THE WRITER'S PORTFOLIO: 4U
A writer's portfolio is the place where you will demonstrate your improvement as a writer. Improving
your writing will help improve your thinking skills, since these skills are highly interconnected. Over the
course of the semester, you will plan and compose a series of 5 personal essays.
WHAT SHOULD YOU WRITE ABOUT?
The topics on which you write are ENTIRELY UP TO YOU, but need to have a clear sense of purpose. Each
piece you write should be meaningful to you and should be written in such a way that it interests your
readers (your classmates and me). You should prioritize developing a personal and intentional voice for
each essay. Use creative writing techniques like imagery, personal anecdotes, and figurative language in
order to help with voice development. If you would like to use ‘Writer’s Portfolio’ pieces from previous
courses, please see me to discuss the process, and to avoid any penalties for academic misconduct.
WHAT’S INVOLVED?
I will collect your duotang once for each essay and at the end of the process. In each writing cycle, you
will:
A) write an essay outline and a rough draft;
B) have an in-class editing and revision session with your classmates;
C) revise and edit your work and hand it in;
D) receive your second draft back with commentary and feedback from me. You will write all the advice
down on “An Ongoing Conversation About Writing” page in your duotang --- missing this step will cost
you marks!! It’s the heart of the whole assignment! Don’t forget to do it or you’ll be sorry! Trust me
on this!!
HOW THE PROCESS OF ESSAY WRITING WORKS AND WHAT IT'S WORTH
While the five personal essays you write will eventually be assessed, the grade will not be given until the
end of the semester (and will be worth 15% of your overall mark). This grade will be based on the effort
you have put into playing with writing and on the level of improvement you have achieved. Not only
this, but a strong effort put into your writer's portfolio will improve the marks you receive on your
other course assignments.
Here is the tentative writing schedule
(these may be adjusted as we go and we will negotiate the first draft due dates as well):
FIRST ESSAY - 2nd draft handed in by February 18
SECOND ESSAY - 2nd draft is due: Mar. 22
THIRD ESSAY –2nd draft is due: Apr. 8
FOURTH ESSAY - 2nd draft is due: May 11
FIFTH ESSAY –2nd draft is due: May 31
“HOW I HAVE IMPROVED AS A WRITER” WILL BE WRITTEN IN CLASS ON June 10.
RUBRIC FOR WRITING PORTFOLIO
Application
How well do you
apply the advice
given to you to
improve the
quality of your
writing?
How much
improvement in
your writing ability
does each piece
demonstrate?
/10
4 (80-100%)
3 (70-79%)
2 (60-69%)
1 (0-59%)
Your writing consistently
demonstrates an excellent
ability to apply the ideas
discussed in class, as well as
the revision tips offered to
you by classmates and your
teacher to make your writing
more interesting to read.
Your writing demonstrates
reasonable ability to apply
the ideas discussed in class,
as well as the revision tips
offered to you by
classmates and your
teacher to make your
writing more interesting to
read.
Your writing demonstrates
fair, but inconsistent ability
to apply the ideas discussed
in class, as well as the
revision tips offered to you
by classmates and your
teacher to make your writing
more interesting to read.
Your writing consistently
demonstrates a limited to
unacceptable ability to
apply the ideas discussed
in class, as well as the
revision tips offered to you
by classmates and teacher
to make your writing more
interesting to read.
There is a clear attempt to
improve each successive
piece, and your final piece
explains convincingly and
knowledgeably, with excellent
detail, HOW you have
improved as a writer.
The progression of the pieces
in your notebook clearly
demonstrates strong and
highly substantial
improvements in your editing
and stylistic ability, and you
track feedback thoroughly
and effectively on the
‘Ongoing Conversation’ sheet.
Your essays complete all
aspects of the expected
process work (as described
above under ‘What’s
Involved?’).
By essay five, a wide variety of
rhetorical devices are used
intentionally and effectively.
There is a clear attempt to
improve most successive
pieces and your final piece
explains, in a fairly
convincing manner and
reasonably detailed
manner, HOW you have
improved as a writer.
The progression of the
pieces in your notebook
demonstrates clear and
substantial improvements
in your editing and stylistic
ability, and you track
feedback with some
thoroughness on the
‘Ongoing Conversation’
sheet.
One essay was missing a
rough draft and/or outline.
By essay five, a variety of
rhetorical devices are used
fairly effectively, and with
some sense of
intentionality.
The attempt to improve each
successive piece is
somewhat successful, but
inconsistent and your final
piece demonstrates some
insincerity, and limited
evidence in explaining HOW
you have improved as a
writer.
The progression of the
pieces in your notebook
demonstrates a satisfactory
degree of improvement in
your editing and stylistic
ability, but tracking feedback
on the ‘Ongoing
Conversation’ sheet is
inconsistent and incomplete.
Several essays were missing
a rough draft, outline, or
both.
By essay five, some
rhetorical devices are used
with a degree of
effectiveness, but there
doesn’t appear to be a
strong awareness of intent.
There is a little to no
visible attempt to improve
each successive piece and
your final piece sounds
formulaic and insincere in
the explanation of HOW
you have improved as a
writer.
The progression of the
pieces in your notebook
demonstrates weak to
unacceptable
improvement in your
editing and stylistic ability.
Your ‘Ongoing
Conversation’ sheet was
frequently incomplete,
underutilized, or missing.
Many essays were missing
rough draft, outline, or
both.
By essay five, a few
rhetorical devices seem
used with any
intentionality.