The Portfolio

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					The Portfolio
        Early Planning
        & Preparation
        A workshop designed for
     the beginning of your semester.
To complete this workshop, you will
               need:
         Something to write with~
         you will want to take notes
         and complete the five
         activities in this workshop.


                 A monthly scheduler


          Your course
          syllabus & calendar
                                       Free planners are available online.
                                http://www.hotscripts.com/Detailed/53268.html
                                      http://www.uksafari.com/planner.htm
               So…What Is
            A Writing Portfolio?
The Writing Portfolio at JCC is a collection of your
writing at its best. It offers evidence of achievement
and progress related to department standards
defined by the college‘s composition faculty and
personal goals identified by you.

Every writing student at JCC must submit a portfolio
consisting of a variety of revised papers completed
during the current semester that best demonstrate
competency in skills and strategies appropriate to
the course in which you are enrolled.
          General Portfolio Requirements Include

                            English 090                             English 131                                 English 132

Minimum Page                       8 full page                            10 full page                                        12 page
Requirement                        minimum                                 minimum                                            minimum


Minimum Length
of Papers
                               1 page paper                             2 page paper                                    3 page paper
Accepted                         minimum                                  minimum                                         minimum
(only full pages counted)

                                                                    Writing must demonstrate at least           Writing must demonstrate variety of
                                   Mostly Narrative                 two different modes such as                 expository, persuasive or argumentative,
Modes Expected                                                      narrative/descriptive, informative,         and critical response essays.
                                                                    or persuasive writing

                                                                                                                A research      paper is required.
                            Students will demonstrate               At least one essay will demonstrate use     The research paper must demonstrate writer
Other                       competency with basic writing skills.   of 1 – 2 outside sources.                   competency in incorporating a variety of source
                            Writing will demonstrate                Students will demonstrate ability to        materials into researched writing.
Requirements                understanding of how audience and
                                                                    correctly use MLA citation and              Students will demonstrate competent use of MLA
                                                                    documentation strategies                    rules for citation and documentation.
                            purpose statements help shape
                                                                    Writing will demonstrate understanding of   Writing will demonstrate clear awareness of how
                            writing.                                how audience and purpose statements         the relationship between writer purpose audience
                                                                    help shape writing.                         expectations, & the written work
  The Purpose of the Portfolio

The portfolio is meant to
help you understand and
appreciate writing as a
skill that develops over
time.

The portfolio process
encourages study of
rhetorical skills and
thoughtful revisions of
papers.
In addition to serving as a
learning tool, the portfolio
is an evaluation tool.

Put plainly, the portfolio
serves as your final exam.
It is worth 35 – 50 % of your
course grade.

Your instructor determines
this percentage. Look through
your course syllabus and
make note of what portion of
your grade the portfolio is
worth.
Unlike a traditional exam
that requires you to show
what you know in a timed
setting, you will work on
your portfolio over the
entire semester!

This way, you have time to
meet course expectations,
master skills, establish
quality goals, and revise all
of your papers in order to
present your best writing.

In a very real way, you can
write your way to the grade
you most desire.
Goal Setting & Planning
                          are




        The rest of this workshop will help you set
  solid writing goals and plan for your portfolio success.
                     Activity 1
 Since reflection and self-awareness help with goal
 setting and are great predictors of success, this
 first activity asks you to write responses to:

1.   Identify two things about yourself as a writer that you
     consider strengths. For instance, if you enjoy writing
     poetry, your strengths might include the ability to capture
     detail. If you are an organized person, outlining may be a
     strength.
2.   Identify two things related to writing with which you are
     most uncomfortable.
3.   Identify two characteristics of good writing that you would
     like to practice.

