Skip to main content
Humanities LibreTexts

3.9: 3.9 Portfolio- A Literacy Artifact

  • Page ID
    134534
  • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

    ( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\id}{\mathrm{id}}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\kernel}{\mathrm{null}\,}\)

    \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\)

    \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\)

    \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    \( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

    \( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

    \( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vectorC}[1]{\textbf{#1}} \)

    \( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

    \( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

    \( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    LEARNING OUTCOMES

    • Reflect on the development of composing processes.
    • Consider how those processes affect your work.

    Reflection Prompt

    One of the most valuable writing exercises is to reflect on work you have completed or experiences you have had. Reflection supports learning by allowing writers to articulate the impact that experiences have had on various aspects of their lives. In responding to the ideas in this section, take some time to reflect on your experiences, as well as the experiences of others, with literacy and learning. Using the guidelines your instructor provides, compose a reflection that responds to the following questions:

    • How has your understanding of literacies been affected by the opportunity to reflect on your engagement with literacy practices, the practices of those in your composition course community, or the practices of people beyond your immediate community?
    • How will this experience and reflection affect your future engagement with various literacies?

    Literacy Narrative Revision

    Submitting the best version of your work is an important part of preparing a portfolio. After you have received a graded essay with comments from your instructor, use those comments as a resource to revise the essay for a final time. You will want to use this revised essay for your portfolio submission.

    Further Reading

    The digital and hard-copy texts and other materials listed below can provide additional models and context for your work in reading and writing in the literacy narrative genre.

    Coates, Ta-Nehisi. “Ta-Nehisi Coates on Asking Questions That Have No Answers.” YouTube, uploaded by The Atlantic, 21 Feb. 2017, www.youtube.com/watch?v=JIgpNuCy-eA.

    Digital Archive of Literacy Narratives. The Ohio State U and Georgia State U, www.thedaln.org/#/home.

    Hernandez Castillo, Marcelo. Children of the Land: A Memoir. Harper, 2020.

    Hurston, Zora Neale. Dust Tracks on a Road: An Autobiography. J. B. Lippincott, 1942.

    Lamott, Anne. “Shitty First Drafts.” Bird by Bird: Some Instructions on Writing and Life, Pantheon Books, 1994, pp. 21–27.

    “Literacy.” UNESCO, 8 Mar. 2021, en.unesco.org/themes/literacy.

    Peterson, Amber. “Literacy Is More Than Just Reading and Writing.” Literacy & NCTE, National Council of Teachers of English, 23 Mar. 2020, ncte.org/blog/2020/03/literacy-just-reading-writing/.

    Polacco, Patricia. Thank You, Mr. Falker. Philomel Books, 1998.

    Rose, Mike. Why School? Reclaiming Education for All of Us. New Press, 2009.

    Works Cited

    Anzaldúa, Gloria. Borderlands / La Frontera: The New Mestiza. Aunt Lute Books, 1987.

    Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. Anti-slavery Office, 1845.

    “Frederick Douglass.” U.S. National Park Service, 15 July 2020, www.nps.gov/people/frederick-douglass.htm.

    Gottschall, Jonathan. The Storytelling Animal: How Stories Make Us Human. Houghton Mifflin Harcourt, 2012.

    Keller, Helen. The Story of My Life. 1903. Project Gutenberg, 4 Feb. 2013, www.gutenberg.org/files/2397/ 2397-h/2397-h.htm.

    “Literacy.” UNESCO, 8 Mar. 2021, en.unesco.org/themes/literacy.

    “Rhode Island Union of Colored Women’s Clubs.” League of Women Voters of Rhode Island, 12 May 2021, my.lwv.org/rhode-island/centennial-suffrage-history/rhode-island-union-colored-women%E2%80%99sclubs.

    Westover, Tara. Educated: A Memoir. Random House, 2018.

    Yousafzai, Malala. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban. Weidenfeld & Nicolson, 2013.

    Works Consulted

    Baker-Bell, April, et al. “This Ain’t Another Statement! This Is a DEMAND for Black Linguistic Justice!” Conference on College Composition and Communication, National Council of Teachers of English, July 2020, cccc.ncte.org/cccc/demand-for-black-linguistic-justice.

    Banks, Adam J. “Oakland, the Word, and the Divide: How We All Missed the Moment.” Race, Rhetoric, and Technology: Searching for Higher Ground, Lawrence Erlbaum, 2006, pp. 11–46.

    Burke, Kenneth. A Grammar of Motives. Prentice-Hall, 1945.

    “Definition of Literacy in a Digital Age.” National Council of Teachers of English, 7 Nov. 2019, ncte.org/statement/nctes-definition-literacy-digital-age/.

    Elbow, Peter. “Inviting the Mother Tongue: Beyond ‘Mistakes,’ ‘Bad English,’ and ‘Wrong Language.’” JAC, vol. 19, no. 3, 1999, pp. 359–388.

    Horner, Bruce, et al. “Language Difference in Writing: Toward a Translingual Approach.” College English, vol. 73, no. 3, 2011, pp. 303–321.

    “Paramedic Method: A Lesson in Writing Concisely.” OWL: The Purdue Online Writing Lab, Purdue U, 2021, owl.purdue.edu/owl/general_writing/academic_writing/paramedic_method.html.

    Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” College Composition and Communication, vol. 47, no. 1, 1996, pp. 29–40.

    “Students’ Right to Their Own Language.” 1974. Conference on College Composition and Communication, National Council of Teachers of English, prod-ncte-cdn.azureedge.net/nctefiles/groups/cccc/newsrtol.pdf.

    Williams, Joseph M., and Joseph Bizup. Style: The Basics of Clarity and Grace. 5th ed., Pearson, 2015.


    This page titled 3.9: 3.9 Portfolio- A Literacy Artifact is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by OpenStax via source content that was edited to the style and standards of the LibreTexts platform; a detailed edit history is available upon request.