The PortfolioThe Portfolio

Its PurposeIts Purpose

Your PreparationYour Preparation

Your portfolio with all of the papers Your portfolio with all of the papers you intend to submit you intend to submit

The St. Martin’s Guide to WritingThe St. Martin’s Guide to Writing

Paper and pencil/penPaper and pencil/pen

If you are completing this workshop near If you are completing this workshop near the end of the semester, you will need:the end of the semester, you will need:

The Purpose of the PortfolioThe Purpose of the Portfolio

The portfolio is meant to help The portfolio is meant to help you understand and you understand and appreciate writing as skill that appreciate writing as skill that develops over time.develops over time.

It encourages incorporation of It encourages incorporation of a variety of writing strategies, a variety of writing strategies, revision, and continued revision, and continued refinement of style. refinement of style.

In addition, the portfolio asks In addition, the portfolio asks that you identify your purposes that you identify your purposes for writing and understand the for writing and understand the perspectives and needs of perspectives and needs of different audiences.different audiences.

Jacobs

ENG 132.04 #6

In addition to serving as a learning tool, In addition to serving as a learning tool, the portfolio is also an evaluation tool.the portfolio is also an evaluation tool.

In other words, In other words, it serves as yourit serves as yourfinal exam! exam!

However, unlike a traditional exam, you have been able to set goals, revise papers, and develop your portfolio throughout the semester.

To create a successful portfolio, you must To create a successful portfolio, you must understand & apply key concepts and understand & apply key concepts and strategies related to composition and strategies related to composition and

rhetoric.rhetoric.organization

development

focus

1.1. compose using a variety of modescompose using a variety of modes2.2. address purpose, engage audience, and address purpose, engage audience, and

establish credibility establish credibility 3.3. achieve consistency of toneachieve consistency of tone4.4. develop a central idea using specific supportsdevelop a central idea using specific supports5.5. control organization control organization 6.6. integrate source material and document integrate source material and document

sources correctly using Modern Language sources correctly using Modern Language Association (MLA) guidelines Association (MLA) guidelines

7.7. create polished drafts through drafting and create polished drafts through drafting and revision revision

8.8. use correct grammar and mechanics. use correct grammar and mechanics.

Specifically, the portfolio demonstrates your ability to:

ActivityActivity: Create a check list using these 8 : Create a check list using these 8 criteria. criteria.

Check List

X 1. Compose using a variety of modes

2. Address purpose, engage audience, and establish credibility

3. Achieve consistency of tone

4. Develop a central idea using specific supports

5. Control organization

6. Integrate source material and document sources correctly using MLA guidelines

7. Create polished drafts through drafting and revision

8. Use correct grammar and mechanics

X

X

X

X

X

X

X

X

How to proceed…How to proceed… This workshop is going to help you review your portfolio so that you can This workshop is going to help you review your portfolio so that you can turn in a product you will be proud of. You will need to move through the turn in a product you will be proud of. You will need to move through the workshop at least a week before your portfolio is due.workshop at least a week before your portfolio is due.

The following slides review the criteria you have on your check list. Find The following slides review the criteria you have on your check list. Find each criteria in your portfolio, then write down whether or not you feel each criteria in your portfolio, then write down whether or not you feel your writing has fulfilled the specific expectations. The check points in your writing has fulfilled the specific expectations. The check points in this workshop are the activities.this workshop are the activities.

If you find that one or more of your papers have not fulfilled certain If you find that one or more of your papers have not fulfilled certain criteria, take the diagnostic check list and portfolio to your teacher for criteria, take the diagnostic check list and portfolio to your teacher for help. help.

OROR go to The Center for Student Success, or visit a drop-in writing center go to The Center for Student Success, or visit a drop-in writing center at the Lenawee or Hilllsdale Campus and ask a writing technician to help at the Lenawee or Hilllsdale Campus and ask a writing technician to help with a final revision.with a final revision.

Later in the workshop, we will review formatting criteria as wellLater in the workshop, we will review formatting criteria as well..

At this point…At this point…

We are rapidly approaching We are rapidly approaching the portfolio due date in all the portfolio due date in all comp classes. comp classes.

Are you ready?Are you ready?

You should already have You should already have worked out your message or worked out your message or thesis, your support through thesis, your support through research and citation and your research and citation and your overall organization.overall organization.

