Date of Last Revision

2017-04-27 10:13:53

Major

Adolescent to Young Adult - Integrated Language Arts

Degree Name

Bachelor of Arts in Education

Date of Expected Graduation

Spring 2017

Abstract

This paper explores the implementation of a writing portfolio project in secondary-level English Language Arts classrooms. In addition to defining the project and describing its potential parameters, this paper describes goals and strategies that educators may use to implement this project, using research from multiple school district curricula and reputable state education resources. The paper includes testimonies from four current high school English teachers, in which each teacher details his or her experience with the writing portfolio. The teachers also provided feedback on the importance of writing and the writing process in general. Also included in this paper is a personal testimony of my own experiences with the writing portfolio, and how it has benefitted me academically as a student, and professionally as a teacher and journalist. Lastly, I have provided artifacts form my own student teaching experience, in which I was able to teach a unit on argumentative writing. In summary, writing portfolio is a highly effective and versatile project that reinforces the importance of the writing process, and instills in students a sense of pride and confidence in their own writing.

Research Sponsor

Dr. Denise Stuart

First Reader

Dr. Harold Foster

Second Reader

Lawrence Weigle

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