The Portfolio by dffhrtcv3

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									The Portfolio

      Its Purpose
    Your Preparation
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. Martin’s Guide to Writing



      Paper and pencil/pen
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.
  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.
To create a successful portfolio, you must
 understand & apply key concepts and
  strategies related to composition and
                 rhetoric.
Specifically, the portfolio demonstrates
your ability to:
 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 Modern Language
    Association (MLA) guidelines
 7. create polished drafts through drafting and
    revision
 8. use correct grammar and mechanics.
Activity: Create a check list using these 8
                 criteria.

      Check List

         X
         X         1. Compose using a variety of modes

                   2. Address purpose, engage audience, and establish
         X         credibility

         X         3. Achieve consistency of tone

         X         4. Develop a central idea using specific supports

         X         5. Control organization

         X         6. Integrate source material and document sources correctly
                   using MLA guidelines
         X         7. Create polished drafts through drafting and revision

         X         8. Use correct grammar and mechanics
                 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.
              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?
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.
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.
         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.
                      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.
      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 paper’s mode. Record the
original statement and your revised statement.
 Purpose Statement and Mode
Check your purpose statement on each essay’s 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                        Indicate
              Statements
  to show or to share             narrative/descriptive*
  to narrate                      narrative*
  to describe                     descriptive*
  to entertain                    Informative with narrative interspersion*
  to inform                       Informative*
  to explain                      explanatory*
  to define                       definition*
  to classify                     analysis/classification*
  to persuade                     persuasive
  to argue                        argumentative
  to provide response to          literary, music, or film analysis
    literature, music, film
                                                 * All forms of expository writing
                Audience?

                       It is difficult to write
                       effectively to a large,
                       anonymous audience.




Let’s think about an
Ideal Reader…
 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.
             Revisers see their work from a
                 reader’s 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 audience’s needs. They provide context and
background.
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
                       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.
                         Narrative Strategies
 For more information see The St. Martin’s Guide to Writing Chapter 14.


Narrative writing demonstrates basic strategies for representing action and events.

    These strategies include:

     – Specific narrative action              – Anecdotes
        represented by active verb
        modifying phrases and                 – Recurring events
        clauses
                                              – Dialogue
     – Chronological organization
        represented by verb tense             – Use of past and present
        and temporal transitions                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.
                   Descriptive Strategies
 For more information see The St. Martin’s 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 writer’s purpose


 – Comparing one thing to another
      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.
                    Informative Strategies
     For more information see The St. Martin’s 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.
                Informative Strategies                  continued…..




                    Classification



                                               Clear Definitions
         Explaining a process

                                                          Cause
                                                            &
                                                          Effect




Which of these strategies have you employed?
                                                      Compare
Where?
                                                         &
                                                      Contrast
                           Argumentative Strategies
           For more information see The St. Martin’s Guide to Writing
                                  Chapter 19.


   These strategies include:

                                                    –   Claims: Arguable Assertions
      –   A Thesis that includes a clear position
                                                    –   Data: Plausible Reasons and Supporting
                                                        Examples, Facts, Statistics, Anecdotes,
      –   A Logical Plan                                Use of Authority
                                                        (Data Supports Claims)
      –   Avoidance of Logical Fallacies
                                                    –   Warrant: Explanations that connect data to
      –   Acknowledgement & Accommodation of            claims
          Reader Concerns
                                                    –   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?
                  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.
                Check Point 4
            Develop your subject
   with 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.
                    An Effective Thesis
 As 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                  Justifies
    Takes a stand
                                      Central               discussion
                                       idea




                                                            Expresses
     Is specific                    Clarifies the             ONE
                                      point of              main idea
                                    your paper
Activity 2a: Identify the thesis
statement in one of your portfolio papers. Write it down.
                 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.
                                                                                              In this case, the
                                                                                              writer keeps all
          Passive verb                                                                        the good stuff in
Vague pronoun                                          Generic, boring language               her head. No
                                                                                              sharing.
        We were planning to meet at a nice restaurant for a celebration.
                                                                                    Nominalization
        Connie and I celebrated our anniversary at Daryl’s Downtown
          Clear,
                                Stronger verb
      specific subject
                                                                Specific noun phrase
             In this case, the writer offers details                             and important
              in order to share information                                      detail
             and engage audience interest.
              Check Point 5: Control organization
   Since good writing requires organization,
                                                                                                Narrative anecdotes
   strong writers map out their plan.                                                           and recurring events



   Narrative with perspective                                                    Try outs for
                                                                                 NYC School
                                                                                 of the Arts                       Broken
                      Mrs. M
                                                                                                                   Ankle &
                      fun
                                                                                                                   therapy
                                             Early dance       Living my
                                             classes                                       Overcoming
                                                                passion
                                                               for dance                   obstacles
                      1st recital
                      Audience
                      claps


Narrative anecdotes
and recurring                                                                               How I felt
                                                              Practice +                      then
events                              How I felt                Dedication=
                                    then
                                                              Success
                                                                                                         Past perspective


                      Past perspective
                                                           Present perspective
          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 paragraph’s
  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?
           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.
  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 off…you lose the reader.
             Check Point 6:
Integrate source material and document
            sources correctly
  Learning to accurately          Your instructor has
  document source material is a   undoubtedly explained that
  fundamental task of good        MLA is the required format for
  writing. Whether you quote      citation in your portfolio. You
  directly or simply employ       may use the research section
  information that you’ve         in your textbook or find
  gathered from research, you     appropriate guidelines online.
  must acknowledge each and
  every source in your paper.     See the Purdue University
  You do that through direct      website through the JCC
  quotation or by paraphrasing.   Library website or by going
  In either case, you must        to:
  reference your source.
                                  http://owl.english.purdue.edu
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.
  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           Creating multiple drafts
insightful way to the         has allowed you to think
identified audience. The      about your subject, to re-
reader moves through the      think your ideas and to
writing smoothly, following   arrange them in the most
the pattern of organization   effective pattern possible.
and understanding the
points made, in a
seamless and effortless
way.
             Check Point 8:
        Use 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.
   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.
     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.
    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.
          Finally:
  Remember to Follow the
   established guideline

Cover Page
Title Pages
Minimum Number of Pages
Formatting
           Cover Page
  Course Number and Section
  Instructor Name
  Student Number

Tip:
       First impressions count.
       Center Your Information.
              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
Title Functions:
  Engage and connect readers.
  Point readers in the direction of
 the essay
  Convey focus
  Convey purpose
  Convey mode
  Convey tone
Minimum Number of Pages

     ENG 090    8

    ENG 131     10

    ENG 132     12
        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
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.
          Who Grades Your Portfolio?
Your instructor will not evaluate                Portfolio Response
your portfolio.
                                        The Strengths Your Writing Exhibits:
Another composition instructor will     Reader observations
read, grade, and comment on the
writing strengths and areas in          To Make Your Writing Stronger:
which you could improve.
                                        Reader suggestions

You will receive a written
                                        Overall Commentary and Portfolio
evaluation of your portfolio with its
                                        Grade:
return. The evaluation will include
comments, a grade, and the              Reader clarification of grade and any
evaluator’s name.                       deductions


We have chosen this system of           Signed_________________
assessment to provide you with an
objective reading of your writing.      Date____________________
                         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.

								
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