The
English
Portfolio
Process
A Comprehensive Guide to Using Final Portfolios for English 101, English 100/100ESL & English 98/98ESL Wright College English Department Portfolio Committee August 14, 2012 The English Portfolio Process
Table of Contents:
1. Rationale for the Portfolio Process
2. English Courses and Course Completion
3. Cohorts/Mentoring System
 Designated Mentors for Adjuncts
 Designated Cohorts
4. Required Meetings
 Course Orientation Meetings for Adjuncts
 Initial Fall 2012 Meeting
 Cohort Meetings: Midterm and End-of-Term
5. Specific Components of the Portfolio for Each Course
6. Due Date of Portfolios
7. In-Class Exit Essay Component of the Portfolio
 Eligibility
 Make-Ups
 Time Frame
 Computer Labs
 Prompts
 Conditions
 Proctoring: Day One and Day Two
8. Reading and Evaluation of Portfolios
 Date and Time
 Eligibility for Evaluation
 Standard Language for Course Syllabi: English 101, English 100/100ESL,
and English 98/98ESL
 Scoring of In-Class Exit Essay and Final Portfolio
 Weight of Portfolios in Final Grades
 Cohort Reading Process
9. Data Collection
10. Appendix: The appendix includes the following items:
 Portfolio Guide for English 98/98ESL
 Portfolio Guide for English 100/100ESL
 Portfolio Guide for English 101
 Sample English 98/98ESL In-Class Exit Paper Prompts
 Sample English 100/100ESL In-Class Exit Essay Prompts
 Sample English 101 In-Class Exit Essay Prompts
 Reflective Paper Prompt for English 98/98ESL
 Reflective Essay Prompt for English 100/100 ESL
 Reflective Essay Prompt for English 101
 Cover/Evaluation Sheet for English 98/98ESL
 Cover/Evaluation Sheet for English 100/100ESL and
 Cover/Evaluation Sheet for English 101
 CCC English Rubric
 Wright Exit Essay Rubric
 Data Collection Sheet
1 The English Portfolio Process
1. Rationale of the Portfolio Process
The English Department has voted to use portfolios with instructor cohorts because this process
allows for:
 the demonstration of our value of and respect for students’ academic efforts and abilities
as a whole.
 the elimination of the pressure of one measure, or exit exam, determining the success or
failure of a student.
 several types of academic writing experiences, including revised essays, in-class essays,
and a final reflective/self-assessment paper, to be part of assessment.
 more compatibility with the goals of a process-oriented writing course.
 the opportunity for students to examine their writing holistically, to reflect upon their
growth as writers, and to capture this work in a concrete way.
 the incorporation of each instructor’s knowledge of a student’s work in determining
readiness for advancement to the next level in the English sequence (because the
instructor is present in the cohort), thereby eliminating the appeals process.
 greater communication and support among the members of instructor cohorts.
 clearer alignment of departmental course objectives and SLOs.
 the possibility of the use of course portfolios for program evaluation.
2. English Courses and Course Completion
The portfolios will be used for English 98/98ESL, English 100/100ESL, and English 101.
Although the weight of the portfolio in determining final grades is up to individual instructors
(see section on evaluation of portfolios for more detailed information), in order to pass the
above-stated English classes, students must receive a passing grade on the final portfolio.
Please note that instructors are not limited to this final departmental portfolio. While the final
departmental portfolio should only contain the items specified in this document, instructors are
free to employ another portfolio for assessment purposes for their own classes.
3. Cohorts/Mentoring System
Designated Mentors for Adjuncts: At this time (Fall 2012), Chris Leonard and Tara Whitehair
will serve as mentors for all adjuncts, as mentoring is the focus of their tenure project. The
English chair and co-chairs will also serve as mentors.