What else is there?What else is there?

Check Point 1: Does your portfolio demonstrate your Check Point 1: Does your portfolio demonstrate your

ability to write using a variety of modes?ability to write using a variety of modes?

Narrative and DescriptiveNarrative and DescriptiveExpositoryExpositoryPersuasivePersuasiveArgumentativeArgumentative

English 090 portfolios may contain mostly narratives.English 131 portfolios should contain at least two different modes. English 132 portfolios require a research paper and mostly informative essays.

College Composition classes generally work College Composition classes generally work with four modes of writing: narrative, with four modes of writing: narrative, descriptive, expository, and persuasive. descriptive, expository, and persuasive. There are many subcategories to these There are many subcategories to these modes such as compare and contrast, literary modes such as compare and contrast, literary analysis, argumentation, process, and so on.analysis, argumentation, process, and so on.Some require support from your personal Some require support from your personal experience, others require support from experience, others require support from primary or secondary sources.primary or secondary sources.

The important idea here is that you have The important idea here is that you have selected the mode that best serves your selected the mode that best serves your purpose and that your portfolio demonstrates purpose and that your portfolio demonstrates competency in a variety of modes. competency in a variety of modes.

Check Point 1: Check Point 1: continued…continued…

On your check list, under ‘variety of modes’ write On your check list, under ‘variety of modes’ write down the kinds of writing that you have included down the kinds of writing that you have included in your portfolio. in your portfolio.

If you are unsure, take a guess! Do your best to If you are unsure, take a guess! Do your best to name modes now, then check in with your name modes now, then check in with your instructor before submitting your portfolio for instructor before submitting your portfolio for review.review.

Check Point 2Check Point 2 Does your portfolio address purpose? While this workshop Does your portfolio address purpose? While this workshop

cannot focus on all of the strategies, we can give you cannot focus on all of the strategies, we can give you pointers on writing an effective purpose statement.pointers on writing an effective purpose statement.

Does your purpose statement indicate a mode?

As you address this check point,you will be checking both variety and purpose.

For instance:

Check Point 2: continued…

Check each of your purpose statements. Do they reflect the mode you chose for your essay? Refer to the list on the following slide for more help connecting purpose statement to mode.

If needed, revise your purpose statement to correctly reflect the paper’s mode. Record the original statement and your revised statement.

Purpose Statement and ModePurpose Statement and Mode

EffectiveEffective

Infinitive Infinitive

StatementsStatements

IndicateIndicate

to show or to shareto show or to share

to narrateto narrate

to describeto describe

to entertainto entertain

to informto inform

to explainto explain

to defineto define

to classifyto classify

to persuadeto persuade

to argueto argue

to provide response toto provide response to

literature, music, filmliterature, music, film

narrative/descriptive*narrative/descriptive*

narrative*narrative*

descriptive*descriptive*

Informative with narrative interspersion*Informative with narrative interspersion*

Informative*Informative*

explanatory*explanatory*

definition*definition*

analysis/classification*analysis/classification*

persuasivepersuasive

argumentativeargumentative

literary, music, or film analysisliterary, music, or film analysis

Check your purpose statement on each essay’s title page. The purpose Check your purpose statement on each essay’s title page. The purpose statement should begin with an infinitive statement: statement should begin with an infinitive statement: to + verb.to + verb. This This statement is an indicator of the style of your paper.statement is an indicator of the style of your paper.

* All forms of expository writing

Let’s think about an Ideal Reader…

Audience?Audience?

It is difficult to write effectively to a large, anonymous audience.

Consider An Ideal AudienceConsider An Ideal Audience

What do they know now?What do they know now?

What do they need to know about your topic?What do they need to know about your topic?

How might your specific language choices or examples affect your How might your specific language choices or examples affect your reader?reader?

Will they believe you? Understand your points? Will they believe you? Understand your points?

Consider them – not just yourself- in clarifying your ideas.Consider them – not just yourself- in clarifying your ideas.

The audience and purpose statements are identified on each title The audience and purpose statements are identified on each title page. Review the guidelines.page. Review the guidelines.

Revisers see their work from a Revisers see their work from a reader’s perspective.reader’s perspective.

They convey the whole picture.