Once you have identified these areas, you can work
from your strengths, address concerns, and
practice new skills over the semester.
          Portfolio Outcomes
 JCC composition faculty have also created goals,
 called outcomes, for you. Outcomes promote writing
 that:

1.   is engaging, original, clear, focused, and well-developed;
2.   uses a variety of modes;
3.   addresses purpose, engages audience, and establishes
     credibility;
4.   develops a central idea using specific supports;
5.   controls organization;
6.   integrates source material and documents sources correctly;
7.   creates polished drafts through drafting and revision;
8.   uses correct grammar and mechanics.

Your portfolio grade will reflect your competency in these areas.
                  Activity 2: Check In
    Line up your goals with department goals. Take notes as you
    compare and contrast the strengths, concerns, and desires you
    identified about yourself as a writer with the previous list of
    outcomes.

   Make note of outcomes that are similar to strengths or concerns you
    identified. Look over the course syllabus to discover how the class
    will be addressing these outcomes. Review the text for chapters or
    units that work with the these areas as well, note them. If you cannot
    see where the class materials address outcomes, ask your instructor

   Identify any of your strengths or concerns that you do not see listed
    in the outcomes and note them.

   Later, you may need to talk with your instructor about any areas of
    concern that you do not see addressed by the outcomes and/or you
    do not see in your text. Ask how the class will address your
    concerns.

    ASK your questions! Self-advocacy is a positive skill
    to practice on the road to success.
Your instructor, JCC
writing technicians, CSS
tutors, and fellow writing
students are here to
answer questions, help
you analyze your writing
process, assist as you
develop skills, and discuss
the ideas in your writing.

We want to help you
develop skills that will
strengthen your writing
and enhance your critical
thinking.
 The portfolio process is an opportunity to develop personal
   habits that enhance your skills as a writer, serve your
educational goals, and make you an individual employers will
                            value.
Activity 3: Time Management
              Professionals find success
              is often tied to effective
              time management.

              Planning adequate time to
              write, receive feedback,
              and revise your drafts will
              help you produce stronger
              portfolios.

              For this activity, you will
              need your course syllabus,
              calendar, something to
              write with, and a planner.
              Activity 3: Step One
      Forecast: Review your class
      syllabus and calendar to find
      the answers to the questions
      on the next slide. They will
      help you think about writing
      you will be doing.

          If your syllabus and
???       class calendar do
          not contain the
          answers, ask your
          instructor.

      Plan: Record important
      dates in your scheduler.
                      The Questions:
1.   How many papers will you write this semester?
2.   What modes will you be studying?
3.   How much time has the instructor allotted for you to write your papers?
4.   Which ones will require primary or secondary research?
5.   How many drafts does your teacher require?
6.   When are you scheduled to share (workshop) drafts with your peers?
7.   When are drafts and revised papers due?
8.   When are you required to complete GPAW activities?
9.   Are there special projects that require collaborative writing, service learning
     arrangements, or field research that you need to plan for?


                                                               Write up
         Record all draft and workshop                         interview
                                                                            Editing
                                                                            Bug-a-Boos
                                                                            2-4

         due dates in your scheduler.
                                                              Paper 2 Due
         Save extra time for special
         projects and research.
             Activity 3: Step Two
           How Much Time to Plan?
Very few writers can dash off a cogent, coherent draft in one sitting.
Quality writing requires investment in the methodology you will use
to accomplish the task--often referred to as The Writing Process.
How you engage the process will differ from project to project.

While we cannot tell individuals exactly how much time to plan for
each paper, we can tell you that good writing requires intellectual
sweat and many hours.

Research writers often create a formal writing schedule to help keep
themselves on track. However, you need not limit good planning to
larger projects. Shorter papers still need time for discovering,
focusing, developing, organizing, and revising.

