The Portfolio

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The Portfolio

• Its Purpose
• Your Preparation

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If you are completing this workshop near the end
of the semester, you will need

• Your portfolio with all of the papers
  you intend to submit
• The St. Martins Guide to Writing
• Paper and pencil/pen

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The Purpose of the Portfolio

• The portfolio is meant to help you understand
  and appreciate writing as skill that develops
  over time.
• It encourages incorporation of a variety of
  writing strategies, revision, and continued
  refinement of style.
• In addition, the portfolio asks that you
  identify your purposes for writing and understand
  the perspectives and needs of different audiences.

Jacobs ENG 132.04 6
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In addition to serving as a learning tool, the
portfolio is also an evaluation tool.

• In other words,
• it serves as your
• final exam!

However, unlike a traditional exam, you have been
able to set goals, revise papers, and develop
your portfolio throughout the semester.
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• To create a successful portfolio, you must
  understand apply key concepts and strategies
  related to composition and rhetoric.

organization
development
focus
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• Specifically, the portfolio demonstrates
• your ability to

• compose using a variety of modes
• address purpose, engage audience, and
  establish credibility
• achieve consistency of tone
• develop a central idea using specific supports
• control organization
• integrate source material and document
  sources correctly using Modern Language
  Association (MLA) guidelines
• create polished drafts through drafting and
  revision
• use correct grammar and mechanics.

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Activity Create a check list using these 8
criteria.
Check List X 1. Compose using a variety of
modes 2. Address purpose, engage audience,
and establish credibility 3. Achieve
consistency of tone 4. Develop a central idea
using specific supports 5. Control
organization 6. Integrate source material and
document sources correctly using MLA
guidelines 7. Create polished drafts through
drafting and revision 8. Use correct grammar
and mechanics
X
X
X
X
X
X
X
X
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How to proceed

• This workshop is going to help you review your
  portfolio so that you can turn in a product you
  will be proud of. You will need to move through
  the workshop at least a week before your
  portfolio is due.
• The following slides review the criteria you
  have on your check list. Find each criteria in
  your portfolio, then write down whether or not
  you feel your writing has fulfilled the specific
  expectations. The check points in this workshop
  are the activities.
• If you find that one or more of your papers have
  not fulfilled certain criteria, take the
  diagnostic check list and portfolio to your
  teacher for help.
• OR go to The Center for Student Success, or
  visit a drop-in writing center at the Lenawee or
  Hilllsdale Campus and ask a writing technician to
  help with a final revision.
• Later in the workshop, we will review formatting
  criteria as well.

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At this point

• We are rapidly approaching the portfolio due
  date in all comp classes.
• Are you ready?
• You should already have worked out your message
  or thesis, your support through research and
  citation and your overall organization.

• What else is there?

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Check Point 1 Does your portfolio demonstrate
your ability to write using a variety of modes?

• Narrative and Descriptive
• Expository
• Persuasive
• Argumentative

English 090 portfolios may contain mostly
narratives. English 131 portfolios should
contain at least two different modes. English
132 portfolios require a research paper and
mostly informative essays.
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• College Composition classes generally work with
  four modes of writing narrative, descriptive,
  expository, and persuasive. There are many
  subcategories to these modes such as compare and
  contrast, literary analysis, argumentation,
  process, and so on.
• Some require support from your personal
  experience, others require support from primary
  or secondary sources.
• The important idea here is that you have
  selected the mode that best serves your purpose
  and that your portfolio demonstrates competency
  in a variety of modes.

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Check Point 1 continued

• On your check list, under variety of modes
  write down the kinds of writing that you have
  included in your portfolio.
• If you are unsure, take a guess! Do your best to
  name modes now, then check in with your
  instructor before submitting your portfolio for
  review.

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Check Point 2 Does your portfolio address
purpose? While this workshop cannot focus on all
of the strategies, we can give you pointers on
writing an effective purpose statement.
For instance

• Does your purpose statement indicate a mode?
• As you address this check point,
• you will be checking both
• variety and purpose.

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Check Point 2 continued

• Check each of your purpose statements. Do they
  reflect the mode you chose for your essay? Refer
  to the list on the following slide for more help
  connecting purpose statement to mode.
• If needed, revise your purpose statement to
  correctly reflect the papers mode. Record the
  original statement and your revised statement.

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Purpose Statement and Mode

• Check your purpose statement on each essays
  title page. The purpose statement should begin
  with an infinitive statement to verb. This
  statement is an indicator of the style of your
  paper.

