{"id":6069,"date":"2021-04-05T12:52:41","date_gmt":"2021-04-05T16:52:41","guid":{"rendered":"https:\/\/www.bu.edu\/teaching-writing\/?page_id=6069"},"modified":"2023-07-27T12:06:30","modified_gmt":"2023-07-27T16:06:30","slug":"guide-to-portfolios","status":"publish","type":"page","link":"https:\/\/www.bu.edu\/teaching-writing\/resources-for-teaching-writing\/guides-tips\/guide-to-portfolios\/","title":{"rendered":"Theoretical Approaches to Portfolios"},"content":{"rendered":"

As of 2023-2024, the Writing Program has implemented a cumulative portfolio<\/a> across all of our courses.<\/p>\n

There is a significant body of scholarship that explores the theory, practice, and assessment of portfolios in First-Year-Composition (FYC) classrooms and Writing Across the Curriculum (WAC) initiatives. The Conference on College Composition and Communication (CCCC) offers an invaluable \u201cPrinciples and Practices in Electronic Portfolios\u201d statement for FYC portfolios<\/a>. This statement contains helpful links to other major universities that use portfolios in their writing curriculum, as well as an extensive bibliography of scholarship.<\/p>\n

We recommend, in particular, the following resources, organized by sub-topics:
\n

Portfolios in Theory and Practice<\/h5>
<\/p>\n
    \n
  • Crowley, Sharon. \u201cAround 1971: The Emergence of Process: Pedagogy\u201d in Composition in the University.<\/em> University of Pittsburgh Press, 1998. 187-214.<\/li>\n
  • Tobin, Lad. \u201cProcess Pedagogy\u201d in A Guide to Composition Pedagogies.<\/em> Gary Tate, Amy Rupiper, and Kurt Schick, Eds., Oxford U.P. 2001. 1-18.<\/li>\n
  • Murphy, \u201cReflection\u2014In Portfolios and Beyond,\u201d The Clearing House<\/em> (Sep\/Oct 1998): 7-9.<\/li>\n
  • Camp, Roberta. \u201cPortfolio Reflection: The Basis for Dialogue,\u201d The Clearing House<\/em> (Sep\/Oct 1998): 10-12.<\/li>\n<\/ul>\n

    <\/div>\n<\/div>\n

    Portfolios and Assessment<\/h5>
    <\/p>\n
      \n
    • Elbow, Peter and Pat Belanoff. \u201cPortfolios as a Substitute for Proficiency Examinations\u201d in Assessing Writing: A Critical Sourcebook.<\/em> Brian Huot and Peggy O\u2019Neill, Eds. Bedford-St. Martins, 2009. 97-101.<\/li>\n
    • Huot, Brian and Michael Williamson. \u201cRethinking Portfolios for Evaluating Writing: Issues of Assessment and Power,\u201d Assessing Writing: A Critical Sourcebook.<\/em> Bedford-St. Martin\u2019s, 2009. 330-342.<\/li>\n
    • Hamp-Lyons, Liz and William Condon. \u201cQuestioning Assumptions About Portfolio-based Assessment,\u201d College Composition and Communication 44<\/em>:2 (May, 1993): 176-190.<\/li>\n
    • Yancey, \u201cReflection and Assessment,\u201d Reflection in The Writing Classroom.<\/em> University Press of Colorado, 1998. 145-168.<\/li>\n<\/ul>\n

      <\/div>\n<\/div>\n

      Digital and New Media Portfolios<\/h5>
      <\/p>\n
        \n
      • Clark, J. Elizabeth. \u201cFrom Selfies to Self-Representation in Electronically Mediated Reflection: The Evolving Gestalt Effect in ePortfolios,\u201d A Rhetoric of Reflection.<\/em> K. B. Yancey, Ed. University Press of Colorado, 2016. 149-165.<\/li>\n
      • Yancey, Kathleen Blake. \u201cPostmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work,\u201d College Composition and Communication, 55<\/em>:4 (Jun., 2004): 738-761<\/li>\n<\/ul>\n

        <\/div>\n<\/div>\n<\/p>\n","protected":false},"excerpt":{"rendered":"

        As of 2023-2024, the Writing Program has implemented a cumulative portfolio across all of our courses. There is a significant body of scholarship that explores the theory, practice, and assessment of portfolios in First-Year-Composition (FYC) classrooms and Writing Across the Curriculum (WAC) initiatives. The Conference on College Composition and Communication (CCCC) offers an invaluable \u201cPrinciples […]<\/p>\n","protected":false},"author":5515,"featured_media":0,"parent":32,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/pages\/6069"}],"collection":[{"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/users\/5515"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/comments?post=6069"}],"version-history":[{"count":49,"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/pages\/6069\/revisions"}],"predecessor-version":[{"id":7783,"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/pages\/6069\/revisions\/7783"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/pages\/32"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/teaching-writing\/wp-json\/wp\/v2\/media?parent=6069"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}