A paper planner is provided on the following slide. Copy and paste
it into a Word document; use it to plan for each of your papers.
                                             Paper Planner
   Date assigned:___________________________                       Writing Process (methodology):
   Date first draft is due______________________                    How do you plan to achieve your purpose? How will
   Date revised draft is due:__________________                     you develop your ideas? Will you use details, facts,
   Required Length_______________                                   examples? Will a scratch outline help? Will you work
   Assignment parameters. For instance, does the                    with your peers, your instructor, a writing technician
    assignment require a specific mode—literary analysis,            Will you research?
    compare/contrast, cause/effect, subjective opinion,             Planning Research:
    objective factual? Must you write on a specific subject?         If you need to conduct primary or secondary research,
    Are you confined to a period of time or a political slant?       what sources will you need? Plan time to take research
   Discovery strategies you would like to use (circle as            notes, summarize source information, and document
    many as apply):                                                  source information.
          focused free writing and looping                         How many sources are required?__________
          brainstorming                                            Your Topic’s Significance
          mapping/clustering                                        Why is this an interesting topic to write about?
          journalist questions                                      How will it connect with readers? What one idea are
          exploring the senses                                      you most interested in conveying?
          dramatization                                            A Working Thesis
   Topic:_________________________________________                  Statement___________________________________
   Purpose for Writing_________________________                     Will your thesis be implied or directly stated? Where in
                                                                     your paper will your audience encounter this main
    To inform, entertain, explain, persuade, argue?                  idea?
    Audience                                                       Essay Outline
    Identify your primary readers—to whom are you                    Will you make a scratch outline or a formal outline?
    addressing this piece? Identify your secondary readers—          When will you begin to consider an organizational
    who else may be interested in reading?                           plan? Be sure to include references to researched
   Audience needs                                                   materials in your outline.
    What does your audience already know about your topic?          List of GPAW workshops that might help with this
    What is their attitude toward the topic? What information        paper.
    do they not possess that you need to supply? What
    response do you hope to achieve from the audience?
Based on the information     9-11 English:
                             Invention &
                             Discovery

gained by completing the     Workshop




paper planner, you can                       7-9 Write first draft



set aside writing time for
each phase of your
                                               11-12 make a
                                               Scratch outline
                                               Of the rough draft

                                               More writing

project. Include time for                      Send to writer’s group




discovery, organizing,
drafting, and revising.                       9-12
                                              Read feedback
                                              Revise
            ―To Do‖ Lists
are also good time management tools
                                  ―To Do‖ lists are not simply records of what
     Tuesday                      we need to accomplish during a day or a
                                  week. If, during the day, you need to go to
  1 Study for calculus exam       two classes, work, shop for groceries, and
  2 hours                         study, listing the events will not, alone,
  2 Pick up cat litter, errands   help you manage your time.
  and
     oil change –1.5 hr           Effective ‗To Do‘ lists estimate how much
  (lunch)                         time each activity and assignment will take.
  3 Library: 2 hrs research       Some things on your list may end up in
  for English paper               your planner.
  4 Pick up Danny at 5:00
  (½ hr)
  5 Dinner/family 2.5 hours       Keeping daily or weekly ―To Do‖ lists will
  6 Practice dialogue for         help you to become more time-conscious
  theater class 1 hour            and a better time manager.

                                  Remember to include writing time on your
                                  list!
Planning and listing are good habits; they work even better when flexible.
Be sure to give yourself permission to revise and reschedule if work or other
concerns require a shift in your plans. In other words, accommodate your life
while still accomplishing your goals.

One key to continued success is follow-through on the reschedule.

Past writing students testify over and over again
that loose promises to oneself to ‗do the work later‘
are rarely kept and that such self-talk results in
last minute, poorly written products. When plans shift,
reschedule a new writing time right away.
                                                   DON‘T LISTEN
                                                                      I CAN WRITE
                                                                        I
                                                   TO THAT VOICE!
                                                                      AFTER I GO OUT
                                                   Reschedule time
                                                                      WITH MY
                                                   now!
                                                                      FRIENDS.




               Ignore this little voice!
               It leads to procrastination.
               Activity 5
The little voice of procrastination is only
one obstacle that can jump in your way
during this semester.