Once writers discover what they want to say, they begin to consider HOW to say it. Early in the process, writers begin to shape their writing toward an audience. They make choices that fulfill not only their own purpose, but that meet a particular audience’s needs. They provide context and background.

Inexperienced revisers see their Inexperienced revisers see their meaning clearly. meaning clearly.

They feel the full pull and play of the action.

They understand the complexity of the argument. ...in their own minds.

Become a more experienced reviser and considerwhat your reader sees and knows

Check Point 3: Consistency of Tone

As you work on this check point you will also be checking development and support.

Have you engaged specific Have you engaged specific

strategies associated with the strategies associated with the

type of writing you claim in your type of writing you claim in your

purpose statement? Have you purpose statement? Have you

done so consistently throughoutdone so consistently throughout

the paper?the paper?

As you move through the following slides, review your papers and, for As you move through the following slides, review your papers and, for each paper, identify at least three specific strategies associated with each paper, identify at least three specific strategies associated with modes you have identified in your purpose statements. modes you have identified in your purpose statements.

Narrative StrategiesNarrative StrategiesFor more information see For more information see The St. Martin’s Guide to WritingThe St. Martin’s Guide to Writing Chapter 14. Chapter 14.

These strategies includeThese strategies include::

– Specific narrative actionSpecific narrative action

represented by active verbrepresented by active verb

modifying phrases and modifying phrases and clausesclauses

– Chronological organizationChronological organization

represented by verb tenserepresented by verb tenseand temporal transitionsand temporal transitions

– AnecdotesAnecdotes

– Recurring eventsRecurring events

– DialogueDialogue

– Use of past and present Use of past and present perspective (narrative perspective (narrative interspersioninterspersion

Which narrative strategies have you employed? In which paper?Which narrative strategies have you employed? In which paper?Have you used narrative as a support in expository or persuasive papers? Have you used narrative as a support in expository or persuasive papers?

If so, you are working with higher order writing skills.If so, you are working with higher order writing skills.

Narrative writingNarrative writing demonstrates basic strategies for representing demonstrates basic strategies for representing action and events.action and events.

Descriptive StrategiesDescriptive Strategies

For more information see For more information see The St. Martin’s Guide to WritingThe St. Martin’s Guide to Writing Chapter 15. Chapter 15.

Descriptive writingDescriptive writing demonstrates basic strategies for demonstrates basic strategies for representing action and events. representing action and events.

These includeThese include::

– Creating a dominant impressionCreating a dominant impression

– Naming, or calling attention to observable itemsNaming, or calling attention to observable items

– Detailing, or particularizing notable features recognizable by specific Detailing, or particularizing notable features recognizable by specific nouns, modifying details that work to support the writer’s purposenouns, modifying details that work to support the writer’s purpose

– Comparing one thing to anotherComparing one thing to another

Descriptive StrategiesDescriptive Strategies continued…..continued…..

Using Sensory Description

Which descriptive strategies have you employed? In which paper?Which descriptive strategies have you employed? In which paper?Have you used description as a support in expository or persuasive papers?Have you used description as a support in expository or persuasive papers? If so, you are working with higher order writing skills.If so, you are working with higher order writing skills.

Touch

Taste

Smell

Movement

Sight

Informative StrategiesInformative StrategiesFor more information see For more information see The St. Martin’s Guide to WritingThe St. Martin’s Guide to Writing

Chapters 16, 17, 18Chapters 16, 17, 18

Informative writing demonstrates basic strategies for communicating Informative writing demonstrates basic strategies for communicating specific information about a subject with attention to detail, accuracy, specific information about a subject with attention to detail, accuracy, & clarity.& clarity.

The strategies include:The strategies include:

– A Focused TopicA Focused Topic

– An Appeal to Reader InterestAn Appeal to Reader Interest

– A Logical PlanA Logical Plan

– Clear DefinitionsClear Definitions

– Careful Use of SourcesCareful Use of SourcesIf you need help with MLA check your text,If you need help with MLA check your text,go to owl.english.purdue.edu, or google MLA.go to owl.english.purdue.edu, or google MLA.

Informative StrategiesInformative Strategies continued…..continued…..

Clear Definitions

Classification

Explaining a process

Compare &

Contrast

Cause &

Effect

Which of these strategies have you employed? Which of these strategies have you employed? Where?Where?

