Overview of the Portfolio (Mid-Term) for Triad T

Portfolio Description:

(Taken from the ENGL 1302 syllabus; Sections 740 & 741 with Mr. Martinez)
"During the semester, you will establish and maintain a digital portfolio, collecting all the course work you are doing. Regularly during the semester, you will compose reflective overviews that will help you to connect the writing, reading, and research you are doing with the learning goals for the course. At least two times, at mid-term and at the end of the semester, you will assemble and submit a "strategic" portfolio to earn a grade. The strategic portfolios you submit to earn your grades will include ample and appropriate evidence and an extensive reflective overview. With these portfolios (including the reflective overview and the evidence), you will show and tell how you have expanded your learning during the semester and the extent to which you have achieved the following learning goals for ENGL 1302. Note: a proposal must be submitted with Portfolio One in order to begin working on the major project."

(Taken from the ENGL 1302 syllabus; Sections 742 & 743 with Ms. Cannon)
"We will be organizing work into project portfolios. You are responsible for collecting all of your work this semester on One Drive (we will discuss organization in class). When portfolios are due, you will select evidence of your learning and reflect on the learning you achieved by completing that project, and submit your portfolios on One Drive. Portfolio grades will depend on the quality and breadth of the evidence, reflection, and final project. Evidence must represent the full scope of work on the assignment; in other words, readers of the overview will recognize that you have been engaged with all parts of the assignment over time, as part of the process. In addition, the Reflective Overview must be the result of multiple drafts, representing thoughtful revision and careful editing and proofreading."

Seminarís Role in the Portfolio:

  • Provide additional opportunities to build evidence of reflection on challenges and achievements of your goals for Triad T, other coursework, and your transition into your freshman year at TAMU-CC.
  • Provide significant time in class to work on research, group discussion, proposals, and other assignments relating to the Major Project (the end goal being the First-Year Symposium)

Key Logistics for the Mid-Term Portfolio:

  • Please refer to the learning outcomes (listed below) to direct you when composing your Reflective Overview
  • Please refer to your ENGL 1302 instructor for specific details regarding the requirements for your portfolio
  • The ENGL 1302 instructor will grade the portfolio. The grade will be weighted differently between ENGL 1302 and Seminar:
    • ENGL 1302: 30% of overall course grade
    • Seminar: 15% of overall course grade
  • Due Date/Time:
    • For Mr. Martinez (Sec 740 & 741) - Monday, October 3rd
    • For Ms. Cannon (Sec 742 & 743) - Monday, October 3rd @ 10:00am
  • Submission: on OneDrive

For Your Reference: Learning Outcome Excerpts from the Syllabi

ENGL 1302:

  • Identify how their views of writing have changed as a result of the work they have done in the course
  • Demonstrate their ability to analyze different rhetorical situations (in academic, workplace, or civic contexts)
  • Demonstrate their ability to use their analyses of rhetorical situations to identify options and to make appropriate choices that will enable them to use writing to achieve specific purposes
  • Demonstrate their ability to locate, read, evaluate, select and use (integrate) effectively information from appropriate sources with their own ideas
  • Demonstrate control of situation-appropriate conventions of writing
  • Explain what they have learned from being a novice in new writing situations, and describe how these experiences, which might include failure, contribute to their willingness to accept new challenges as a writer
  • Demonstrate their ability to collaborate effectively as members of diverse teams / groups of writers
  • Evaluate the ways in which they have become a more reflective (mindful, self-aware, thoughtful) writer.


  • Reflect and integrate learning from learning community courses, including development of critical thinking skills, social and/or personal responsibility.
  • Interact with faculty and peers about substantive matters through daily activities and discussions.
  • Demonstrate competence of knowledge related to the learning community discipline(s) in a public forum.
  • Take personal responsibility and become a self-directed college learner.
  • Collaborate effectively as both a leader and follower.