Designated Cohorts: The designated cohorts of teachers will comprise both full-time and
adjunct instructors for each course level. Every English 98/98ESL, English 100/100ESL, and
English 101 adjunct instructor will be in a cohort; every full-time English Department member
will be in a cohort. We are completely dependent on everyone’s cooperation for the success of
this process, and we hope that all will see its significant benefits to students, faculty and the
department.
The specific cohorts will be determined according to the English course, section or time of day,
number of sections (or portfolios), and balance.
2 The English Portfolio Process
The cohorts will be co-chaired by one full-time and one adjunct faculty member. The
responsibilities of the co-chairs will be to contact the members of their cohort, to arrange for and
facilitate the two cohort meetings described below, and to submit the number of hours worked
for each adjunct after the two meetings.
4. Required Meetings
Each semester, there will be three meetings: 1) course orientation meeting (adjuncts only);
2) cohort midterm meeting to benchmark student papers (adjuncts and full-timers); and 3) cohort
end-of-term meeting to evaluate portfolios (adjuncts and full-timers).
Course Orientation Meeting for Adjuncts: Every semester, there will be a course orientation
meeting for English 98/98ESL, English 100/100ESL and English 101 at the beginning of the
term. The English 98/98ESL and English 100/100ESL instructors will meet together; the English
101 instructors will meet separately. If an instructor teaches English 101 and English 98/98ESL
or 100/100ESL, then she/he should attend the English 101 meeting and simply meet with a
mentor to review the English 98/98ESL or 100/100ESL materials. This meeting will be required
for new adjuncts and recommended for returning adjuncts. The purpose of the meeting is to
review course syllabi, books, and the portfolio process and materials.
Initial Fall 2012 Meeting: Mandatory for All
The initial meeting for all full-time faculty in the English Department will occur during inservice week. The portfolio process and all materials will be reviewed. This is a one-time
meeting to present and explain the new portfolio process.
The initial meeting in Fall 2012 will be required for all adjuncts teaching English 98/98ESL,
English 100/100ESL and English 101 in order to introduce the portfolio process.
Cohort Meetings: Cohorts will meet twice during the semester. The specific meeting dates and
times will be determined by the individual members of each cohort. Adjuncts will be paid at the
adjunct hourly rate for their participation in the meetings. They will be paid after the completion
of each meeting. Co-chairs should keep a sign-in sheet as documentation for the payment of
adjuncts and turn it in to the Testing Co-Chair as soon as the meeting has taken place. Full-time
faculty members are required to participate as part of their regular departmental duties.
Midterm Meeting: The first meeting will occur at midterm during week 6 or 7 of the
term. The cohort will meet for approximately an hour and a half. The purpose of the
meeting is:
 to benchmark and discuss student essays (or paragraphs for English 98/98ESL).
Each participant must bring in a copy of an assignment with five student essays
to benchmark. There should be one strong essay, one weak essay, and three
borderline essays from the same assignment. The papers can be graded or
ungraded.
 to determine the procedure for selecting a prompt for the cohort (see below for
more information on the selection of prompts).
 to agree on a date and time for the end-of-term meeting.
 to discuss any other course-related issues or concerns.
3 The English Portfolio Process
End-of-Term Meeting: The end-of-term meeting will occur during the Friday or
Saturday of week 15, as determined by the members of the individual cohorts. The
length of the meeting will probably be around 5-6 hours, as reported by our colleagues at
Truman, who have been doing this for many years. Adjuncts should read for the number
of hours that they are able to read, and they will be paid accordingly. (Some may read for
three hours; others may read for five.) Full-time faculty members read the entire time.
The purpose of the meeting is:
 to read and evaluate the portfolios of each member.
 to collect departmental assessment data.
5. Specific Components of the Portfolio for Each Course
In the appendix, there is a handout or guide that explains in detail the components of the
portfolio for students and instructors for each English course. The guides should be copied and
distributed to students at the beginning of the semester so that they are fully aware of their course
responsibilities. There are also sample reflective prompts that can be used or tweaked as
instructors see fit.
