Portfolios 2018 Wednesday, February 28th

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 “gold” standard to encourage all students to submit. Teachers have chosen to use the portfolio as a course writing requirement for seniors and will attach a grade to the portfolio. Ultimately, the ownership of this project falls on the graduating senior.

Purpose The English department has been reviewing portfolios each year for the last twenty 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 6.0 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 SAT and the State of Michigan scoring rubric used on previous state writing assessments. Let’s take a look at the eight, six, four and two scores.

Both readers score you a 4 Score of 8 Score of 4 Is cohesive and demonstrates a highly effective use and command of language. Includes a precise central claim. Includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. Has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. Shows a strong command of the conventions of standard written English and is free or virtually free of errors.

Both readers score you a 3 Score of 6 Is mostly cohesive and demonstrates effective use and control of language. Includes a central claim or implicit controlling idea. Includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay. Has variety in sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone. Shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing.

Both Readers Score you a 2 Score of 4 Demonstrates little or no cohesion and limited skill in the use and control of language. May lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response. May include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response. Has limited variety in sentence structures; sentence structures may be repetitive. Demonstrates general or vague word choice; word choice may be repetitive. The response may deviate noticeably from a formal style and objective tone. Shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding.

Both readers score you a 1 Score of 2 Demonstrates little or no cohesion and inadequate skill in the use and control of language. May lack a clear central claim or controlling idea. Lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas. Lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone. Shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing.

If you would like a copy of the specific rubric, I have some available 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. It is also encouraged to submit new pieces of writing, rather than re-writing the first ones.

The English department will be evaluating Portfolios on Wednesday, February 28th. Make sure you turn in your writing BEFORE that date to either Mr. Hill or Ms. Niedzwiecki.

We recommend that your submissions come from 10th, 11th, or 12th grade writing. Your submissions should have no correction marks or teacher’s 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)

In Class Writing (Third Entry): Wednesday, February 14th Please make sure that your two best essays are turned in on top. The third essay will be an analysis of an argument essay, which is required for all senior English students. This essay is an “in-class” writing and you should not receive any assistance form your teacher or peers. A review and practice opportunity will be provided in class.

In-Class Writing Prompt (Like SAT) Wednesday, Feb 14th. As you read the passage below, consider how [the author] uses evidence, such as facts or examples, to support claims. evidence, such as facts or examples, to support claims. reasoning to develop ideas and to connect claims and evidence. stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Write an essay in which you explain how [the author] builds an argument to persuade [his/her] audience that [author’s claim]. In your essay, analyze how [the author] uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of [his/her] argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with [the author’s] claims, but rather explain how the author builds an argument to persuade [his/her] audience.

You may use final exam essays as one of your entries if you would like, but please make sure they are typed. Career Center essays may work also as long as they fit the requirements of a formal essay.

Where do you find your essays? There may be essays in your portfolios in the library. You should have essays saved on your Google account, teacher Google accounts or Google Classroom. Old essays may have been returned to you, so check your old folders.

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. All decisions made by the department at that point are final. Deadlines will be clearly posted, announced, and enforced. BEST OF LUCK!