Argumentative StrategiesArgumentative StrategiesFor more information see For more information see The St. Martin’s Guide to WritingThe St. Martin’s Guide to Writing

Chapter 19.Chapter 19.

– A Thesis that includes a clear positionA Thesis that includes a clear position

– A Logical Plan A Logical Plan

– Avoidance of Logical FallaciesAvoidance of Logical Fallacies

– Acknowledgement & Accommodation of Acknowledgement & Accommodation of Reader ConcernsReader Concerns

– Claims: Arguable Assertions Claims: Arguable Assertions

– Data: Plausible Reasons and Supporting Data: Plausible Reasons and Supporting Examples, Facts, Statistics, Anecdotes, Examples, Facts, Statistics, Anecdotes, Use of AuthorityUse of Authority(Data Supports Claims)(Data Supports Claims)

– Warrant: Explanations that connect data to Warrant: Explanations that connect data to claimsclaims

– Careful Use of Sources using MLA Careful Use of Sources using MLA documentation and citation strategies.documentation and citation strategies.If you need help with MLA check your text, If you need help with MLA check your text, go to owl.english.purdue.edu, go to owl.english.purdue.edu, or Google or Google MLA.MLA.

Argumentation demonstrates basic strategies for asserting a point of view. Argumentation demonstrates basic strategies for asserting a point of view. Which of these strategies have you used in your argument paper? Where?Which of these strategies have you used in your argument paper? Where?

These strategies include:These strategies include:

Finishing Check Point 3 Finishing Check Point 3

Review your notes and answer the following questions.Review your notes and answer the following questions.

With which modes do you feel most comfortable? Which still make you feel With which modes do you feel most comfortable? Which still make you feel unsure?unsure?

Which strategies have you used consistently throughout each paper? Which strategies have you used consistently throughout each paper?

Awareness of modes and consistent use of strategies help create an even Awareness of modes and consistent use of strategies help create an even tone in your writing.tone in your writing.

If you find you have questions or want to revise some papers, take these If you find you have questions or want to revise some papers, take these notes to your teacher, the Center for Student Success, or to a drop in writing notes to your teacher, the Center for Student Success, or to a drop in writing lab on the Lenawee or Hillsdale campus. Ask for help. lab on the Lenawee or Hillsdale campus. Ask for help.

Check Point 4Develop your subject

with a central idea and specific supports

Each of your essays has come to life because of Each of your essays has come to life because of an idea. You have taken an idea and created a an idea. You have taken an idea and created a statement about it, your thesis. statement about it, your thesis.

In drafting, you have found support or example to In drafting, you have found support or example to help explain your thesis to your reader. help explain your thesis to your reader. Whatever the mode of the paper, it shows Whatever the mode of the paper, it shows evidence of this explanation and support.evidence of this explanation and support.

To review each paper, reread your purpose and To review each paper, reread your purpose and audience statements, and then measure the audience statements, and then measure the relationship of these to your thesis statement.relationship of these to your thesis statement.

An Effective ThesisAs readers, we look for an indication of meaning. In expository writing,

we look for one or two sentences, the thesis, that condense the information or argument contained in the paper.

Takes a standJustifies

discussion

Expresses ONE

main ideaIs specific

The Thesis Contains

Your Central

idea

Activity 2a: Identify the thesisstatement in one of your portfolio papers. Write it down.

Clarifies thepoint of

your paper

As a writer, you cannot assume that your audience has prior As a writer, you cannot assume that your audience has prior knowledge or understanding of your topic. Try to use specific words knowledge or understanding of your topic. Try to use specific words that show meaning rather than offering generic or passive prose that that show meaning rather than offering generic or passive prose that

tell about your ideas.tell about your ideas.

We wereWe were planning to meet at a planning to meet at a nice restaurantnice restaurant for a celebration. for a celebration.

Connie and IConnie and I celebrated our anniversary at celebrated our anniversary at Daryl’sDaryl’s Downtown Downtown

Specific supports & clarity Specific supports & clarity on the sentence level on the sentence level

Passive verbGeneric, boring language

Clear, specific subject

Vague pronoun

Specific noun phraseand important detail

In this case, the writer keeps all the good stuff in her head. No sharing.

In this case, the writer offers details in order to share information and engage audience interest.

Stronger verb

Nominalization

Check Point 5: Control organizationSince good writing requires organization,

strong writers map out their plan.