Briefly, the components are:
English 101: a cover page; an in-class exit essay; one out-of-class revised essay with previous
drafts; and a reflective/self-assessment essay.
English 100/100ESL: a cover page; an in-class exit essay; one in-class multi-paragraph essay;
one out-of-class revised multi-paragraph essay with previous drafts; and a reflective/selfassessment essay.
English 98/98ESL: a cover page; an in-class exit paper (one paragraph); one in-class paper (one
paragraph); one out-of-class revised paper with previous drafts; and a reflective/self-assessment
paper.
Organization and Presentation: Students should use a small ½” ringed binder or a folder with
prongs for their portfolios. They should not use a folder with pockets or plastic page sleeves.
They should place divider sheets with labeled tabs between each section. (All of this is explained
for students in the portfolio guide.)
6. Due Date of Portfolios
All final portfolios are due week 15 of the semester. For English 98/98ESL classes, the final
portfolio is due on the day of the in-class exit paper; for English 100/100ESL and English 101
classes, the final portfolio is due on day two of the in-class exit essay. All components,
including the reflective paper, must be completed at this time as the portfolios will be read and
evaluated by the cohorts at the end of the week. There are no exceptions to this due date, unless
there are extreme circumstances. Any exceptions must be approved by the Testing Co-Chair.
7. In-Class Exit Essay Component of the Portfolio
Each course level will have an in-class exit essay as part of the portfolio. All in-class exit essays
will be written during individual class sessions; there will be no massive exit exam during week
13, as has been the practice for the last fifteen years.
4 The English Portfolio Process
Eligibility
Only students who are passing their English course with a C or better are eligible to write the inclass exit essay/paper and to submit a final portfolio. Students who are clearly not eligible
should be counseled and advised appropriately. Borderline students should be given the benefit
of the doubt and permitted to write the in-class exit essay and to submit the final portfolio as long
as it is complete. Incomplete portfolios will not be read or evaluated. Students have ample time
– fifteen weeks – to prepare for this final course requirement and this rule will be steadfast.
Make-Up In-Class Exit Essays
As a general rule, it should be impressed upon students that it is the student’s responsibility to
complete each component of the portfolio when it is due, including showing up for the two days
of the in-class exit essay, which occurs during regularly scheduled class periods and of which
students have known since week one of the term. Given this, make-up exams should rarely
occur. However, if a student misses the in-class exit essay for what his instructor decides is a
valid reason, then the instructor may decide to administer a make-up exam. If this is the case,
the instructor is responsible for getting a make-up prompt (one of the given prompts that was not
selected by her cohort) and administering the exam in a timely fashion. As the portfolios are
read at the end of week 15, there is not much time. If the make-up is done after the reading of
the portfolios, then the instructor should go to a chair, a mentor, or a member of her cohort to
have the late portfolio read.
Time Frame
The in-class exit essay will occur during weeks 14 and 15, the reading of the portfolios will
occur on Friday or Saturday of week 15, and the portfolios will be returned on Monday and
Tuesday of week 16, the final week of classes. There is no “appeals process” as it is embedded in
the reading of the portfolios. The only kind of appeal that is possible is an official grade appeal
by a student.
English 100/100ESL and English 101 students will have two days in which to write their in-class
exit essays. The first day will include reading the article and planning and drafting their essay.
This will happen in the classroom. The second day will include revising and editing their essays
in an assigned computer lab. English 98/98ESL students will have one day in which to write
their in-class exit paper (one paragraph) in response to a prompt.
Computer Labs
English 98/98ESL classes must write the in-class exit paper in the classroom due to the limited
number of computer labs. English 100/100ESL and English 101 classes will do the in-class exit
essay in computer labs (second day only). Each instructor will be assigned a specific date and a
time.
Prompts
The prompts for English 101 and English 100/100ESL will include a reading and two questions;
the prompt for English 98/98ESL will include two questions, one narrative and one illustration.
(Sample prompts are attached at the end of this document. These prompts can be used for
practice during the semester.)
