ENG 511 · Fall 2026 · Prof. Kirsti Cole
Submissions & Portfolio
All assignments live in one place: your personal Google Doc in our shared class folder. You'll build your portfolio tab by tab across the semester — so by Week 16, your final project is an evolution of the work you've already done, not a last-minute scramble.
Document Naming Convention
Lastname_ENG511_Portfolio_2026
Use your last name only, underscores between each part, no spaces. Example: Cole_ENG511_Portfolio_2026. Consistent naming keeps the folder organized and makes it easy for Prof. Cole to find your work quickly throughout the semester.
Your Six Portfolio Tabs
Set these up on Day 1. You'll return to each tab as the semester progresses — and revise all of them for the final portfolio in Week 16.
1 Literacy Narrative
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2 Teaching Philosophy
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3 Lesson Plan
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4 Writing Assignment Design
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5 Feedback & Assessment
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6 Annotated Bibliography
Why one doc with tabs?
Your teaching philosophy from Week 3 should be in conversation with your feedback reflection from Week 13. With tabs, Prof. Cole can see how your thinking has developed across the semester — and so can you. The final portfolio isn't a new project; it's a revision of everything you've built here. This also means Prof. Cole has one link per student rather than hunting across multiple assignment folders. Keep both parts of any two-part assignment (like the Feedback Portfolio) in the same tab — just add Part 2 below Part 1 with a clear header.
All Assignments
Each assignment goes into the corresponding tab in your Portfolio Doc. Nothing is submitted separately unless noted below.
📌 Tab 1: Literacy Narrative + Tab 2: Teaching Philosophy
Literacy Narrative & Teaching Philosophy Draft
Due Thursday, September 3 · Before class
Reflect on your experiences as a writer and educator. Your literacy narrative explores your writing history, key influences, and the experiences that shaped how you understand writing. Your teaching philosophy draft should represent where you are right now — it will evolve across the semester, so write candidly rather than trying to have all the answers.
- ✦ Literacy narrative (1000–1500 words, or 5–7 min podcast/video)
- ✦ Initial teaching philosophy statement (500–750 words)
- ✦ Reflection connecting 2–3 readings from Weeks 1–3
- ✦ Format note if submitting audio or video
📌 Tab 3: Lesson Plan
Lesson Plan & Microteaching Presentation
Due Thursday, September 24 · Presented live in class
Design a 15-minute lesson on a core ENG 101 writing skill — something you would actually teach in a first-year writing course. Your plan should be detailed enough that a colleague could pick it up and run it. You'll then teach a condensed version live in class, with structured peer feedback to follow using genre-aware frameworks from the week's readings.
- ✦ Lesson plan document (objectives, activities, timing, materials)
- ✦ 15-minute in-class microteaching presentation
- ✦ Pedagogical rationale (300–500 words): why this skill, why this approach
- ✦ Post-teaching reflection (added after class)
📌 Tab 5: Feedback & Assessment — Part 1
Feedback & Assessment Portfolio — Part 1
Due Thursday, October 1 · Before class
Explore different approaches to giving feedback — summative, formative, audio/video, and labor-based — and practice with sample ENG 101 student papers. Develop a repertoire of feedback strategies grounded in the course's theoretical frameworks. Part 2 in Week 13 will extend and revise this work, so keep both visible in Tab 5. Access student sample papers →
- ✦ Annotated feedback samples (2–3 student papers with your marginal comments)
- ✦ Written reflection (1000–1500 words)
- ✦ Engagement with Sommers, Inoue, and at least one other course reading
- ✦ Note on what you'd revise with more time or context
📌 Tab 4: Writing Assignment Design
Writing Assignment Design with OWI Best Practices
Due Thursday, October 22 · Before class
Design a writing assignment for a first-year or upper-division writing course you could realistically teach. The assignment should be meaningfully aligned with OWI principles and our theoretical frameworks — not as add-ons, but as design logic. Bring a draft to Thursday's class for peer feedback before finalizing.
- ✦ Student-facing assignment prompt (1–2 pages)
- ✦ Pedagogical rationale (750–1000 words)
- ✦ OWI alignment notes: which principles, and how
- ✦ Scaffolding or sequencing materials (if applicable)
📌 Tab 5: Feedback & Assessment — Part 2
Feedback & Assessment Portfolio — Part 2
Due Thursday, November 12 · Before class
Return to Tab 5 and extend your Part 1 work. Revise a grading rubric using anti-racist and inclusive strategies drawn from Inoue, Baker-Bell, and the course's UDL and linguistic justice frameworks. Your reflection should show how your assessment thinking has developed across the second half of the semester. Add Part 2 below Part 1 with a clear header — keep both visible.
- ✦ Revised grading rubric (with tracked changes or annotation notes)
- ✦ Written reflection (1000–1500 words)
- ✦ Explicit engagement with anti-racist and UDL frameworks
- ✦ Brief note on how your thinking shifted from Part 1
📌 All Tabs — Full Portfolio + In-Class Presentation
Composition Pedagogy Statement & Digital Portfolio
Due Tuesday, December 1 · Presented live in class
This is the culmination of the semester — not a new project, but a careful revision and synthesis of everything you've built. Revisit every tab with fresh eyes and write a polished Composition Pedagogy Statement that draws on your theoretical development across the course. Your portfolio doc is your final project. Polish each tab, not just the new ones. Then present a 10–15 minute overview to the class.
- ✦ Revised teaching philosophy / pedagogy statement (Tab 2)
- ✦ Revised lesson plan (Tab 3)
- ✦ Revised writing assignment & rubric (Tabs 4 & 5)
- ✦ Feedback & assessment reflection — Parts 1 & 2 (Tab 5)
- ✦ Annotated bibliography — 10–15 course sources (Tab 6)
- ✦ 10–15 minute in-class presentation
Perusall Annotations — Ongoing Weekly Labor
Perusall annotations are due before each class session — Tuesday readings before Tuesday, Thursday readings before Thursday. They aren't submitted here; they live in Perusall and count as core participation labor. Each annotation should include 3–6 quoted passages with page numbers, a brief summary in your own words, 2–3 questions, and a short personal reflection. Access Perusall at app.perusall.com or through the Moodle course page.
Submission Policies
This course uses a labor-based framework — these policies reflect that commitment.
Late & Flexible Submissions
If you need more time, reach out to Prof. Cole before the deadline — not after. Extensions are available without penalty when communicated in advance. Habitual lateness without communication will affect your labor assessment at the end of the semester.
Collaboration
You're encouraged to think through ideas with classmates. All writing you submit should be your own work. If you're unsure whether a collaboration is appropriate, reach out to Prof. Cole first — always a welcomed conversation.
AI Tools
We'll study AI in Week 14 and develop frameworks together. For now: be transparent about any AI tool use and be prepared to discuss your process. AI that substitutes for your genuine intellectual development undermines the goals of this course.
Access & Accommodation
Please share your DRS accommodations letter with Prof. Cole in Week 1. If access barriers emerge mid-semester, reach out immediately. This course is designed with UDL principles — your learning needs are a design consideration, not an exception.
Sharing & Privacy
Your Portfolio Doc is shared only with Prof. Cole. If you'd like to share excerpts with classmates for peer feedback, that's always your choice. No one else in the class has access to your document without your explicit permission.
Questions & Feedback
Email Prof. Cole at kkcole2@ncsu.edu or book office hours at the link in the sidebar. For assignment questions, reach out at least 48 hours before the due date so there's time to respond meaningfully before you submit.