Mid-Term Portfolio Reflection
Mid-Term Portfolio Presentation (your portfolio should be submitted to me in this order):
 Table of Contents
 This ditto
 Mid-Year Reflection (1-9) on notebook paper (leave one space between answers)
 Introduction and body paragraph rewrite
 AP 9-point rubric
 All formal writing assignments need to be in chronological order from the diagnostic essay to the most
recent essay
All assignments should have (and should be in this order):
1) the instructions, assignment description, or writing prompt
2) the most formal version of the assignment (usually has my feedback written on it)
3) the scoring tool, specification sheet, or rubric
4) a model of an exceptional response from a classmate and any notes you took when discussing why the
model was highly regarded (photocopy- of another student’s essay--unless the model was yours )
5) peer review activity or teacher conference activity and corresponding worksheets
6) rough draft(s)
7) prewriting activities, outlines, brainstorming, literary annotating, or webbing
8) a reflection discussing a) your strengths, b) your weaknesses, c) what you will focus on to help you
improve as a writer in your next essay, (c) and your progress as a writer.
Mid-Year Reflection
Answer the following in brief paragraph responses. Skip a line between each answer.
1. Explain what you would discuss if you were analyzing a writer’s style or rhetoric.
2. How comfortable are you with examining style and rhetoric? Why?
3. What elements of rhetoric and style are you most comfortable examining (syntax, tone, imagery, schemes,
tropes, etc.)? Why? What elements are you least comfortable examining? Why?
4. How comfortable are you with literary analysis in general? Explain how you have progressed as an analysis
writer.
5. What should always be included in an introduction of an analysis essay?
6. In body paragraphs, you know to include topic sentences supporting your thesis and to use examples.
What else do you need to do in the body paragraphs to demonstrate critical thinking?
7. In general, how has your writing improved this year? How have you grown as a writer? What have you
learned about writing or about your ability and talents as a writer?
8. In general, what is still holding you back? What do you need to continue to focus on as you prepare for
the AP exam? What do you now consider to be your weakest area in (analysis) writing?
9. We will now be moving on to persuasion, argument, and synthesis writing. How will you use what you
know about analysis writing to become a better persuasive writer?
10. Look back through your portfolio and decide which essay was your weakest presentation of your
analysis skills. On a new piece of notebook paper, you will rewrite your introduction paragraph,
making sure to include all the necessary elements, and rewrite the first body paragraph focusing on
tone and diction. On the top line of the notebook paper, create a title so I know which essay you are
rewriting. Limit your introduction and body paragraph to one page. Place this rewrite with that
essay. I’ll find it since I will be examining your portfolio in its entirety.
KEY: MID-TERM GRADING ASSESSMENT
EACH RESPONSE IS WORTH 5 POINTS
1. Explain what you would discuss if you were analyzing a writer’s style or rhetoric.
When analyzing a writer’s style or rhetoric, I would discuss what makes his or her writing unique. The author has the
choice of many different writing options or rhetorical strategies. Some strategies are: diction, imagery, details, language,
and syntax.
S: subject
D: diction/tone
O: occasion
I: imagery
A: audience
D: detail
P: purpose
L: language
S: speaker
S: tone
2. How comfortable are you with examining style and rhetoric? Why?
Student response. He or she should explain why or why he or she is or is not comfortable with examining style and
rhetoric.
3. What elements of rhetoric and style are you most comfortable examining (syntax, tone, imagery, schemes, tropes,
etc.)? Why? What elements are you least comfortable examining? Why?
Student response. Student should state one area he or she is most comfortable with and one area he or she is not. For each
area, the student should explain why.
4. How comfortable are you with literary analysis in general? Explain how you have progressed as an analysis
writer.
Student response on comfort level. Student should explain how he or she has progressed. Student may choose to elaborate
on: understanding expectations, understanding the prompt, understanding how to read the passage for analysis,
understanding how to annotate text, understanding rubrics, becoming more familiar with the formalized writing process,
understanding of desired product from examining models, etc.
5. What should always be included in an introduction of an analysis essay?
“Attention step” or “clincher, “I know what I’m talking about” step (S.O.A.P.S.), author’s name, title of selection being
analyzed, thesis statement
6. In body paragraphs, you know to include topic sentences supporting your thesis and to use examples. What else
do you need to do in the body paragraphs to demonstrate critical thinking?
Student response. However, student should note that the explanation of the EFFECT of using the specific device is of
paramount importance.
7. In general, how has your writing improved this year? How have you grown as a writer? What have you learned
about writing or about your ability and talents as a writer?
Student response. Student should note some level of improvement (or a reason for no improvement). Student should cite
evidence of growth as a writer. Student should discuss his or her understanding of ability and talent as a writer.
8. In general, what is still holding you back? What do you need to continue to focus on as you prepare for the AP
exam? What do you now consider to be your weakest area in (analysis) writing?
Student response. Student should refer to a topic that is hindering him or herself in their growth. Student should suggest
ways in which he or she can improve on this weak area in preparation for the AP exam. Student should be able to cite his
or her weakest area in writing.
9. We will now be moving on to persuasion, argument, and synthesis writing. How will you use what you know
about analysis writing to become a better persuasive writer?
Student response. Students should indicate that he or she has learned the elements of rhetoric and style and will manipulate
these devices in his or her own writing to be more convincing in developing Ethos, Logos, and Pathos.
Introduction and Body Paragraph Rewrite Grading Sheet
5:
4:
3:
2:
1:
Highly demonstrates
For the most part demonstrates
Somewhat demonstrates
Somewhat does not demonstrate
Does not demonstrate at all
1. Shows radical improvement from original introduction and body paragraph.
SCORE:____
2. Has a clear well-developed thesis that "answers" the prompt and attempts to guide the reader
through the rest of the essay.
SCORE:____
3. Demonstrates understanding of the complexity of the topic.
SCORE:____
4. Effectively analyzes, interprets, and makes inferences from the information.
SCORE:____
5. Introduction paragraph has: “Attention step” or “clincher, “I know what I’m talking about”
step (S.O.A.P.S.), author’s name, title of selection being analyzed, thesis statement
(in that order or close to that order).
SCORE:____
6. Body paragraph has: transition, topic sentence that links back to thesis, examples, and an
explanation of the effect of those examples.
SCORE:____
7. Body paragraph focuses on diction and tone.
SCORE:____
8. Body paragraph uses correct literary terminology when discussing diction and tone.
SCORE:____
9. May contain insignificant errors that do not hinder argument or organization.
SCORE:____
10. Is clearly organized and well-written.
SCORE:____
FINAL SCORE: ________ / 50
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