Narrative with perspective

Living my passion

for dance

Early dance classes

How I felt then

Mrs. Mfun

1st recitalAudienceclaps

Practice +Dedication=Success

Narrative anecdotes and recurringevents How I felt

then

Past perspective

Overcoming obstacles

Try outs for NYC School of the Arts Broken

Ankle &therapy

Narrative anecdotes and recurring events

Past perspective

Present perspective

Overall Organization Overall Organization in a variety of modesin a variety of modes

The purpose of all organization is to make your material The purpose of all organization is to make your material clear to the reader. Ask yourself these questions:clear to the reader. Ask yourself these questions:

– Does your lead paragraph have focus?Does your lead paragraph have focus?– Are paragraphs in a reasonable order?Are paragraphs in a reasonable order?– If you have multiple supporting examples, what order seems If you have multiple supporting examples, what order seems

most logical for presenting them? most logical for presenting them? – Does your evidence in each paragraph support that paragraph’s Does your evidence in each paragraph support that paragraph’s

main idea?main idea?

Remember, every paragraph serves a function. Remember, every paragraph serves a function. Make a scratch outline of one of your essays. Make a scratch outline of one of your essays. How well are your paragraphs serving your essay?How well are your paragraphs serving your essay?

Check for Effective Leads and Check for Effective Leads and ConclusionsConclusions

The successful lead draws the reader into your paper. The unsuccessful lead does not. The successful lead draws the reader into your paper. The unsuccessful lead does not.

The successful lead interests readers. The unsuccessful lead does not.The successful lead interests readers. The unsuccessful lead does not.

The successful lead is clear and uncluttered. The unsuccessful lead contains The successful lead is clear and uncluttered. The unsuccessful lead contains unnecessary, process-based language.unnecessary, process-based language.

At this stage, remove all process language from your lead. Process language is language At this stage, remove all process language from your lead. Process language is language that you might use in drafting a paper, helping you get started, helping you find your that you might use in drafting a paper, helping you get started, helping you find your subject. For example, “I am writing this paper about my first day as a college student.” subject. For example, “I am writing this paper about my first day as a college student.” When you revise for the final draft, remove this language and make assertive statements: When you revise for the final draft, remove this language and make assertive statements: “My first day of college matched the dream in my head.” “My first day of college matched the dream in my head.”

The conclusion of an essay gives the reader a sense of closure. They are often one of The conclusion of an essay gives the reader a sense of closure. They are often one of the least considered aspects of an otherwise strong writing. Closure is critical for effective the least considered aspects of an otherwise strong writing. Closure is critical for effective writing. Your conclusion is what the reader remembers first.writing. Your conclusion is what the reader remembers first.

Make it count.Make it count.

Activity: Addressing ConclusionsActivity: Addressing Conclusions

How do I achieve a sense of closure? How do I achieve a sense of closure?

Have I simply restated my introduction?Have I simply restated my introduction?

How do I make the conclusion more memorable or more How do I make the conclusion more memorable or more forceful?forceful?

Is there a Call to action? A Summary statement? Is there a Call to action? A Summary statement?

Avoid simply trailing off…you lose the readerAvoid simply trailing off…you lose the reader..

Review the conclusion of each paper, asking these questions:

Check Point 6: Integrate source material and document

sources correctly

Learning to accurately document source material is a fundamental task of good writing. Whether you quote directly or simply employ information that you’ve gathered from research, you must acknowledge each and every source in your paper. You do that through direct quotation or by paraphrasing. In either case, you must reference your source.

Your instructor has undoubtedly explained that MLA is the required format for citation in your portfolio. You may use the research section in your textbook or find appropriate guidelines online.

See the Purdue University website through the JCC Library website or by going to:

http://owl.english.purdue.edu

Text citationsText citations

MLA documentation generally uses the MLA documentation generally uses the author/page form in citation. author/page form in citation.

EX.: Wordsworth stated that Romantic EX.: Wordsworth stated that Romantic poetry is marked by “a spontaneous poetry is marked by “a spontaneous overflow of powerful emotion” (263).overflow of powerful emotion” (263).

There are many other forms to use, and There are many other forms to use, and your text outlines integration of source your text outlines integration of source material in Chapter 22 on “Using and material in Chapter 22 on “Using and Acknowledging Sources.” Review these.Acknowledging Sources.” Review these.

