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Writing Process

As Product
A programmatic multimodal model
using ePortfolios
Cynthia A. Davidson, Stony Brook University, AAEEBL 2013
Integration: Tacit & Explicit Learning
1. Identify, demonstrate and adapt knowledge gained within/across
different contexts (i.e., the ability to recognize the tacit and explicit
knowledge gained in specific learning experiences and the capacity to
adapt that knowledge to new situations);

2. Adapt to differences in order to create solutions (i.e., the ability to
identify and adapt to different people, situations, etc., while working
with others to create positive change);

3. Understand and direct oneself as a learner (i.e., the ability to identify
ones prior knowledge, recognize ones strengths and gaps as a learner,
and know how one is motivated to learn);
4. Become a reflexive, accountable and relational learner (i.e., the ability
to reflect on ones practices and clarify expectations within oneself
while also seeking feedback from others);

5. Identify and discern ones own and others' perspectives (i.e., the ability
to recognize the limitations of ones perspective and seek out and value
the perspectives of others);

6. Develop a professional digital identity (i.e., the ability to imagine how
one will use current knowledge and skills in future roles and how one
will create an intentional digital identity).

Source: Melissa Peet et. al., Fostering Integrative Knowledge Through
ePortfolios, I nternational J ournal of ePortfolio 1:1 (2011), page 12


Integration: Tacit & Explicit Learning
if I have to write substantive comments on student papers, I try to
ensure that I can do so on the basis of some information from them
about where they are at with this paper. That is, I ask for a short
piece of process writing or writers log or cover letter with any
major assignment.With process writing, my comment is not the start
of a conversation about the writing but the continuation of a
conversation that the student started.

Peter Elbow, About Responding to Student Writing
Process Writing Dialogues
Cover Memos to Make Tacit Learning
Explicit
WRT faculty have long used prompts to help students compose reflective
cover memos that explain how they have grown as writers during
the course of the semester and how their writing inclusions provide
evidence of learning outcomes delineated on a checklist in specific
ways, the same checklist used to evaluate portfolio work at the end of
the semester.

Nancy Wozniak, Enhancing Inquiry, Evidence-Based Reflection, and
Integrative Learning with the Lifelong ePortfolio Process: The
Implementation of Integrative ePortfolios at Stony Brook University
J ournal of Educational Technology Systems, 41:3 (2013), page 224
An identical checklist (right) is
provided to students and faculty
at midterm. Students use it to
self-assess their portfolios and
all faculty use it to evaluate the
portfolios at the end of the
semester.

The checklist, while specific in genre
consideration and specific skill
sets such as citation and
punctuation, attends to the
portfolio as a whole. The cover
memo guidelines encourage the
student to make explicit any tacit
learning that is provided by his or
her performance as a writer in
the essays.


Prompting Self-Assessment
Reflection Through Cover Memos
Sean Fernandez (WRT 102)
Not all my sources were
straightforward. One of the most
helpful sources had nothing to do
with cyberbullying. But I was able to
connect them all back to my main
idea.

Kelsey Taylor (WRT 102)
I have learned that it is easy to make a
connection to something, including a
movie as long as you think hard
enough. Ive also learned that it is
important to connect with the reader
or audience of your essay so they can
understand and agree with the
argument you are making.


Vincent Bhandel (Writing 102)
I personally nit-picked James Paul Gees
Good Video Games and Good Learning
article with great meticulousness.
Initially, I questioned his credentials and
motives for writing, naively prodding his
article out of context. I thought he was not
fully qualified to be making the claims he
did, as he never explained them in terms
of an applicable life situation. In the
context of the article, I was technically
correct, but the article did not exist in a
vacuum. With further research, I
discovered he was well versed in studying
video games and their effects on
cognition, even playing many of the games
to witness these effects first hand.
Reading the article alone was not enough
to judge the writer and his argument in
this case.
(Comp/Rhet scholars) Danielle Nicole DeVoss, Joseph Johansen, Cynthia
L. Selfe, and John C. Williams, Jr. (2003, 169-70) have reminded us
that if we continue to define literacy in terms of alphabetic practices
only, in ways that ignore, exclude, or devalue new-media texts, we not
only abdicate a professional responsibility to describe accurately and
robustly the ways in which (167) humans are now communicating and
making meaning but we also run the risk of our curriculum holding
declining relevance for students who are communicating in
increasingly expansive, networked environments.

Donna Riess/Art Young, Multimodal Composing:
Appropriation, Remediation, and Reflection in Multimodal Literacies
and Emerging Genres (U of Pittsburgh Press, 2013), pages 166-167
Multimodalism and Meaning
Digital Stories: Inquiry, Reflection
Digital stories are another creative
and multimodal way of making
tacit learning explicit. Weve
begun folding these into our
writing curriculum with great
success.

Tim Ferriss digital story
documents his journey from
personal and academic
frustration to maturity and
acceptance with humor and
dramatic flair, as supported by
his reflection from The
Personal Essay course.


Ying Tang uses an
emotional
alphabet of
images of young
children to
illustrate his
personal
journey across
several cultures
and educational
and artistic
success in his
digital story
from The
Personal Essay
course.
Visual Pathos
We provide students
with a template in
the ePortfolio to
display their script,
slide images or video
clips, the video itself,
and a reflection.
(Shown: Michelle
Jiangs ePortfolio
pages)
Digital Story Templates
Along with... evaluation of the interrelation of the elements, we consider a
student's reflective analysis important for her or his intellectual and
creative growth, whether it appears as a formal essay accompanying
the multimodal composition or elsewhere... we do require commitment,
critical thinking, engagement with content, and thoughtful composing
where multiple communicative elements interrelate...

