Portfolio Requirements – English 101 / Fall 2012
The final class portfolio will include the following:
- one of the two major papers, revised
- two of the shorter assignments, revised
- original copies of all writing assignments with my comments
- a cover letter that makes an argument for how your portfolio selections
demonstrate the four course outcomes.
- any peer reviews and rough drafts that help you to illustrate your
development and fulfillment of outcome four.
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!
While you are required to include everything that you have done over the quarter, the
portfolio will be assessed only on the cover letter, the 1 revised major paper and the 2
revised short assignments.
Assembling the portfolio:
I.
Place your materials IN THE FOLLOWING ORDER!
1. Cover Letter
2. The selected Major paper in final form
3. 2nd draft of the selected major paper with my comments
4. Rough draft of the selected major paper with peer review comments
5. 2 selected shorter assignments in final form
6. 1st Drafts of 2 Selected shorter assignments and any peer reviews
7. The rest of the assignments and that you have done including the other
major paper and attendant peer reviews, in chronological order from
the beginning to the end
II.
Place your organized materials in a MANILLA ENVELOPE. No fancy
folders or notebooks please. The front of your envelope should contain
the following information:
<YOUR NAME>
INSTRUCTOR: BRIAN GUTIERREZ
ENGLISH 101
Fall 2012
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III.
Turn your completed portfolio in on Thursday 12/13 by 6:00pm (or
earlier by appointment). Any portfolios turned in after this time will be
considered incomplete! NO EXCEPTIONS!
Format Requirements: Every revised paper must meet the format requirements listed on
the syllabus. They are:
 Times New Roman Font, 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)
 All work neat and STAPLED
In addition I would like all of your revised papers to have A TITLE so that you
can refer to it the cover letter.
Portfolio Checklist:
Use this checklist to BE SURE that you have included copies of all of the required
assignments.
o The Cover Letter – see page 3 of this packet for instructions
o SP 1.1
o SP 1.2
o Major Sequence Paper #1 – “Autoethnography”
o Rough Draft and Peer Reviews for Major Paper #1
o SP 2.1
o SP 2.2
o Major Sequence Paper #2
o Rough Draft and Peer Reviews for Major Sequence Paper #2
o Writing Journal Selections (revision not applicable)
Cover Letter / Reflective Essay Assignment:
The cover letter, in many ways, represents the goals of this course in the most
through and complete form. In a 2 - 3 page, single spaced letter, you will construct an
argument that places your writing within the English 101 Portfolio Evaluation Rubric
(see proceeding 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:
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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
English 101 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
Rough Draft Due:
Final Draft Due: With the portfolio (do not include your rough draft)
Business Letter Format:
The business letter format has the same font and margin requirements that have
been required for all of your papers (Times New Roman, 12pt, 1 inch margins).
However, your name and header will appear differently and you will single-space the
document. 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.
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Sample:
<date>
Brian Gutierrez
Department of English, Box 354330
North Seattle Community College
Seattle, WA 98195-4330
Dear Mr. Gutierrez:
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:
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TIPS FOR THE COVER LETTER:
The cover letter is NOT a place to…
- tell me how English 101 “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 ten easy weeks.” 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 ten 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.
- critique the class. There will be a formal opportunity on the last day for each
and every one of you to officially evaluate both the structure of the course and my
performance as your instructor. Citing problems of the course within your cover letter
can only direct my attention to the problems in your writing, instead of making me
excited about its strengths.
- 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 major paper selection should
illustrate all four of the outcomes, it is not necessary for your shorter papers to
necessarily illustrate EVERY point (that’s why you get to chose 3) 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
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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!
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 Outcomes 4a and 4b 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 4c. 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 office 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. These can be useful in helping you to look at
your work in new ways.
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ENGLISH 101 COURSE OUTCOMES
1. To demonstrate an awareness of the strategies that writers use in different rhetorical
situations.
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The writing employs style, tone, and conventions appropriate to the demands of a
particular genre, rhetorical situation or discipline.
The writing has a clear understanding of its audience, and various aspects of the
writing (mode of inquiry, content, structure, evidence, appeals, tone, sentences,
and word choice) address and are strategically pitched to that audience.
The writer recognizes and articulates the effects of his or her rhetorical choices.
2. To read, analyze, and synthesize complex texts purposefully in order to generate and
support writing.
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The writing demonstrates an understanding of the course texts as necessary for the
purpose at hand.
Course texts are used in strategic, focused ways (for example: summarized, cited,
applied, challenged, re-contextualized) to support the goals of the writing.
The writing is intertextual, meaning that a "conversation" between texts and ideas
is created in support of the writer's goals.
The writing demonstrates responsible use of the MLA system of documenting
sources.
3. To produce complex, analytic, persuasive arguments that matter in academic contexts.
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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.
4. To develop flexible strategies for revising, editing, and proofreading writing.
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The writing demonstrates substantial and successful revision.
The writing responds to substantive issues raised by the instructor and peers.
Errors of grammar, punctuation, and mechanics are proofread and edited so as not
to interfere with reading and understanding the writing.
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English 101 Portfolio Evaluation Rubric
Outstanding Portfolio (3.7-4.0)
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 risktaking, originality, variety, and/or creativity.
Strong Portfolio (3.1-3.6)
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 (2.5-3.0)
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 (2.0-2.4)
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
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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 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 (1.0-1.9)
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 (0.0-0.9)
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.
A
AB+
B
BC+
C
CD+
D
DF
4.0-3.9
3.8-3.5
3.4-3.2
3.1-2.9
2.8-2.5
2.4-2.2
2.1-1.9
1.8-1.5
1.4-1.2
1.1-0.9
0.8-0.7
0.0
2.0 or above is required for the “C” credit
Lowest passing grade.
Failure or Unofficial Withdrawal.
No credit earned.
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