Effective Infinitive Statements Indicate
to show or to share to narrate to describe to entertain to inform to explain to define to classify to persuade to argue to provide response to literature, music, film narrative/descriptive narrative descriptive Informative with narrative interspersion Informative explanatory definition analysis/classification persuasive argumentative literary, music, or film analysis
All forms of expository writing
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Audience?
It is difficult to write effectively to a large,
anonymous audience.
Lets think about an Ideal Reader
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Consider An Ideal Audience

• What do they know now?
• What do they need to know about your topic?
• How might your specific language choices or
  examples affect your reader?
• Will they believe you? Understand your points?
• Consider them not just yourself- in clarifying
  your ideas.
• The audience and purpose statements are
  identified on each title page. Review the
  guidelines.

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Revisers see their work from a readers
perspective.
They convey the whole picture.
Once writers discover what they want to say, they
begin to consider HOW to say it. Early in the
process, writers begin to shape their writing
toward an audience. They make choices that
fulfill not only their own purpose, but that meet
a particular audiences needs. They provide
context and background.
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Inexperienced revisers see their meaning clearly.

They feel the full pull and play of the action.
They understand the complexity of the
argument. ...in their own minds.
Become a more experienced reviser and
consider what your reader sees and knows
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Check Point 3 Consistency of Tone As you work
on this check point you will also be checking
development and support.

• Have you engaged specific
• strategies associated with the
• type of writing you claim in your
• purpose statement? Have you
• done so consistently throughout
• the paper?
• As you move through the following slides,
  review your papers and, for each paper, identify
  at least three specific strategies associated
  with modes you have identified in your purpose
  statements.

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Narrative StrategiesFor more information see The
St. Martins Guide to Writing Chapter 14.
Narrative writing demonstrates basic strategies
for representing action and events.

• These strategies include
• Specific narrative action
• represented by active verb
• modifying phrases and clauses
• Chronological organization
• represented by verb tense and temporal
  transitions

• Anecdotes
• Recurring events
• Dialogue
• Use of past and present perspective (narrative
  interspersion

Which narrative strategies have you employed? In
which paper? Have you used narrative as a support
in expository or persuasive papers? If so, you
are working with higher order writing skills.
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Descriptive Strategies For more information see
The St. Martins Guide to Writing Chapter 15.

• Descriptive writing demonstrates basic
  strategies for representing action and events.
• These include
• Creating a dominant impression
• Naming, or calling attention to observable items
• Detailing, or particularizing notable features
  recognizable by specific nouns, modifying details
  that work to support the writers purpose
• Comparing one thing to another

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Descriptive Strategies continued..

• Using Sensory Description

Taste
Sight
Touch
Smell
Movement
Which descriptive strategies have you employed?
In which paper? Have you used description as a
support in expository or persuasive papers? If
so, you are working with higher order writing
skills.
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Informative StrategiesFor more information see
The St. Martins Guide to Writing Chapters 16,
17, 18

• Informative writing demonstrates basic
  strategies for communicating specific information
  about a subject with attention to detail,
  accuracy, clarity.
• The strategies include
• A Focused Topic
• An Appeal to Reader Interest
• A Logical Plan
• Clear Definitions
• Careful Use of Sources
• If you need help with MLA check your text,
• go to owl.english.purdue.edu, or google MLA.

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Informative Strategies continued..
Classification
Clear Definitions
Explaining a process
Cause Effect
Which of these strategies have you employed?
Where?
Compare Contrast
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Argumentative StrategiesFor more information see
The St. Martins Guide to Writing Chapter 19.

• These strategies include

• A Thesis that includes a clear position
• A Logical Plan
• Avoidance of Logical Fallacies
• Acknowledgement Accommodation of Reader
  Concerns

• Claims Arguable Assertions
• Data Plausible Reasons and Supporting Examples,
  Facts, Statistics, Anecdotes, Use of Authority
• (Data Supports Claims)
• Warrant Explanations that connect data to claims
• Careful Use of Sources using MLA documentation
  and citation strategies.
• If you need help with MLA check your text, go to
  owl.english.purdue.edu,
• or Google MLA.

• Argumentation demonstrates basic strategies for
  asserting a point of view.
• Which of these strategies have you used in your
  argument paper? Where?

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Finishing Check Point 3

• Review your notes and answer the following
  questions.
• With which modes do you feel most comfortable?
  Which still make you feel unsure?
• Which strategies have you used consistently
  throughout each paper?
• Awareness of modes and consistent use of
  strategies help create an even tone in your
  writing.
• If you find you have questions or want to revise
  some papers, take these notes to your teacher,
  the Center for Student Success, or to a drop in
  writing lab on the Lenawee or Hillsdale campus.
  Ask for help.

