H., & List, A. (2020). Evidence Use in Argument Writing Based on Multiple Texts. Reading Research Quarterly.
Miller-Cochran, S. K., Stamper, R., & Cochran, S. (2019). An insider’s guide to academic writing: A rhetoric and reader. Boston, MA: Bedford/St. Martins, Macmillan: