Portfolio Requirements College Writing

Portfolio Requirements College Writing *****Due Date: Tuesday, January 17. Late penalty of ½ credit for all portfolios received after noon on Friday, January 20***** The final class portfolio will include the following: - Revision of either Essay 4 (causal) OR Essay 7 (EMG primary research) - Revision of either Essay 2 (college app) OR Essay 6 (definition/yearbook) - Revision of either Essay 3(critical response) OR Essay 5 (EMG critical response) - If you revise Essay 6, I need the original WITH MY COMMENTS - a cover letter that makes an argument for how your portfolio selections demonstrate the four course outcomes. - any peer reviews and/or rough drafts that help you to illustrate your development and fulfillment of outcome four (optional). Any portfolio that does not include ALL of the above will be considered INCOMPLETE. Furthermore, any portfolio in which several of the assignments fall significantly short of their length requirements will also be considered incomplete. AN INCOMPLETE PORTFOLIO GUARANTEES A FAILING GRADE IN THE CLASS! DON T LET THIS HAPPEN TO YOU! Format Requirements: Every revised paper must meet the format requirements listed on the syllabus. They are: Standard Font (Calibri, Times New Roman, etc.), 11 or 12 pt. Double spaced (this does not include the cover letter) 1 margins all around MLA standards of documentation - In-text citations and a work cited page (as needed). Exceptions are Essay 2 and Essay 6 A title on every revised assignment so you can refer to it in your cover letter 1

Cover Letter Assignment The cover letter, in many ways, represents the goals of this course in the most thorough and complete form. In a 2-3 page, single spaced letter, you will construct an argument that places your writing within the College Writing Portfolio Evaluation Rubric (see following pages) and that uses an analysis of your own writing selections as evidence. Everything that we have been working towards in class has been building towards this assignment which is designed to allow you to demonstrate your own fulfillment of the course outcomes in several ways: 1. Meta-perspective One of the main concerns of this class has been to assist you in constructing a critical and analytic perspective on your own writing, therefore allowing you to take that viewpoint into other writing situations beyond the College Writing classroom. The cover letter is a means for you to demonstrate your proficiency in this area. By showing me where your writing fulfills each course outcome, you will also be simultaneously proving your ability to effectively critique your own writing. 2. Explanation It is up to you which of your papers you choose to submit and revise as the best examples of your work. Your cover letter should explain to me in no uncertain terms why you chose to use these particular papers. In addition, you should also explain what revisions you have made and why. Using the language of the outcomes, describe how the work that you have chosen illustrates your strengths (and weaknesses) as a writer, reader, and thinker. 3. Argumentation The main goal of the content of the cover letter itself is to argue for a specific interpretation of your performance based on the Portfolio Evaluation Rubric. Utilizing the argumentation techniques that you have been practicing all quarter, tell me why you have achieved a certain level of proficiency. Be aware that while you are arguing, you are also framing my own reading and directing it to the strongest points of your writing. Format: Length: 2-3 pages Format: business letter format, single-spaced, block format Business Letter Format: The business letter format has the same font and margin requirements that have been required for all of your papers. However, your name and header will appear differently and you will single-space. You do not need a Works Cited Page or MLA documentation, but if you quote, it should be clear which document you are using. The paragraphs will be in block format which means that they will not be indented and will be separated by a blank line. You will be addressing your cover letter directly to me, but all of the academic standards and rhetorical conventions that we have learned still apply. Your grade on the portfolio will depend partially on your performance on the cover letter itself, so dot your i s and cross your t s. 2

Sample: <Your address> <city, state zip> <date> Tonja Reischl Liberty High School 16655 SE 136 th St Renton, WA 98059 Dear Ms. Reischl: I am writing this letter to you in order to illustrate, as a sample, the format of the cover letter. As you can clearly see, the tone of the letter itself is formal and controlled, mirroring the tone that I have been struggling to establish in my own writing all quarter long. In your Portfolio Packet you noted that each cover letter should use the same font and margin requirements that have been required for all of [our] papers. Taking this direction into account, I have taken care to use Times New Roman Font at the 12 point size requirement and have set my page margins at a sensible one inch. You may also notice that the paragraphs themselves are not indented. I am, however, careful to leave a space in-between each separate paragraph in order to properly conform to the block format that is required of a business letter of this type. There are many reasons to do this, the foremost among them being that you told me to. Blah Blah Blah and so one for as many paragraphs as you need. Sincerely, <your signature> <your name typed> Of course this sample only illustrates the format requirements of the cover letter and not its content requirements. How you chose to argue for your particular place in the Rubric is up to you and will be dependant on your engagement with your own work. I would like you to remember that there are multiple requirements for this course, some of which you may be more proficient in than others. Learning is not an even and linear process and telling me about your experience in this class may be an important part of explaining your argument. However, keep the following things in mind: 3

