THIS IS DUE AT 8:00AM EASTERN TIME ON MAY 7 !!!! English portfolio Midlandstech.edu Sign in to d2l Username:dehavenjohnson Password:Johnson12345 Go to square boxes at top screen and go to Eng 102 I have listed instructions below.

Portfolio—250 points Our course emphasizes process, the creation of a text over several days and multiple drafts. Your process, hopefully, has developed throughout that work. The portfolio is your chance to show what you have learned and determine how you will carry that learning forward into the future. Content Your portfolio will focus on one of your first three major projects (the revised diagnostic AND the revision reflection [both must be included], the popular culture analysis or the annotated bibliography), and it will show your entire process in preparing a final draft of that project. The portfolio must include: Samples of your planning work for that project, most of which we did in class. You can retype or photograph this material and include it in the portfolio. At least one mini-project that fed into this assignment (you do not need to revise it): For the revised diagnostic, you must include the revision plan For the popular culture analysis, you will include one of these: the topic proposal, reading for contextualizing, or the tentative thesis and main points assignment For the annotated bibliography, you will include one of these: topic proposal or first search. The deadline draft with my comments. A revised, final draft of the project. It must show substantial revision. “Substantial revision” means thinking about and making changes to content, organization, style, grammar, mechanics, and all the other things we’ve talked about this semester, working towards the goal of creating a stronger essay. You must do more than follow the suggestions I made. I may have missed something important or given advice that goes against your plans for the essay. A reflective introduction, targeting the faculty who teach ENG 102, that analyzes what you learned, using the materials in the portfolio as evidence to support your points. In other words, use this essay to make a case for how much (and what) you have learned in this course. It should be as long as necessary to make your points. This essay is the first entry in your portfolio. Assume your audience will read it before the rest of the portfolio, so you’ll need to design it as a stand-alone document. This means (among other things) that you will need to use specific examples from the portfolio pieces to support your points, as well as specific references to the process you went through while preparing them. You do not need to say you have made dramatic strides if you do not think you have. Instead, make a specific claim about your learning and support that claim with specific examples. You may want to draw on the course objectives in order to construct your reflection. Those objections are listed on the syllabus and included in this handout. Medium and Organization The portfolio will take the form of a single word processing file. You can copy and paste the individual documents into this file, labeling each one with a heading in a different font than the body text. You may need to retype, scan, and/or photograph the planning work. The reflective introduction must go first; you can arrange the other components in whatever order best fits your rhetorical goals. Remember to label each with a header that tells me the assignment and whether it is planning work, a deadline draft, or a final draft. Note: I strongly recommend that you finish revisions in individual files before copying your work into the portfolio. Deadline Your portfolio is due by 8:00am on May 7. Submit it through the D2L dropbox. It will not be accepted late for any reason. Grading I will grade your portfolio using the criteria on the attached rubric. Missing contents will also cause you to lose points. I will start reading the portfolio with the reflective introduction, which will give me a sense of what course objectives your portfolio emphasizes. Then, I will read the individual pieces in the order they are arranged in the file. Once I have evaluated the portfolios, I will provide feedback describing the strengths and areas for improvement in the work. I am still deciding whether the feedback will take a written or audio form. Scoring Rubric Criteria Exceptional Above Average Average Below Average Unsatisfactory Completeness 40 32 28 24 20 Genre requirements and audience engagement 30 24 21 18 15 Complexity and clarity of claims/thesis statements 30 24 21 18 15 Development of points 50 40 35 30 20 Organization 50 42 35 30 20 Sentence level concerns 25 20 17.5 15 12.5 Documentation 25 20 17.5 15 12.5 Descriptors for Rubric Completeness Score of Exceptional: Portfolio contains all required component (see assignment sheet for specifics) Score of Average: Portfolio is missing one required component Score of Unsatisfactory: Portfolio is missing two or more required components Genre requirements and audience engagement: Score of Exceptional: Essays in the portfolio follow all or almost all of the assignments’ requirements and genre conventions. In addition, the writer demonstrates a skillful ability to manipulate genre conventions in ways that make their work stand out while still fulfilling the readers’ expectations. Score of Average: Essays in the portfolio follow most of the assignments’ requirements and genre conventions. However, they do so in a formulaic way that shows little attempt to engage the audience. Score of Unsatisfactory: Essays in the portfolio do not follow the assignments’ requirements and/or the genre conventions (ex. the assignment calls for an argument but the writer submits a personal narrative). Complexity and clarity of claims/thesis statement Score of Exceptional: Essays in the portfolio contain explicit, nuanced claims and thesis statement. The reader feels like the writer has constructed a complex, well thought-out point. Score of Average: Essays in the portfolio contain claims and thesis statements that are somewhat clear, but they may be presented in general terms (ex. “This bill should/should not become a law” or “Both writers use pathos”). Score of Unsatisfactory: Essays in the portfolio do not contain clear claims, thesis statements, or other overarching idea. Development of points: Score of Exceptional: All major points in the essays are developed with specific, relevant evidence and explanation that clarifies, extends, and/or illustrates the reasons supporting the claim. Score of Average: Points in the essays are not developed consistently, causing the reader to want more information. Ideas, in places, are unclear or made up of vague or commonplace statements. Some pieces of evidence may not be appropriate for the audience. Score of Unsatisfactory: Points in the essays are stated without any development. Most examples are inappropriate for the audience. Organization: Score of Exceptional: Essays in the portfolio use a logical order for both paragraphs and the overall piece that imparts a feeling of wholeness and skilled construction. Score of Average: The structure of essays in the portfolio breaks down in some places, but holds together overall. At the paragraph level, some sentences are out of place. Some transitions between sentences are abrupt or inappropriate for the type of relationships implied among the paragraph’s ideas. Score of Unsatisfactory: Essays in the portfolio use an unclear or confusing overall organization. The paragraphs lack coherence; sentences are disorganized, with little or no effective use of transitions. Sentence level concerns (including both style and grammar): Score of Exceptional: Few or no grammatical, mechanical, and/or spelling errors exist, and those that appear are minor or reflect obscure rules. Those errors present do not detract from the text’s central focus and from the smooth delivery of the writer’s ideas. Score of Average: Grammatical, mechanical, and spelling errors begin to interfere with understanding the text’s meaning. Patterns of status-marking error may exist (ex. sentence boundaries, verb endings). Score of Unsatisfactory: Numerous distracting grammatical, mechanical, and/or spelling errors make understanding the text’s meaning difficult or impossible. Documentation: Score of Exceptional: Few or no errors in internal citations or the works cited listing. Score of Average: Some errors in either internal citations or works cited listing (example: missing or misplaced internal citations, missing elements in works cited entries). Score of Unsatisfactory: Multiple, serious errors in internal citations and/or the works cited listing (example: no works cited listing, even though essay contains internal citations; works cited listing includes only URLs).

----- Modified Instruction (05/07/2019 05:38:29) -----
Portfolio—250 points Our course emphasizes process, the creation of a text over several days and multiple drafts. Your process, hopefully, has developed throughout that work. The portfolio is your chance to show what you have learned and determine how you will carry that learning forward into the future. Content Your portfolio will focus on one of your first three major projects (the revised diagnostic AND the revision reflection [both must be included], the popular culture analysis or the annotated bibliography), and it will show your entire process in preparing a final draft of that project. The portfolio must include: Samples of your planning work for that project, most of which we did in class. You can retype or photograph this material and include it in the portfolio. At least one mini-project that fed into this assignment (you do not need to revise it): For the revised diagnostic, you must include the revision plan For the popular culture analysis, you will include one of these: the topic proposal, reading for contextualizing, or the tentative thesis and main points assignment For the annotated bibliography, you will include one of these: topic proposal or first search. The deadline draft with my comments. A revised, final draft of the project. It must show substantial revision. “Substantial revision” means thinking about and making changes to content, organization, style, grammar, mechanics, and all the other things we’ve talked about this semester, working towards the goal of creating a stronger essay. You must do more than follow the suggestions I made. I may have missed something important or given advice that goes against your plans for the essay. A reflective introduction, targeting the faculty who teach ENG 102, that analyzes what you learned, using the materials in the portfolio as evidence to support your points. In other words, use this essay to make a case for how much (and what) you have learned in this course. It should be as long as necessary to make your points. This essay is the first entry in your portfolio. Assume your audience will read it before the rest of the portfolio, so you’ll need to design it as a stand-alone document. This means (among other things) that you will need to use specific examples from the portfolio pieces to support your points, as well as specific references to the process you went through while preparing them. You do not need to say you have made dramatic strides if you do not think you have. Instead, make a specific claim about your learning and support that claim with specific examples. You may want to draw on the course objectives in order to construct your reflection. Those objections are listed on the syllabus and included in this handout. Medium and Organization The