Identify other internal or external obstacles
that, in your past, have prevented you
from engaging the writing process. List
them.
THE DEVILS THAT PLAGUE US
                                    Activity 6
Discovering the best approach to writing is a personal process. What works well for one may not
work for another. Some of us require complete quiet while writing; others need music in the
background. Some of us have supportive family members who will pick up some extra
housework while we write our papers; others may have friends or family that mock our
educational goals.

For this activity, first identify what you need, want, and/or enjoy in order to write; think in terms of
space, environment, and materials. Close your eyes for a minute and think about writing.
Visualize yourself writing successfully, without distractions. What do you see?

Next, identify two or three habits (little devils) that prevent you from fully engaging your writing
process. Write for at least five minutes about your needs and bad habits.

Try to come up with ways to meet your needs and eliminate bad habits. For instance, if family
interruptions are high on your list, you may need to consider if you have tried to find a space that
separates you from the maddening crowd OR if you’ve made your needs clear OR if you’ve not
fulfilled something you promised your family, so they are bugging you.

Remember, very little is totally beyond our control. We always have choices.

After you finish this workshop, talk about this exercise—identifying your obstacles and
solutions—with those folks who may be part of the problem Or with someone whose thinking you
admire. Ask them for their ideas.

Return to your work on this activity, record new ideas, and write up a plan for making the
changes you desire. Write up your plan in no more than two paragraphs or make a bullet point
list.
            Some Recommendations from
         Teachers and Former Writing Students
1.    Understand that your education deserves a priority place in your life, after all, you are paying for it!
2.    Identify places you can write that support your needs. The library is your friend!
3.    Identify times you can write when you are not plagued by fatigue, hunger, or time pressures. This may
      require you to rethink the rhythms of your day. When one JCC writing instructor was in graduate school
      with two children under the age of four, she set the alarm and wrote papers beginning at 2:30 in the
      morning. She caught up on her sleep by reading to the kids at nap and bedtime and falling asleep with
      them (much earlier than her ‗adult‘ schedule had been).
4.    Stock healthy snacks that work with your metabolism.
5.    Use writing breaks to take a walk, drink a big glass of water (water fights fatigue), snack, or do a load of
      laundry.
6.    Understand that life happens. Successful people learn how to handle the bumps. They don‘t use bumps
      as an excuse for not succeeding. Acknowledge the bump, then dive back into your life.
7.    Avoid alcohol—it‘s a depressant and it dehydrates you, causing both lethargy and sleeplessness. Not
      good.
8.    Learn the art of negotiation with family and friends. Craft responses to invitations or requests. For
      instance, ―I‘d love to, but I have another hour of studying to do. Could we meet up then?‖ or ―This
      semester, Wednesday nights really don‘t work for me, could we change our pool game to Thursday?‖
      or ―I need you to fix your own school lunches.‖
9.    Establish connections with your classmates in case you need to ride share or catch a missed
      assignment.
10.   Use a calendar and planner. If you have a busy schedule, increase your self-discipline, schedule
      writing times during breaks at work, between classes, while you are waiting to pick up the kids from
      soccer, or before the family wakes up.
11.   Utilize teacher conferences, office hours, the Center for Student Success, and reference librarians. No
      one expects you to have all the answers. Seek help from the experts who are paid to help you.

           If you connect with any of these ideas, include them on your list of
                            solutions to devilish distractions.
                        Activity 4
                When Is the Portfolio Due?
Portfolios are traditionally due two
weeks before the end of the
semester. They are returned at the
end of the semester.

Scan your course syllabus and                                  7-10 finish revisions

calendar to find the due date for
your portfolio. Record this date in                              Portfolio Due
your scheduler.
                                       3-4 visit CSS
Plan time prior to the due date        Review portfolio with
                                       technician
for preparing the portfolio,
polishing papers, and working
with your instructor or a writing
technician to put the final
touches on your work.