TIPS FOR THE COVER LETTER: The cover letter is NOT a place to - tell me how College Writing changed your life. Of course, I hope that this class, both in its content and writing challenges, has given you something to think about in a larger context. But remember to consider your audience (me). It is essential in this assignment to address your audience effectively in a way that is convincing. Overt appeals to my ego as a teacher or overly emotional sentiments will be noticed (and I probably won t believe you anyways). - tell me how you have progressed from a novice to an expert academic writer in four easy months. Again, remember that learning does not progress in a straight line from ignorance to enlightenment. Your claim does not have to necessarily imply that you are now a perfect writer and that the class has been wonderful in order for you to prove that you have fulfilled the outcomes. Again, remember your audience. Are you interested in claiming that you are an expert at this point? Will I be interested in arguing against you? - apologize. I am not interested in reading any type of apology for any work that you HAVEN T done over the course of this quarter. Of course we all have things that we could have done better in the last sixteen weeks and we all have reasons for why those things didn t happen. Your energy should be directed at engaging me in the work that you HAVE done. Just as false enthusiasm will discourage my reading of your argument, sob stories will distract from the credit that you may have rightfully earned. - tell me how all of your work is perfect. It s not. I will be grading based on your overall performance, while paying close attention to the outcomes as they are outlined in the cover letter. This does not mean, however, that all of your papers have to be pitch-perfect in order to make a good grade. While your argumentative research paper should illustrate all four of the outcomes, it is not necessary for your shorter papers to necessarily illustrate EVERY point. In addition, pointing out your own imperfections has the double effect of telling me that you can see where you have still fallen short (thus telling me that you know the difference between failing and succeeding in this case) and also acts like a counterclaim that heads my own criticism off at the pass. But be careful to not overdo it. And remember, I will still be grading based on these imperfections, but may react differently if I have to find them myself. The cover letter is a GREAT place to - honestly and effectively evaluate your own work. Remember that I will be constructing my own evaluation of your work in my reading of your revised pieces. In this way, the cover letter serves as a powerful rhetorical device that can direct me, ahead of time, to the best and brightest parts of your writing. It might also be a place to acknowledge any weaknesses (which will illustrate your ability to identify them as such) and therefore allow you to incorporate them into your argument, strengthening it overall. - illustrate your proficiency in the outcomes as you are identifying them. Use the skills in academic writing that you have accumulated! Quote your own work and analyze it! Construct an argument that tracks a claim down several lines of inquiry! Sell your argument with some of the rhetorical devices that we have explored. This time, your writing has an immediate importance and context. Use it to your advantage! 4

Portfolio Reminders: 1. Even if you did well on the initial draft of your chosen assignments, you MUST SIGNIFICANTLY REVISE each paper you include in the portfolio. Remember, fulfilling Outcome 4 depends on this. Significant revision means substantial changes to the structure of your paper, the evidence used in your argument, and/or the claims or sub-claims that have been made. You are also welcome to bring in additional sources if you feel it strengthens your argument (tell me how in the cover letter). Editing and proofreading for grammar, mechanics, and word choice does not equal significant revision, though it is a part of Outcome 4. I guarantee that none of your papers has been so perfect that it cannot benefit from significant revision. My comments may only indicate starting points for this and revising purely in terms of them will not guarantee an A so it is essential that you confront every paper in terms of your understanding of the Outcomes. Of course, you can come to my room to run ideas by me. 2. Keep an eye on length requirements, particularly the minimums. While I don t generally mind you exceeding the limit by a page or so, I will be looking to see if that excess was necessary to your writing, or simply represents fluff. Length requirements will be an important part of future classes, so this is good practice. 3. Make sure you have followed the format requirements, especially MLA citation, which includes parenthetical citations and a properly formatted Works Cited Page. 4. Go back and review your notes and the various handouts that I have sent out. These can be useful in helping you to look at your work in new ways. 5

Outcomes 1. To produce complex, analytic, persuasive arguments that matter in academic contexts. The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry. The stakes of the argument, why what is being argued matters, are articulated and persuasive. The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas. The argument is persuasive, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position. The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry. 2. To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing. Course texts are understood and used in strategic, focused ways (for example: summarized, cited, applied, challenged, re-contextualized) to support the goals of the writing. The writer is able to utilize multiple kinds of evidence gathered from various sources (primary and secondary for example, library research, interviews, questionnaires, observations, cultural artifacts) in order to support writing goals. The writing demonstrates responsible use of an applicable system of documenting sources (e.g., MLA, APA, etc.). 3. To demonstrate an awareness of the strategies that writers use in different writing contexts. The writing employs style, tone, and conventions appropriate to the demands of a particular audience, genre and situation. The writer articulates and assesses the effects of his or her writing choices. 4. To develop flexible strategies for revising, editing, and proofreading writing. The writing demonstrates substantial and successful revision. The writing responds to substantive issues raised by the instructor and peers. Errors of formatting, grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing. Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing. 6