portfolio will take the form of a single word processing file. You can copy and paste the individual documents into this file, labeling each one with a heading in a different font than the body text. You may need to retype, scan, and/or photograph the planning work. The reflective introduction must go first; you can arrange the other components in whatever order best fits your rhetorical goals. Remember to label each with a header that tells me the assignment and whether it is planning work, a deadline draft, or a final draft. Note: I strongly recommend that you finish revisions in individual files before copying your work into the portfolio. Deadline Your portfolio is due by 8:00am on May 7. Submit it through the D2L dropbox. It will not be accepted late for any reason. Grading I will grade your portfolio using the criteria on the attached rubric. Missing contents will also cause you to lose points. I will start reading the portfolio with the reflective introduction, which will give me a sense of what course objectives your portfolio emphasizes. Then, I will read the individual pieces in the order they are arranged in the file. Once I have evaluated the portfolios, I will provide feedback describing the strengths and areas for improvement in the work. I am still deciding whether the feedback will take a written or audio form. Scoring Rubric Criteria Exceptional Above Average Average Below Average Unsatisfactory Completeness 40 32 28 24 20 Genre requirements and audience engagement 30 24 21 18 15 Complexity and clarity of claims/thesis statements 30 24 21 18 15 Development of points 50 40 35 30 20 Organization 50 42 35 30 20 Sentence level concerns 25 20 17.5 15 12.5 Documentation 25 20 17.5 15 12.5 Descriptors for Rubric Completeness Score of Exceptional: Portfolio contains all required component (see assignment sheet for specifics) Score of Average: Portfolio is missing one required component Score of Unsatisfactory: Portfolio is missing two or more required components Genre requirements and audience engagement: Score of Exceptional: Essays in the portfolio follow all or almost all of the assignments’ requirements and genre conventions. In addition, the writer demonstrates a skillful ability to manipulate genre conventions in ways that make their work stand out while still fulfilling the readers’ expectations. Score of Average: Essays in the portfolio follow most of the assignments’ requirements and genre conventions. However, they do so in a formulaic way that shows little attempt to engage the audience. Score of Unsatisfactory: Essays in the portfolio do not follow the assignments’ requirements and/or the genre conventions (ex. the assignment calls for an argument but the writer submits a personal narrative). Complexity and clarity of claims/thesis statement Score of Exceptional: Essays in the portfolio contain explicit, nuanced claims and thesis statement. The reader feels like the writer has constructed a complex, well thought-out point. Score of Average: Essays in the portfolio contain claims and thesis statements that are somewhat clear, but they may be presented in general terms (ex. “This bill should/should not become a law” or “Both writers use pathos”). Score of Unsatisfactory: Essays in the portfolio do not contain clear claims, thesis statements, or other overarching idea. Development of points: Score of Exceptional: All major points in the essays are developed with specific, relevant evidence and explanation that clarifies, extends, and/or illustrates the reasons supporting the claim. Score of Average: Points in the essays are not developed consistently, causing the reader to want more information. Ideas, in places, are unclear or made up of vague or commonplace statements. Some pieces of evidence may not be appropriate for the audience. Score of Unsatisfactory: Points in the essays are stated without any development. Most examples are inappropriate for the audience. Organization: Score of Exceptional: Essays in the portfolio use a logical order for both paragraphs and the overall piece that imparts a feeling of wholeness and skilled construction. Score of Average: The structure of essays in the portfolio breaks down in some places, but holds together overall. At the paragraph level, some sentences are out of place. Some transitions between sentences are abrupt or inappropriate for the type of relationships implied among the paragraph’s ideas. Score of Unsatisfactory: Essays in the portfolio use an unclear or confusing overall organization. The paragraphs lack coherence; sentences are disorganized, with little or no effective use of transitions. Sentence level concerns (including both style and grammar): Score of Exceptional: Few or no grammatical, mechanical, and/or spelling errors exist, and those that appear are minor or reflect obscure rules. Those errors present do not detract from the text’s central focus and from the smooth delivery of the writer’s ideas. Score of Average: Grammatical, mechanical, and spelling errors begin to interfere with understanding the text’s meaning. Patterns of status-marking error may exist (ex. sentence boundaries, verb endings). Score of Unsatisfactory: Numerous distracting grammatical, mechanical, and/or spelling errors make understanding the text’s meaning difficult or impossible. Documentation: Score of Exceptional: Few or no errors in internal citations or the works cited listing. Score of Average: Some errors in either internal citations or works cited listing (example: missing or misplaced internal citations, missing elements in works cited entries). Score of Unsatisfactory: Multiple, serious errors in internal citations and/or the works cited listing (example: no works cited listing, even though essay contains internal citations; works cited listing includes only URLs).