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Portfolios 2014
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 sixteen 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. 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 Tuesday, Feb 25th. Make sure you turn in your writing BEFORE that date to either Mr. LaHaie 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)
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. This essay may be an “in-class” writing and you should not receive any assistance form your teacher.
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 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. All decisions made by the department at that point are final. Deadlines will be clearly posted, announced, and enforced. BEST OF LUCK!