Portfolio Evaluation Rubric Outstanding Portfolio (A) This portfolio exhibits outstanding proficiency in all outcomes categories academic argumentation, purposeful use of texts, rhetorical awareness, and revision, editing, and proofreading outweighing its few weaknesses. The cover letter clearly indicates which items in the portfolio demonstrate the course outcomes, and makes a compelling argument for how they do so. In so doing, it displays thorough and thoughtful awareness of the writer s own writing, using evidence from the course outcomes, assignments, self-assessments, peer responses, and teacher responses by quoting or paraphrasing from these materials in support of its argument. The selected major paper and shorter texts offer an outstanding demonstration of all the course outcomes through a very highly proficient and skillful handling of the traits associated with them. The outstanding portfolio will likely demonstrate some appropriate risk-taking, originality, variety, and/or creativity. Strong Portfolio (A-/B+) The strong portfolio exhibits strengths clearly outweighing weaknesses, but may show somewhat less proficiency in one or two of the outcomes categories, perhaps strong in academic argumentation, purposeful use of texts, and rhetorical awareness, but slightly less in revision/editing/proofreading. The cover letter clearly indicates which items in the portfolio demonstrate the course outcomes, and makes an effective argument for how they do so. It also displays thoughtful awareness of the writer s own writing, using evidence from the course outcomes, assignments, self-assessments, peer responses, and teacher responses by quoting or paraphrasing from these materials in support of its argument, but may not present as clear an argument for the choices as the outstanding portfolio. The selected major paper and shorter texts, although slightly less consistent in demonstrating the course outcomes, nonetheless offer a strong demonstration of effectiveness in many traits associated with the outcomes, handling a variety of tasks successfully. This portfolio engages the material and follows the assignments given, but may risk less than the outstanding portfolio. Good Portfolio (B/B-) The good portfolio also exhibits strengths outweighing weaknesses, but may show less strength in two of the outcomes categories, perhaps strong in academic argumentation and purposeful use of texts, but less so in revision, editing, proofreading, and rhetorical awareness. The cover letter indicates which items in the portfolio demonstrate the course outcomes, and makes an argument for how they do so, although the argument may display less thoughtful awareness of the writer s own writing by using less evidence from the course outcomes, assignments, self-assessments, peer responses, and teacher responses in support of its argument. The selected major paper and shorter texts effectively demonstrate the course outcomes, but with less proficiency and control. The portfolio usually will not display the appropriate risk-taking and creativity of the strong and outstanding portfolios. Acceptable Portfolio (C+/C/C-) The acceptable portfolio is competent, demonstrating that the course outcomes are basically met, but the traits associated with them are not as fully realized or controlled. The writing can succeed in the academic environment. The strengths and weaknesses are about evenly balanced, but should be slightly stronger on academic argument and purposeful use of texts, as these represent key facets of academic writing. Some parts of the selected texts may be underdeveloped, too general, or predictable, or leave parts of the outcomes unconsidered. While demonstrating knowledge of conventions, this portfolio typically will not display rhetorical awareness or control over revision, editing, and 7

proofreading. The cover letter indicates which items in the portfolio demonstrate the course outcomes, but may not make as effective an argument for how they do so, one based in evidence from the course outcomes, assignments, self-assessments, peer responses, and teacher responses. Inadequate Portfolio (D) A portfolio will be inadequate when it shows serious deficiencies in three of the four course outcomes, especially in academic argument, purposeful use of texts, and revision, editing, and proofreading (for example, revision is limited to correcting grammar or to adding or deleting sentence and phrase level changes). Alternatively, this portfolio may be error free, yet does not adequately demonstrate the other outcomes. The portfolio cover letter will be brief and may not indicate which items in the portfolio demonstrate the course outcomes or make an effective argument for how they do so. The portfolio indicates that the student may need more time to be able to handle the demands of both academic reading and writing as characterized in the course outcomes and associated traits. Incomplete Portfolio (F) The incomplete portfolio covers the range from no portfolio turned in (0.0), to the portfolio that includes only part of the required work for the class, a portfolio missing significant portions of the work for the course. 8