Portfolios
2013

A number of years ago the portfolio became
part of the requirements to attain the two highest
levels of graduation status. Though one does
not have to have a portfolio to graduate, it has
been an English department goal and standard
to encourage all students to submit. Teachers
may choose to use the portfolio as a course
writing requirement for seniors and may attach a
grade to the portfolio.
Purpose

The English department has been reviewing
portfolios each year for the last fifteen years.
Even though the process and mechanics have
changed over the years, the purpose has
essentially remained the same: to evaluate
students’ best and most representative writing
to ascertain ability as well as assess the goals of
the department.
Threshold

In order to receive portfolio
acknowledgement, students must receive
a score of 4.5 on their portfolio. All
portfolios are read with anonymity by at
least two readers. Scores under debate
are read by at least one other reader.
Scores are then averaged and a single
score on the portfolio is arrived at.
Rubric

The scoring rubric is
similar to that used by
ACT and the State of
Michigan scoring rubric
used on previous state
writing assessments.
Let’s take a look at the
four, five, and six scores.



Score = 6
Essays within this score range demonstrate effective skill in responding to the
task.
The essay shows a clear understanding of the task. The essay takes a position on
the issue and may offer a critical context for discussion. The essay addresses
complexity by examining different perspectives on the issue, or by evaluating the
implications and/or complications of the issue, or by fully responding to
counterarguments to the writer's position. Development of ideas is ample, specific,
and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the
prompt is maintained. The organization of the essay is clear: the organization may be
somewhat predictable or it may grow from the writer's purpose. Ideas are logically
sequenced. Most transitions reflect the writer's logic and are usually integrated into
the essay. The introduction and conclusion are effective, clear, and well developed.
The essay shows a good command of language. Sentences are varied and word
choice is varied and precise. There are few, if any, errors to distract the reader.



Score = 5
Essays within this score range demonstrate competent skill in
responding to the task.
The essay shows a clear understanding of the task. The essay takes a
position on the issue and may offer a broad context for discussion. The
essay shows recognition of complexity by partially evaluating the
implications and/or complications of the issue, or by responding to
counterarguments to the writer's position. Development of ideas is specific
and logical. Most ideas are elaborated, with clear movement between
general statements and specific reasons, examples, and details. Focus on
the specific issue in the prompt is maintained. The organization of the essay
is clear, although it may be predictable. Ideas are logically sequenced,
although simple and obvious transitions may be used. The introduction and
conclusion are clear and generally well developed. Language is competent.
Sentences are somewhat varied and word choice is sometimes varied and
precise. There may be a few errors, but they are rarely distracting.



Score = 4
Essays within this score range demonstrate adequate skill in
responding to the task.
The essay shows an understanding of the task. The essay takes a position
on the issue and may offer some context for discussion. The essay may
show some recognition of complexity by providing some response to
counterarguments to the writer's position. Development of ideas is
adequate, with some movement between general statements and specific
reasons, examples, and details. Focus on the specific issue in the prompt is
maintained throughout most of the essay. The organization of the essay is
apparent but predictable. Some evidence of logical sequencing of ideas is
apparent, although most transitions are simple and obvious. The
introduction and conclusion are clear and somewhat developed. Language
is adequate, with some sentence variety and appropriate word choice.
There may be some distracting errors, but they do not impede
understanding.

If you would like a
copy of the specific
rubric, I have some
available. Please ask.
Resubmissions

As seniors, you may, and are encouraged,
to resubmit portfolios when your initial
submission has not met the threshold.
Students are further encouraged to work
with someone in the department to revise
submissions.

The English department will be evaluating
Portfolios on Tuesday, Feb 26th. Make
sure you turn in your writing BEFORE that
date.
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
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We recommend that your submissions
come from 10th, 11th, or 12th grade writing.
Your submissions should have no
correction marks or teacher comments
on them of any kind.
The heading should only contain your
four-digit code; do not put your name
on the submissions.
Four-Digit Code

Other than a title and
date, use the last four
digits of your phone
number to identify
your paper. This
provides for
anonymity while the
portfolios are being
read.
Identity

Be sure to fill out the necessary form with
your full name and four-digit code and
attach it to your submissions. This is
removed before your submissions are
read and reattached after so we can
identify writers.
The form will look similar to the
following
Mandatory
Your Full Name
___________________________________
Your Four-Digit Code
___________________________________
(This paper must be attached to your
submissions when you hand them in. Staple
individual essays; paper clip the bundle.)

All submissions should follow the following
conventions:
-
typed, double-spaced, with one inch margins
if possible
 - 12-point font; Times New Roman or Arial
 - a title, if applicable
 - standard paragraphs and indentation
 - no correction marks or notations

You should submit two of the following
types of essays:
-
a comparison/contrast essay
 - a literary essay
 - a personal or reflective essay
 - a research paper with citations
 - an essay that argues an issue (persuasive)
THIS I BELIEVE (Third Entry)

Please make sure that your two best
essays are turned in on top. The third
submission will be read only if a score
cannot be determined from the first two
essays. The third essay will be your “This
I Believe” essay, which is required for all
senior English students.
You may use final exam essays as one of
your entries if you would like, but please
make sure they are typed.
There are essays in your portfolios in the
library.
 Our understanding is that essays saved
from on the network have been erased
from previous years. Please check your
own drives or computers for additional
essays.


Pick your best essays, but be sure you
have the required types as part of your
portfolio submission. We will not read
poetry of creative writing submissions. You
will need to make further corrections on
your essays. All will need to be turned in
WITHOUT teacher edits.
APPEALS
All appeals will be completed before spring
break. The due date is Monday, March
25th. All decisions made by the department
at that point are final. Deadlines will be
clearly posted, announced, and enforced.
 BEST OF LUCK!