5 The English Portfolio Process
The creation of the prompts will be the work of individual departmental course committees,
English 98/98ESL, English 100/100ESL, and English 101. Each term, these committees will be
charged with finding and selecting 3-5 possible articles and writing two prompts. The articles
should be relatively equal in length and difficulty. There will be a reading rubric to help with
this process. The articles and prompts must be ready by week 12 and copies must be distributed
to the co-chairs of the relevant cohorts and to the Testing Co-Chair. The timeliness of submission
is critical because the cohorts need sufficient time to select one prompt and make copies for their
classes.
Once the cohorts receive the selection of prompts, they must then decide, by majority rule, which
one prompt the entire cohort will use. Use of the same prompt within each cohort will allow for
greater reliability and ease in the reading of the exit essays. Individual instructors are
responsible for copying the prompts and cover sheets for their own classes and for maintaining
the security of the selected prompt.
Conditions
To ensure fairness, reliability, and academic standards, it is important that all instructors create
the same conditions and follow the same steps as proctors of the in-class exit essay.
As stated above for English 100/100ESL and English 101, on the first day of the in-class exit
essay, students will have time to read the article, think about their response to the prompt, and
then plan and write a first draft of their essay. At the end of this class, instructors will collect all
materials and initial them. These initialed materials are the only materials that will be permitted
for use on day two of the essay. On day two of the in-class exit essay in the computer lab, all
initialed materials will be returned to students for revising and editing. On day two, instructors
should also monitor what is brought into the classroom via notes or flash drives.
While English 98/98ESL students will write their in-class exit paper in class in one day,
instructors should also be mindful of maintaining appropriate “testing” conditions.
Proctoring
Here are the procedures for proctoring the in-class exit essay:
Day One in the Classroom (English 98/98ESL, English 100/100ESL and English 101)
1. Give each student a prompt. Go over the test directions with them. Be sure that
students fill in their names on the prompt and circle the prompt (question) that they
have chosen to answer. For English 100/100ESL and English 101, remind students
that they have the first day to read the article and plan and draft their essays. English
98/98ESL students have only one day in which to complete their papers.
2. Resources Allowed:
 101 students may use dictionaries and handbooks
 98/98ESL and 100/100ESL students may use dictionaries and textbooks.
 Note: Some teachers don’t use a text and their handouts are acceptable. No
other books should be necessary. No previous essays should be used.
 No electronic devices of any kind will be permitted.
3. During the class, there should be no talking or sharing of any kind.
4. At the end of the class, English 100/100ESL and English 101 instructors should
collect all materials and prompts and initial them.
6 The English Portfolio Process
5. For English 98/98ESL, the portfolio and all of its components are due at this time.
Thus, instructors should collect:
 all in-class exit papers along with the prompt
 completed portfolios (including the final reflective paper)
Day Two in an Assigned Computer Lab (English 100/100ESL and English 101 only)
1. Return initialed materials and prompts to students. Students have the class period
in which to revise and edit their papers.
2. Remind students about:
 the permitted resources
 no electronics (turn off all cell phones)
 no use of the Internet
3. During the class, the instructor should sit in the back of the room where it is easier to
monitor the room. Instructors should also periodically circulate throughout the
classroom and make sure that students are not talking to each other, looking at each
other’s computer, sharing flash drives or papers, or cutting and pasting from old
papers on their flash drives.
4. Encourage students to use all of the class period and give them a fifteen-minute
warning prior to the end of the class.
5. When a student completes the in-class exit essay, staple the cover sheet to his/her
test. Check to see that the student has put the number of the test question they
selected. At this time, the portfolio and all of its components are due. Thus,
instructors should collect:
 the in-class exit essay along with the prompt
 their completed portfolio (including the final reflective essay)
6. Please make sure that students leave the computer in a timely fashion. Students
from other English courses will be anxious to enter the lab in order to write their inclass exit essay as well.
