Adolescent to Young Adult - Integrated Language Arts
Bachelor of Arts in Education
Date of Expected Graduation
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.
Dr. Denise Stuart
Dr. Harold Foster
Smagacz, Julia, "Creating Confident Writers: Implementing Writing Portfolios in a Secondary-Level Language Arts Classroom" (2017). Williams Honors College, Honors Research Projects. 451.