Abstract: Seniors submitted and revised essays within ePortfolios for evaluation by high school faculty and university first-year writing instructors. The project also examined differences between high school and college teachers' responses and effects on students' assumptions about the writing expected and valued in college. Results suggest techniques useful for portfolio-supported instruction.
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Acker, S., & Halasek, K. (2008). Preparing High School Students for College-Level Writing: Using ePortfolio to Support a Successful Transition. Journal of General Education, 57(1), 1–14. http://www.jstor.org/stable/27798087