8. Reading and Evaluation of the Portfolios
Date and Time
The reading and evaluation of the final portfolios will occur at the end of week 15 of the
semester. As previously stated, the specific date and time of the reading session will be
determined by each individual cohort. All portfolios must be read by the Monday or Tuesday of
the last week of the semester, week 16.
Eligibility for Evaluation
Students who are not passing their English class are not eligible to write the in-class exit essay or
to submit a final portfolio. Furthermore, only completed portfolios will be read and evaluated.
This means that the final reflective essay must be completed by the time that the in-class exit
essay/paper is turned in. Also, a student cannot simply submit only an in-class exit essay without
a portfolio. These will not be read. Students must take responsibility for completing all course
requirements, which should be clearly stated on all course syllabi.
Standard Language for Course Syllabi
7 The English Portfolio Process
On the departmental course syllabus, replace the old “Exit Test” section with the following
language:
English 101: In order to pass English 101, a student must meet all course obligations and pass
the final departmental portfolio evaluation. The English 101 final portfolio will include an inclass exit essay, one out-of-class revised essay with previous drafts, and an out-of-class
reflective/self-assessment essay. The in-class exit essay will be given over two days in weeks 14
and 15 of the semester during regularly scheduled class periods. Only students who are passing
the course with a C or better at this time will be eligible to write the in-class exit essay and to
submit a final portfolio. The final portfolio is due on the second day of the in-class exit essay in
week 15. Only completed portfolios will be eligible for review and evaluation. A committee of
English faculty will evaluate the portfolios, and its determination of whether the portfolio reflects
achievement of the English 101 student learning outcomes or not will be final.
English 100/100ESL: In order to pass English 100/100ESL, a student must meet all course
obligations and pass the final departmental portfolio evaluation. The English 100/100ESL final
portfolio will include an in-class exit essay, one in-class multi-paragraph essay, one out-of-class
revised multi-paragraph essay with previous drafts, and an out-of-class reflective/self-assessment
essay. The in-class exit essay will be given over two days in weeks 14 and 15 of the semester
during regularly scheduled class periods. Only students who are passing the course with a C or
better at this time will be eligible to write the in-class exit essay and to submit a final portfolio.
The final portfolio is due on the second day of the in-class exit essay in week 15. Only
completed portfolios will be eligible for review and evaluation. A committee of English faculty
will evaluate the portfolios, and its determination of whether the portfolio reflects achievement
of the English 100/100ESL student learning outcomes or not will be final.
English 98/98ESL: In order to pass English 98/98ESL, a student must meet all course
obligations and pass the final departmental portfolio evaluation. The English 98/98ESL final
portfolio will include an in-class exit paper (one paragraph), one in-class paper (one paragraph),
one out-of-class revised paper with previous drafts, and an out-of-class reflective/self-assessment
paper. The in-class exit essay will be given in week 15 of the semester during one regularly
scheduled class period. Only students who are passing the course with a C or better at this time
will be eligible to write the in-class exit paper and to submit a final portfolio. The final portfolio
is due on the day of the in-class exit paper in week 15. Only completed portfolios will be eligible
for review and evaluation. A committee of English faculty will evaluate the portfolios, and its
determination of whether the portfolio reflects achievement of the English 98/98ESL student
learning outcomes or not will be final.
Scoring of In-Class Exit Essay and Final Portfolio
As has been used in the past, a scoring system of P, P-, and F will be used. P represents a strong
pass; P- represents a weak pass, thereby sending a message to students that there is an area of
weakness that needs to be focused on; F is failing.
All scoring will be recorded on the cover sheet. This cover sheet includes a section for the inclass exit essay evaluation and for the final portfolio determination.
