30th Annual Student Research Conference
The Portfolio Process: The Impact Portfolio Creation and Revision Has on Students' Self-Concepts as Writers
Olivia A. Hobbs♦
Dr. Rebecca Dierking, Faculty Mentor
The use of portfolios in a high school English classroom can encourage students to reflect upon a paper after it has been graded and introduce the idea of revision as a necessary, normal part of the writing process. This study examines how portfolios, particularly the revision component of portfolios, impact students’ perceptions of themselves as writers. With two classes of sophomores, 42 students, at a rural school in Northeast Missouri, students selected what they viewed as their best work from the school year and compiled both the original documents, their revisions to those documents, and a piece reflecting on their completed product into a portfolio. Types of data collected include pre- and post-surveys, samples of student work, conferences, and observational notes. The data will be analyzed by examining students’ reasoning behind the choices they made and if their perceptions of themselves as writers influenced the content of their final portfolio.
Keywords: English, Education, Portfolio, Revision, Writing
Topic(s):English MAE Intern
English, Secondary MAE Research
Presentation Type: Oral Paper
Session: 302-2
Location: MG 1090
Time: 1:15