Check Point 7. Create polished drafts through drafting and revision

A ”polished” paper A ”polished” paper accomplishes its goals. It accomplishes its goals. It communicates the main communicates the main idea in a clear and idea in a clear and insightful way to the insightful way to the identified audience. The identified audience. The reader moves through the reader moves through the writing smoothly, following writing smoothly, following the pattern of organization the pattern of organization and understanding the and understanding the points made, in a points made, in a seamless and effortless seamless and effortless way.way.

Creating multiple drafts has allowed you to think about your subject, to re-think your ideas and to arrange them in the most effective pattern possible.

Check Point 8:Use correct grammar and

mechanicsActivity: Activity:

Identify two grammar and/or mechanics issues Identify two grammar and/or mechanics issues that you worked with this semester.that you worked with this semester.

Read through all of your papers to ensure that Read through all of your papers to ensure that you corrected any issues related to your you corrected any issues related to your identified areas.identified areas.

Activity: Editing Comma UseActivity: Editing Comma Use

Look at every comma in each of your papers. Yes, I know, this will take Look at every comma in each of your papers. Yes, I know, this will take some time. Look for commas in each of these situations. They are correct some time. Look for commas in each of these situations. They are correct ones. If you have other commas, ask me about them.ones. If you have other commas, ask me about them.

A. After an introductory phraseA. After an introductory phrase

When it stopped raining, we went outside to play.When it stopped raining, we went outside to play.

B. With an appositiveB. With an appositive

My sister, Cindie, is my best friend.My sister, Cindie, is my best friend.

C. With a coordinating conjunction and compound sentenceC. With a coordinating conjunction and compound sentence

We wanted to play outside, but the rain prevented it.We wanted to play outside, but the rain prevented it.

More often than not, the mistakes we make with commas involve using More often than not, the mistakes we make with commas involve using them unnecessarily. Correct all of those and eliminate 85% of the errors.them unnecessarily. Correct all of those and eliminate 85% of the errors.

Other Common PunctuationOther Common Punctuation SemicolonsSemicolons

The semicolon has a particular use: to join two sentences in meaning, although The semicolon has a particular use: to join two sentences in meaning, although each could stand on its own. Both sides of the semicolon can stand as each could stand on its own. Both sides of the semicolon can stand as complete sentences.complete sentences.

I love this classI love this class;; the students are my friends. the students are my friends.

ColonsColons

Only use colons when you are giving a list. Only use colons when you are giving a list.

Please add the following to the agenda: new tables, new wiring, and Please add the following to the agenda: new tables, new wiring, and more memory for the computers.more memory for the computers.

There are, of course, other appropriate uses for each of these symbols, but these There are, of course, other appropriate uses for each of these symbols, but these are the most common. are the most common.

Activity: Editing on Sentence Activity: Editing on Sentence LevelLevel

Sentences are made up of words which are functioning as particular parts Sentences are made up of words which are functioning as particular parts of speech. Every sentence must have a subject (the thing which is acting) of speech. Every sentence must have a subject (the thing which is acting) and a verb (the action itself).and a verb (the action itself).

““She drove.” This is about as simple as it gets: subject/verbShe drove.” This is about as simple as it gets: subject/verb

But actually you might have a sentence like this:But actually you might have a sentence like this: “ “Stop!” The verb is clear – stopStop!” The verb is clear – stop

The subject of this sentence is implied – YouThe subject of this sentence is implied – You

A sentence fragment is a phrase, a group of words, which does not have a A sentence fragment is a phrase, a group of words, which does not have a subject or which does not have a verb. For example:subject or which does not have a verb. For example:

““After we saw the movie.” After we saw the movie.”

Examine the sentences in your papers looking at this issue. Has your Examine the sentences in your papers looking at this issue. Has your instructor identified a problem with your sentences? Run-sentences? instructor identified a problem with your sentences? Run-sentences? Fragments? Comma splices? Work on that problem now.Fragments? Comma splices? Work on that problem now.

Finally:Finally:Remember to Follow the Remember to Follow the

established guidelineestablished guideline

Cover PageCover Page

Title PagesTitle Pages

Minimum Number of PagesMinimum Number of Pages

FormattingFormatting

Cover PageCover Page

Course Number and SectionCourse Number and Section Instructor NameInstructor Name Student NumberStudent Number

Tip: Tip: First impressions count.First impressions count.Center Your Information.Center Your Information.