Note this time in your scheduler.
How is the Portfolio Assessed?
Your portfolio will be read and assessed holistically. Readers use
criteria based on the outcomes identified earlier in this workshop. To
review they are:
  competency in a variety modes--for instance, when writing a
    narrative we demonstrate attention to specific narrative action,
    time sequencing, active verbs and the use of verb tense to
    represent action. When writing an argument, we logically assert
    and develop a position using clear and precise wording and valid
    supporting evidence; we avoid logical fallacies;
  ability to write with purpose toward an identified audience;
  ability to focus on and develop ideas using of variety of examples,
    details, reasons, and/or facts appropriate to context;
  ability to use voice and tone in support of identified purpose and
    meet audience needs;
  control over organization;
  correct incorporation of outside source material using Modern
    Language Association‘s (MLA) rules for documentation and
    citation.
Other Important Considerations
   Include a cover sheet for the portfolio listing your student identification
    number, course number, section number, and instructor last name.
   Include a title page for each essay in the portfolio offering the title of the
    essay, a brief description of your purpose, and identification of your
    audience.
   Format your portfolio in Microsoft Word using double-spacing, a 12 point
    Times or Arial font, and one inch margins (top, bottom, right, and left).
   Place your ID number in the upper right hand corner of each page.
   If you use source materials, you must follow MLA Guidelines for
    Documentation and Citation. Specifically, you must correctly include
    parenthetical citations and a Works Cited Page.
   Fulfill the page requirements for the portfolio (see slide 4 for specifics).
   Submit your portfolio in a two pocket folder. No other folders or binders
    accepted.

             Deductions are taken from your earned portfolio grade for
                 • submitting less than required pages;
                 • lack of variety;
                 • disconnected audience and purpose statements;
                 • incorrect or missing MLA documentation and citation

                  *****Plagiarism results in a failed portfolio*****
        Who Grades Your Portfolio?
                                    Sample Reflection Guide
Your instructor will evaluate
your portfolio and offer you    Discuss yourself as a writer at the
feedback.                       beginning of the semester.
                                What where your strengths? What did
                                you hope to learn?
You may be asked to write a
                                What have you learned this semester
reflective letter about your    that makes you feel more confident as
experience producing writing    a writer? Focus on one of your
                                writings from this semester and
for your portfolio.             discuss how it exemplifies your
                                progress as a writer.

                                What is your plan for developing
                                yourself further as a writer? What
                                more do you want to learn?
                          In Review
     Portfolio success not only requires understanding
 of the portfolio guidelines, it also requires you to engage
                    personal study skills.

Practice these skills during semester toward success:
1. Set Goals
2. Predict and Plan Writing Time
     1.   Use a Personal Planner
     2.   Develop Daily or Weekly To Do Lists
3.    Create the Writing Environment That Serves Your
      Needs
4.    Develop Time Management Skills
5.    Identify Obstacles and Plan Your Responses
                      Above all else, avoid
              end-of-semester stress and despair!
                                                                 Why
                                                                didn‘t I
                                                                do my
                                                                work?




Maybe I
can get an
extension..




                              Just say NO to procrastination!
                                                                  procrastination
                                   Review
    Take this time to reflect on what you have learned.
    The portfolio has many purposes; list three that resonate with you and say
     why you connect with them.
    Review the general portfolio requirements for a writer in your course (090,
     131, or 132). Note any that are still unclear.
    Review the outcomes identified by composition faculty that are used to
     assess the portfolio. List the outcomes you understand and feel comfortable
     with, then. list 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.
    Write up any questions you have about the portfolio grading process and
     seek the answers for them from your instructor when you talk.
    Identify the goals/actions you will engage over the course of this semester in
     order to create a successful portfolio.
    Write a summary paragraph on what you have learned or had reinforced for
     you during this workshop.
        For two hours of GPAW credit, print this slide, attach it to the activities
       completed during the workshop, and submit the packet to your instructor.