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Check Point 4Develop your subjectwith a central
idea and specific supports

• Each of your essays has come to life because of
  an idea. You have taken an idea and created a
  statement about it, your thesis.
• In drafting, you have found support or example to
  help explain your thesis to your reader. Whatever
  the mode of the paper, it shows evidence of this
  explanation and support.
• To review each paper, reread your purpose and
  audience statements, and then measure the
  relationship of these to your thesis statement.

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An Effective ThesisAs readers, we look for an
indication of meaning. In expository writing, we
look for one or two sentences, the thesis, that
condense the information or argument contained in
the paper.
The Thesis Contains Your Central idea
Takes a stand
Justifies discussion
Expresses ONE main idea
Is specific
Clarifies the point of your paper
Activity 2a Identify the thesis statement in one
of your portfolio papers. Write it down.
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Specific supports clarity on the sentence
level

• As a writer, you cannot assume that your
  audience has prior knowledge or understanding of
  your topic. Try to use specific words that show
  meaning rather than offering generic or passive
  prose that tell about your ideas.
• We were planning to meet at a nice restaurant
  for a celebration.
• Connie and I celebrated our anniversary at
  Daryls Downtown

In this case, the writer keeps all the good stuff
in her head. No sharing.
Passive verb
Generic, boring language
Vague pronoun
Nominalization
Clear, specific subject
Stronger verb
Specific noun phrase
and important detail
In this case, the writer offers details in order
to share information and engage audience
interest.
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Check Point 5 Control organization

• Since good writing requires organization,
• strong writers map out their plan.
• Narrative with perspective

Narrative anecdotes and recurring events
Try outs for NYC School of the Arts
Broken Ankle therapy
Mrs. M fun
Early dance classes
Living my passion for dance
Overcoming obstacles
1st recital Audience claps
Narrative anecdotes and recurring events
How I felt then
Practice Dedication Success
How I felt then
Past perspective
Past perspective
Present perspective
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Overall Organization in a variety of modes

• The purpose of all organization is to make your
  material clear to the reader. Ask yourself these
  questions
• Does your lead paragraph have focus?
• Are paragraphs in a reasonable order?
• If you have multiple supporting examples, what
  order seems most logical for presenting them?
• Does your evidence in each paragraph support that
  paragraphs main idea?
• Remember, every paragraph serves a function.
• Make a scratch outline of one of your essays.
• How well are your paragraphs serving your essay?

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Check for Effective Leads and Conclusions

• The successful lead draws the reader into your
  paper. The unsuccessful lead does not.
• The successful lead interests readers. The
  unsuccessful lead does not.
• The successful lead is clear and uncluttered. The
  unsuccessful lead contains unnecessary,
  process-based language.
• At this stage, remove all process language from
  your lead. Process language is language that you
  might use in drafting a paper, helping you get
  started, helping you find your subject. For
  example, I am writing this paper about my first
  day as a college student. When you revise for
  the final draft, remove this language and make
  assertive statements My first day of college
  matched the dream in my head.
• The conclusion of an essay gives the reader a
  sense of closure. They are often one of the least
  considered aspects of an otherwise strong
  writing. Closure is critical for effective
  writing. Your conclusion is what the reader
  remembers first.
• Make it count.

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Activity Addressing Conclusions
Review the conclusion of each paper, asking these
questions

• How do I achieve a sense of closure?
• Have I simply restated my introduction?
• How do I make the conclusion more memorable or
  more forceful?
• Is there a Call to action? A Summary statement?
• Avoid simply trailing offyou lose the reader.

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Check Point 6 Integrate source material and
document sources correctly
Your instructor has undoubtedly explained that
MLA is the required format for citation in your
portfolio. You may use the research section in
your textbook or find appropriate guidelines
online. See the Purdue University website
through the JCC Library website or by going
to http//owl.english.purdue.edu
Learning to accurately document source material
is a fundamental task of good writing. Whether
you quote directly or simply employ information
that youve gathered from research, you must
acknowledge each and every source in your paper.
You do that through direct quotation or by
paraphrasing. In either case, you must reference
your source.
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Text citations

• MLA documentation generally uses the author/page
  form in citation.
• EX. Wordsworth stated that Romantic poetry is
  marked by a spontaneous overflow of powerful
  emotion (263).
• There are many other forms to use, and your text
  outlines integration of source material in
  Chapter 22 on Using and Acknowledging Sources.
  Review these.

