Composition 1
Portfolio Presentation
By A First Year Student
December 2000
Introduction
• Here student should describe him/herself as a
writer and explain what he/she experienced or
discovered in Composition 1.
• A photo could be included here or on the title
page. Presentation may be personalized—clip art,
backgrounds, etc. Student may use voice to
comment on work, and preset animations to run
the show.
• This section provides an overview (summary) of
the main points of the portfolio.
Changes/Skills Demonstrated
• List 6 specific changes in writing or skills
developed this semester. Four are required (see
next slide); two are student options.
• Use the language from the common course
syllabus to identify some of the material to cover
• Use the language from the Ability/Skill/Levels
document—this is what the portfolio should
demonstrate.
• Hyperlink each point in list to the slide which
demonstrates the point .
•
**Note that the two documents hyperlinked on this page are on the I drive. If
you are not on the Network, you cannot access them with these links. Also,
students do not have access to the I drive.
Changes in my Writing this
Semester
•
•
•
•
•
I have learned to write an effective summary.
I know how to cite sources correctly in my writing.
I have learned four ways to organize essays.
I know the essential features of a good thesis statement.
Student option 1: for example, I have learned some ways
to reduce the wordiness of my sentences.
• Student option 2: for example, I have learned several
effective ways to write introductions.
I have learned to write an
effective summary.
• Here student would describe what the
essential features of a summary are, and
how the example linked to this page
demonstrates these features
• Then the student would provide a hyperlink
to a sample summary. This could be a Word
document or a Ppt. Slide, depending on the
length of the material.
I know how to cite sources
correctly in my writing.
• The student should explain the style
learned, and what it means to “cite sources
correctly.”
• A single example might follow on this page
• At the bottom of the slide should be a
hyperlink to a Word document that
demonstrates the skill in more detail.
I have learned four ways to
organize essays.
• Student can list the four ways to organize
essays, then select one to explain fully (“my
best essay uses the comparison/contrast
method. I chose the point by point method
of organization, so each paragraph of my
essay discusses the contrast of a single,
essential point between the two ideas.”)
• Word Document of selected essay is
embeded at bottom of page.
I know the essential features of a
good thesis statement
• Describe the features of a good thesis
statement.
• Give an example from your own writing
(quote it), and explain how you know it is a
good thesis statement.
Student Option 1
• Describe what you have learned, and give
examples. Hyperlink a word document, if
appropriate.
Student Option 2
• Describe what you have learned, and give
examples. Hyperlink a word document, if
appropriate.
Conclusion
• Student should indicate the expectations of
the Writing Skill/Levels 1 & 2 (they should
copy the text!) and self assess.
• He/she should reflect on strengths and
weaknesses as a writer and set goals for
next semester in College Composition 2.
Writing Skill / Levels 1 & 2
• Level One:
– Expresses clearly thoughts and ideas in informal writing
contexts.
– Composes structurally correct sentences in Standard American
English.
– Generates well-developed, coherent paragraphs.
• Level Two:
– Processes information to produce writing that clearly and
accurately summarizes and/or reports.
– Writes, well-developed, focused essays.
– Searches for information and inserts research appropriately.