Donna Riess/Art Young, Multimodal Composing:
Appropriation, Remediation, and Reflection, Multimodal Literacies
and Emerging Genres (2013), page 179-180


What We Require (multimodally speaking)
Ezra Margono makes
excellent use of color,
design, photography,
storytelling, video,
and multiple
platforms (tumblr as
well as Digication and
Google Docs). His
work on his ePortfolio
in his Personal Essay
course has inspired
him to plan a book
about his family and
culture.
Design Matters
Jenna M. Hallocks
involvement with
her fan-fiction
community
inspired her to do
primary research
using her
LiveJournal
associates. She
decided to
present her final
project in both
Digication and
LiveJournal.
Community
The tools
Essays are written and reviewed (by self, peers, and instructors) in Google
Docs and presented in Digication.

Students use a variety of readily available applications including iMovie,
Adobe Photoshop Elements, Audacity, Windows Movie Maker, Paint,
YouTube, Vimeo. The list keeps growing.

The WRT 102 template: Provides scaffolding for required work and
encourages connections to areas outside the course. Having a template
means students can skip the stresses of formatting a portfolio, although
that option is open to to them.

Google Docs: Essays are presented in Google Docs. Students are
encouraged to write, revise, and review their essays in Google Docs,
providing an archive of their process.



Instruction and tutorials for
teachers and students: A
current project is devoted
toward gathering all of these in
an appealing and easy-to-find
resource. We have many help
guides and a dedicated student
ePortfolio consultant base to
help students and teachers.
This Quickstart helps WRT
102 to learn how to set up their
ePortfolio and link their essays
from Google Drive. Our
current instructor resource
page is here.

ePortfolio Resource Project
How We Assessed 1856* ePortfolios
Community roster setup/detailed explanation of evaluation procedure;
random sorting of portfolios among readers
Google spreadsheet (shared among all faculty participants, sent to Google
Drive)
Only sections that are directed to the readers are writable.
Readers get a list of names, and search for those ePortfolios in the directory
by name.
The spreadsheet is used for first, second, third, and appeal readings.
Columns for pass/fail and comments for each stage
Transparent and open assessment--all faculty view all decisions in nearly real
time
Time frame: one week from start to finish

*Spring 2013 final total
Resources
Entire presentation will be available after the conference at
https://stonybrook.digication.com/cdavidson/Presentations

Texts Cited

Elbow, Peter. About Responding to Student Writing. Marist Writing Center. n,d, Web.
23 July 2013.

Peet, Melissa et.al. Fostering Integrative Knowledge Through ePortfolios. I nternational
J ournal of ePortfolio 1:1 (2011): 11-31. Web. 24 July 2013.

Wozniak, Nancy McCoy. Enhancing Inquiry, Evidence-Based Reflection, and Integrative
Learning with the Lifelong ePortfolio Process: The Implementation of Integrative
ePortfolios at Stony Brook University. J ournal of Educational Technology Systems 41:3
(2013). Web. 23 July 2013.

Young, Art, and Donna Reiss. Multimodal Compositing: Appropriation, Remediation, and
Reflection. Multimodal Literacies and Emerging Genres. Ed. Tracey Bowen and Carl
Whithaus. U of Pittsburgh: 2013. Print. 164-182.











Example ePortfolios/images/digital stories from ePortfolios are the property of:
Sean Fernandez: https://stonybrook.digication.com/sean_fernandez/Cover_Memo
Kelsey Taylor: https://stonybrook.digication.com/kelsey_taylor/Portfolio
Vincent Bhandal: https://stonybrook.digication.com/vincentbhandal/Writing_102
Tim Ferris: https://stonybrook.digication.com/tim_ferris/Final_Project
Ying Tang: http://www.youtube.com/watch?v=NvCFoiYmSC4&feature=player_embedded
Ezra Margono: https://stonybrook.digication.com/ezra/about//
Michelle Jiang: https://stonybrook.digication.com/michelle_jiang/Welcome/published
Jenna Hallock: https://stonybrook.digication.com/jenna_m_hallock/Welcome/published

Art in Remixes (under Attribution Non-Commercial Share-Alike 2.0 Generic licenses)
Cosmorchester collects. Succulent Amber Beads from Mali. 22 May 2012. Online image. Fotopedia/Flickr.
24 July 2013.
Curtis, Andrew. The writings on the wall, high bridge. n.d. Online image. Geograph. 24 July 2013.
Doo, Young Moon. conversation. 15 October 2006. Online image. Flickr. 24 July 2013.
Dos Santos, Jaci Lopez. The flight of knowledge. Animal Surrealista Series. 19 June 2011. Online image.
Flickr. 24 July 2013.
Gomez, Victor. Hi, Im here. 25 April 2012. Online image. Openclipart. 24 July 2013.
Hawk, Thomas. On the Road Manuscript, #1. 12 January 2010. Online image. Fotopedia/Flickr. 24 July 2013.
JicJac. Chain Saw. 16 October 2006. Online image. Openclipart. 24 July 2013.
Wilkinson, Kerry. Dove of peace mixed media necklace. 17 October 2008. Online image. Flickr. 24 July
2013.