Title PagesTitle Pages

While the MLA does not require title pages, While the MLA does not require title pages, this process does. The title page helps this process does. The title page helps your reader evaluate your understanding your reader evaluate your understanding of the role of audience and purpose. of the role of audience and purpose.

TitleTitle

Statement of AudienceStatement of Audience

Statement of PurposeStatement of Purpose

Title Functions:Title Functions:

Engage and connect readers.Engage and connect readers.

Point readers in the direction of the essayPoint readers in the direction of the essay

Convey focusConvey focus

Convey purposeConvey purpose

Convey mode Convey mode

Convey toneConvey tone

Minimum Number of PagesMinimum Number of Pages

ENG 090ENG 090 88

ENG 131ENG 131 1010

ENG 132ENG 132 1212

FormattingFormatting

Double SpaceDouble Space

12 Point Font12 Point Font

One Inch MarginsOne Inch Margins

ID # in Upper Right Hand CornerID # in Upper Right Hand Corner

Papers are anonymous – no namesPapers are anonymous – no names

Submit in Two Pocket FolderSubmit in Two Pocket Folder

How is the Portfolio Assessed?How is the Portfolio Assessed?

Your portfolio will be read and assessed Your portfolio will be read and assessed holistically. The reader will look at your holistically. The reader will look at your work as an interconnected collection, work as an interconnected collection, assessing how successfully you use writing assessing how successfully you use writing strategies under a variety of circumstances. strategies under a variety of circumstances. Criteria include the outcomes identified Criteria include the outcomes identified earlier in this workshop. earlier in this workshop.

Review slide 6.Review slide 6.

Who Grades Your Portfolio?Who Grades Your Portfolio?

Your instructor will not evaluate Your instructor will not evaluate your portfolio.  your portfolio. 

Another composition instructor will Another composition instructor will read, grade, and comment on the read, grade, and comment on the writing strengths and areas in writing strengths and areas in which you could improve. which you could improve.

You will receive a written You will receive a written evaluation of your portfolio with its evaluation of your portfolio with its return. The evaluation will include return. The evaluation will include comments, a grade, and the comments, a grade, and the evaluator’s name.  evaluator’s name. 

We have chosen this system of We have chosen this system of assessment to provide you with an assessment to provide you with an objective reading of your writing. objective reading of your writing.

Portfolio ResponsePortfolio Response

The Strengths Your Writing Exhibits:The Strengths Your Writing Exhibits:

Reader observationsReader observations

To Make Your Writing Stronger:To Make Your Writing Stronger:

Reader suggestionsReader suggestions

Overall Commentary and Portfolio Overall Commentary and Portfolio Grade: Grade:

Reader clarification of grade and Reader clarification of grade and any deductionsany deductions

Signed_________________Signed_________________

Date____________________Date____________________

ReviewReviewTake this time to reflect on what you have learned.Take this time to reflect on what you have learned.

Write a paragraph or two focusing what you have learned or had reinforced for Write a paragraph or two focusing what you have learned or had reinforced for you during this workshop. you during this workshop. Review and list the general portfolio requirements for a writer in your course Review and list the general portfolio requirements for a writer in your course (090, 131, or 132).(090, 131, or 132).Make a list of the eight (8) outcomes identified by composition faculty that are Make a list of the eight (8) outcomes identified by composition faculty that are used to assess the portfolio. Order your list by starting with the outcomes you used to assess the portfolio. Order your list by starting with the outcomes you understand and feel comfortable with, then move to the outcomes that are most understand and feel comfortable with, then move to the outcomes that are most problematic for you. Clearly identify areas you do not understand. Take a few problematic for you. Clearly identify areas you do not understand. Take a few moments before, during, or after class to share this list with your instructor in moments before, during, or after class to share this list with your instructor in conversation.conversation.List any questions you have about the portfolio grading process and seek the List any questions you have about the portfolio grading process and seek the answers for them from your instructor.answers for them from your instructor.

For three hours of GPAW credit, print this slide & attach it to the activities For three hours of GPAW credit, print this slide & attach it to the activities completed during the workshop. Submit them to your instructor.completed during the workshop. Submit them to your instructor.