Weight of Portfolios in Final Grades
8 The English Portfolio Process
In order to pass English 98/98ESL, English 100/100ESL, or English 101, a student’s final
portfolio must receive either a P or a P-. However, it is up to each individual instructor how to
use the portfolio in calculating the final grade. The portfolio could be graded as a whole, and
constitute a designated percentage of the student’s final grade, or the separate components of the
portfolio could be graded individually. Bear in mind that both the in-class exit essay/paper and
the reflective essay will be ungraded at the time of the portfolio submission, and if an instructor
chooses to grade them individually, this will have to be done after the portfolios have been read.
However final grades are calculated, it should be clearly specified on each instructor’s syllabus.
Cohort Reading Process
 In order to increase the speed of the reading process, each instructor should complete the
top portion of the evaluation sheet for each student, including:
 student’s name, student ID, and course name and section
 the checklist of portfolio contents
Again, if the portfolio is not complete, it will not be evaluated and it should not be
included in the reading session.
 Although individual cohort members are present for any consultation concerning a
student, instructors should not read their own students’ portfolios for the purposes of the
final portfolio determination during the reading session.
 The cohort should decide if they want to read one class of portfolios at a time or mix
them up. Ideally, they should be read without the identity of the teacher known in order
to maintain impartiality. However, this identity will need to be known for any difficult
borderline papers (see below).
 Cohort members should begin by reading the in-class exit essay/paper. It should get two
reads, and each reader should assign the paper a score, note write his reader’s code, and
give any feedback or comments that are appropriate. After the two reads:
 If the in-class exit essay receives two passing scores (P or P-), then the reading of
the portfolio is done, and the second reader should check “PASS” at the bottom of
the cover sheet.
 If the in-class exit essay receives a P/P- and an F, then the paper goes to a third
reader. If the third reader passes the in-class exit essay/paper, then the reading of
the portfolio is done, and the third reader should check “PASS” at the bottom of
the cover sheet.
 If the in-class exit essay/paper fails either with two readers or three, then the
reading of the portfolio continues. In order for the portfolio as a whole to pass, it
must receive two passing scores (P or P-). Just as with the reading of the in-class
exit essays, a third reader is necessary if a portfolio receives a P/P- and an F from
the first two readers. Difficult, borderline portfolios should be discussed with the
student’s instructor, as there is no appeals process. The final portfolio
determination is indeed final, so please consider each with care.
 When the reading is done (sigh), all portfolios should be returned to instructors. At this
time, instructors are free to grade the reflective paper or the in-class exit-essay/paper if
desired.
 Co-chairs should submit a sign-in sheet verifying which adjuncts participated in the
reading and the number of hours worked to the Testing Co-Chair. Please submit the
hours in a timely fashion on Monday of week 16 so that the total sheet can be submitted
to HR and adjuncts can be paid within two or three pay periods.
9 The English Portfolio Process


Please make a copy of the evaluation sheets for departmental records. Give these to the
Testing Co-Chair, along with the data listed below.
Portfolios can be returned to students on the Monday or Tuesday of week 16. Any
portfolios that are not retrieved by students will be held in the English Department for
one semester.
9. Data Collection
At the end of the term, each English 98/98ESL, English 100/100ESL, and English 101 instructor
will collect data for departmental assessment purposes. The data will include the number of
failed and passed portfolios, the number of reads required in the evaluation of the portfolios, and
final course grades. There are two documents to be completed by the end of the term. They are:
 Copy of final grades with portfolio grade added on: After you input your grades
electronically at myfaculty.ccc.edu, print out a copy for the department. On this copy,
write each student’s portfolio result to the right of his/her grade: P (pass), F (fail), or 0 (if
the student did not hand in a portfolio). Then write P(3) or F(3) if a third reader was
involved in the evaluation of the in-class exit essay/paper so that data can be compiled on
the number of third reads.
 Data collection sheet: Complete this document for each of your classes.
Turn both the grade sheet and the data collection sheets in to the Testing Co-Chair by the end of
week 16.
Acknowledgement: We would like to thank our colleagues at Truman, who shared their time,
insights and portfolio materials with us. These materials served as the model and first draft from
which our portfolio process and documents evolved.
10