B.A. in English Graduation Portfolio Requirements
The Graduation Portfolio for the BA in English is an opportunity for majors to reflect critically and personally on the thinking, research, and writing completed in UHD English courses. It asks you to notice what you have written about as well as how and why you have written it. Based on what you observe about your work, select what you wish to showcase as a collection of your work.
Register for ENG 4098: English Portfolio in the graduation semester of your senior year only. This is a required course that offers no credit, costs nothing, and has no formal meetings. It provides evidence that you have completed a graduation requirement. You must log into the Bb site for ENG 4098 in the first week of classes to read the directions provided there about how and when to submit the portfolio.
Because it reflects on your learning and on the English program, the portfolio will be useful in several ways. It will:
- help you assess your own progress as a writer and English scholar
- provide you a model for the job-hunting portfolio expected by some employers or the kernel of a writing sample usually required for admission to graduate school
- serve as your entry in the annual UHD BA in English Portfolio contest
- enable the faculty to assess how well the BA in English fulfills its educational goals
Each semester, the deadline for submission will be announced on the ENG 4098 Bb site. The portfolio is digital and turned in through an online system called Tk20. Step-by-step directions for how to upload the portfolio will be provided through the Bb site for the course. Questions or concerns about how to upload the portfolio go to UHD’s IT department – 713-221-8540.
Each portfolio component has a tab displayed across the top of the portfolio. To include the required components in your portfolio, click on the tabs and upload an appropriate document file.
- A letter of transmittal, addressed to the Coordinator of the BA in English, that
- Shows your current contact information
- Includes a statement of
- A reflective essay: This is the only new piece of writing for the portfolio. The reflective essay is metacognitive, which means that you must think about how you thought in the essays you have selected. How, for example, do your selected essays meet the Learning Outcomes for the BA in ENG? Instead of writing "I liked X or Y about Essay 2," consider instead observations such as "Essay 2 shows that I am able to . . ." or "Essay 2 illustrates my skill in close reading a nineteenth-century narrative because . . . ." You might find it helpful to identify in your reflective essay the critics, schools of criticism, or theories that have expanded or focused your insights into literature. This, like the other essays in your portfolio, should exhibit features expected of academic writing—a firm structure, solid logic, appropriate citation, and expert editing.
- Four to five essays: Select essays from classes taught by different UHD English professors. Choose essays that show you know how to write in a variety of ways (analytical, reflective, interpretive, or final papers that demonstrate research-based argumentation) and about a variety of subjects. Submit no more than one example of creative writing. Make sure each essay shows your name, a title, the name and number of the course you wrote it for, and its date of composition. Do not revise for the portfolio.
Degree Learning Objectives and Evaluation Criteria
1. read literary, cultural, and scholarly texts critically; i.e.
- analyze, through close reading, the rhetorical and aesthetic qualities of texts
- demonstrate understanding of the characteristics, conventions, and techniques associated with various literary genres
- situate texts in their historical and cultural contexts
- demonstrate understanding of the literary traditions in United States, British, and other national literatures
2. produce mature college-level writing that
- advances rhetorically astute arguments about texts
- analyzes texts within their historical and cultural contexts
- employs appropriate scholarly diction and tone
- applies a guiding critical methodology
3. use sources appropriately (with correct documentation) to
- advance/enrich an argument
- demonstrate engagement in critical debate