DIGITAL PORTFOLIO WEB PAGE DESIGN
Please review the information below to help you compose the website pages for your digital portfolio. I made the rhetorical choice to publish this material on a web page to mirror the digital writing I am asking you to complete for this course. As the semester progresses, I will add updates to the website page requirements, so please check back here to stay current in the course.
For web page design tutorials, visit this page: Resources: Weebly Website and Blogging
For web page design tutorials, visit this page: Resources: Weebly Website and Blogging
Your personal website serves as a digital portfolio for this course. The digital portfolio animates two main functions:
1) The website emerges as a delivery system for your authorship in this class. The medium provides your audience with transparent digital access to your processes and your products, which allows for holistic assessment of your writing.
2) The website serves as a composition in and of itself. Much like your authorship of a blog post, reflective letter, memoir, or research paper, when you compose your web pages, you make choices about how to generate, design, arrange, and organize content. All of these choices are framed by your rhetorical purpose to persuade, inform, or entertain. The web pages, for example, must 1) present a thematic cohesion between web pages that illustrates you as a writer in a college composition course, 2) provide links to source materials, 3) structure content so the material is easy to read, and 4) offer information to the audience that contextualizes your course assignments. As the author of a website, then, you ask the same types of rhetorical questions you ask of a traditional print essay. As part of our holistic assessment of your writing in this class, we will consider the choices you have made to compose your website.
With this as a backdrop, I'll ask you to use the framework below to structure and contextualize your assignment pages. Feel free to talk to me about other possible frameworks you might want to use for your web pages.
Here is a student sample you can review as a model.
1) The website emerges as a delivery system for your authorship in this class. The medium provides your audience with transparent digital access to your processes and your products, which allows for holistic assessment of your writing.
2) The website serves as a composition in and of itself. Much like your authorship of a blog post, reflective letter, memoir, or research paper, when you compose your web pages, you make choices about how to generate, design, arrange, and organize content. All of these choices are framed by your rhetorical purpose to persuade, inform, or entertain. The web pages, for example, must 1) present a thematic cohesion between web pages that illustrates you as a writer in a college composition course, 2) provide links to source materials, 3) structure content so the material is easy to read, and 4) offer information to the audience that contextualizes your course assignments. As the author of a website, then, you ask the same types of rhetorical questions you ask of a traditional print essay. As part of our holistic assessment of your writing in this class, we will consider the choices you have made to compose your website.
With this as a backdrop, I'll ask you to use the framework below to structure and contextualize your assignment pages. Feel free to talk to me about other possible frameworks you might want to use for your web pages.
Here is a student sample you can review as a model.
Home Page
- Author Identity
- Header Image: Photo of you engaged in the writing process. How do I change a header?
- Quote about writing that speaks to your author-identity/website theme.
- Language that informs the reader about the why your website exists. Feel free to copy-and-paste this sentence on your page: Welcome to my home page. I have created this website to serve as a digital portfolio for my English Composition I course at Delaware County Community College.
- Language that entertains the audience by revealing your three primary intrinsic English Composition I goals for the rest of this semester, promoting your author-identity, and encouraging exploration of your website.
About
- Header Image: Photo of you engaged in the writing process.
- Photo of you under the header and in the content page.
- Quote about writing that speaks to your author-identity/website theme.
- My writing theory statement can be communicated as [insert tag line/thesis].
- Biography
- Who am I? Name, age, birthplace, languages, educational background, gender identification (if you wish), dual enrollment, hobbies, job, pets, relationship status, etc.
- Who are my favorite writers and/or composers?
- What types of writing do I enact most often? Consider different genres (poetry, letters) and media (texts, Instagram).
- When do I write? Consider physical and emotional places.
- Where do I write? Consider physical and emotional places -- and -- writer tools such as laptop, journal, paper.
- Why do I write? For inspiration, read this piece: Why I Write (Joan Didion)
- How have my past experiences shaped my author identity and how can I reshape my author identity in this course?
- For more insight into my identity, please review my answers to the Proust Questionnaire and my letter to my author-self (with links to blog posts #1 and #3).
Contact Page
- Header Image: Photo of you engaged in the writing process.
- Quote that speaks to your author-identity/website theme.
- Weebly Contact Box.
- Optional: Social media icons.
Blog
- Header Image: Photo of you engaged in the writing process.
- Quote about writing that speaks to your author-identity/website theme.
- Updated Author Bio (located in upper right-hand corner).
- Title-Text-Category (T-T-C) for each blog assignment.
- Links to relevant sources, previous blog posts, and/or web pages on your site.
- Images inside the post (when required for an individual assignment).
- Minimum of 7 posts by midterm conference week and 15 posts by final conference week.
- Bonus blog posts about your life and/or learning in this course. These posts are not extra credit. Rather, these posts can deepen your learning and strengthen your course grade assessment.
Narrative Project Web Page
- Header Image: Photo of you engaged in the writing process.
- Quote about writing that speaks to your author-identity/website theme.
- Preface: 250-500 words that inform the reader about your narrative project. Please complete the following:
- Begin the preface by sharing 1) your previous experiences with writing narratives in academic communities and 2) insights into your emotional identity.
- Include a link to the assignment sheet and links to blog posts (#3, #4, #5, #6, #7). Do not use a bulleted list to present your blog post links. Instead, please embed the blog post links into the sentences of a paragraph discussion.
- Here is an explanation of the preface's genre conventions.
- Here is a student sample to help you compose your preface.
- Present Drafts: Two options to show readers your work (if you have other options, please let me know):
- Option #1: Traditional Print Text
- Bulleted list with links to Word or PDF files or public Google Doc for each draft.
- Label each draft this way: Original Title Draft #_.
- Option #2: Multimodal Text
- Bulleted list with links to individual webpages for each draft.
- Label each draft this way: Original Title Draft #_.
- Option #1: Traditional Print Text
Research Project Web Page
- Header Image: Photo of you engaged in the writing process.
- Quote about writing that speaks to your author-identity/website theme.
- Preface: 250-500 words that inform the reader about your research project. Please complete the following:
- Begin the preface by sharing your previous experiences with research writing in academic communities.
- Provide information with relevant links about your research project:
- What is my research topic?
- Why does this research topic matter (consider rhetorical exigency)?
- What is my research question?
- What is my genre?
- Which citation style will I use?
- What is my thesis statement?
- Who is my audience?
- What sources will I use (provide authors and titles of the sources -- and links if possible)
- Include a link to the assignment sheet.
- Optional addition to your preface: please consider linking to a web page or blog post with an annotated bibliography for your research project. An annotated bibliography can organize your research -- but this genre is not required for the research project.
- Here is an explanation of the preface's genre conventions.
- Here is a student sample to help you compose your preface.
- Present Drafts: Two options to show readers your work (if you have other options, please let me know):
- Option #1: Traditional Print Text
- Bulleted list with links to Word or PDF files or public Google Doc for each draft.
- Label each draft this way: Original Title Draft #_.
- Option #2: Multimodal Text
- Bulleted list with links to individual webpages for each draft.
- Label each draft this way: Original Title Draft #_.
- Option #1: Traditional Print Text