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Check Point 7. Create polished drafts through
drafting and revision

A polished paper accomplishes its goals.
It communicates the main idea in a clear and
insightful way to the identified audience. The
reader moves through the writing smoothly,
following the pattern of organization and
understanding the points made, in a seamless and
effortless way.
Creating multiple drafts has allowed you to think
about your subject, to re-think your ideas and to
arrange them in the most effective pattern
possible.
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Check Point 8Use correct grammar and mechanics

• Activity
• Identify two grammar and/or mechanics issues
  that you worked with this semester.
• Read through all of your papers to ensure that
  you corrected any issues related to your
  identified areas.

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Activity Editing Comma Use

• Look at every comma in each of your papers. Yes,
  I know, this will take some time. Look for
  commas in each of these situations. They are
  correct ones. If you have other commas, ask me
  about them.
• A. After an introductory phrase
• When it stopped raining, we went outside to
  play.
• B. With an appositive
• My sister, Cindie, is my best friend.
• C. With a coordinating conjunction and compound
  sentence
• We wanted to play outside, but the rain
  prevented it.
• More often than not, the mistakes we make with
  commas involve using them unnecessarily. Correct
  all of those and eliminate 85 of the errors.

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Other Common Punctuation

• Semicolons
• The semicolon has a particular use to join two
  sentences in meaning, although each could stand
  on its own. Both sides of the semicolon can stand
  as complete sentences.
• I love this class the students are my friends.
• Colons
• Only use colons when you are giving a list.
• Please add the following to the agenda new
  tables, new wiring, and more memory for the
  computers.
• There are, of course, other appropriate uses for
  each of these symbols, but these are the most
  common.

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Activity Editing on Sentence Level

• Sentences are made up of words which are
  functioning as particular parts of speech. Every
  sentence must have a subject (the thing which is
  acting) and a verb (the action itself).
• She drove. This is about as simple as it gets
  subject/verb
• But actually you might have a sentence like this
• Stop! The verb is clear stop
• The subject of this sentence is implied You
• A sentence fragment is a phrase, a group of
  words, which does not have a subject or which
  does not have a verb. For example
• After we saw the movie.
• Examine the sentences in your papers looking at
  this issue. Has your instructor identified a
  problem with your sentences? Run-sentences?
  Fragments? Comma splices? Work on that problem
  now.

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FinallyRemember to Follow the established
guideline

• Cover Page
• Title Pages
• Minimum Number of Pages
• Formatting

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Cover Page

• Course Number and Section
• Instructor Name
• Student Number
• Tip
• First impressions count.
• Center Your Information.

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Title Pages

• While the MLA does not require title pages, this
  process does. The title page helps your reader
  evaluate your understanding of the role of
  audience and purpose.
• Title
• Statement of Audience
• Statement of Purpose

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• Title Functions
• Engage and connect readers.
• Point readers in the direction of the essay
• Convey focus
• Convey purpose
• Convey mode
• Convey tone

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Minimum Number of Pages

• ENG 090 8
• ENG 131 10
• ENG 132 12

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Formatting

• Double Space
• 12 Point Font
• One Inch Margins
• ID in Upper Right Hand Corner
• Papers are anonymous no names
• Submit in Two Pocket Folder

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How is the Portfolio Assessed?

• Your portfolio will be read and assessed
  holistically. The reader will look at your work
  as an interconnected collection, assessing how
  successfully you use writing strategies under a
  variety of circumstances. Criteria include the
  outcomes identified earlier in this workshop.
• Review slide 6.

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Who Grades Your Portfolio?
Portfolio Response The Strengths Your Writing Exhibits Reader observations To Make Your Writing Stronger Reader suggestions Overall Commentary and Portfolio Grade Reader clarification of grade and any deductions Signed_________________ Date____________________

• Your instructor will not evaluate your
  portfolio. 
• Another composition instructor will read, grade,
  and comment on the writing strengths and areas in
  which you could improve.
• You will receive a written evaluation of your
  portfolio with its return. The evaluation will
  include comments, a grade, and the evaluators
  name. 
• We have chosen this system of assessment to
  provide you with an objective reading of your
  writing.

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Review

• Take this time to reflect on what you have
  learned.
• Write a paragraph or two focusing what you have
  learned or had reinforced for you during this
  workshop.
• Review and list the general portfolio
  requirements for a writer in your course (090,
  131, or 132).
• Make a list of the eight (8) outcomes identified
  by composition faculty that are used to assess
  the portfolio. Order your list by starting with
  the outcomes you understand and feel comfortable
  with, then move to the outcomes that are most
  problematic for you. Clearly identify areas you
  do not understand. Take a few moments before,
  during, or after class to share this list with
  your instructor in conversation.
• List any questions you have about the portfolio
  grading process and seek the answers for them
  from your instructor.
• For three hours of GPAW credit, print this slide
  attach it to the activities completed during
  the workshop. Submit them to your instructor.