Portfolio Grade:
Comments:
GROWTH THROUGHOUT PORTFOLIO
O = outstanding G = good S = satisfactory W = weak D = deficient
OUTCOMES
O
G
S
W
D
Portfolio demonstrates that writing is a practice that involves a multi-stage,
recursive and social process as evidenced by significant/appropriate global
revisions prompted by instructor and peer comments, in addition to
student’s own self-initiated global revisions. (CV1)
Portfolio--taken in the context of the student’s research
agenda--demonstrates perseverance and openness to developing ideas and
writing across time, as evidenced by evolution from draft to draft and
growth across assignments. (CV1)
Portfolio demonstrates that writing is shaped by audience, purpose, genre,
and context as evidenced by student's ability to meet the expectations of
the portfolio. (CV3)
REFLECTIVE STATEMENT
O = outstanding G = good S = satisfactory W = weak D = deficient
OUTCOMES
O
G
S
W
D
Shows an understanding that writing is a practice that involves a multi-stage,
recursive and social process. (CV1)
Shows an understanding that close and critical reading/analysis is necessary
for listening to and questioning texts, arriving at a thoughtful understanding
of those texts, and joining the academic and/or public conversations
represented by those texts. (CV2)
Shows how student’s understanding of their research issue deepens after
encountering diverse perspectives from varied sources, especially those who
contradict the students’ original beliefs. (CV2)
Shows an understanding that writing is shaped by audience, purpose, and
context, both through discussion and through the ability to meet the
expectations of the assignment/portfolio. (CV3)
Shows an understanding of the role of information literacy in the practice of
writing, both through discussion and through incorporation of meaningful
examples from student’s work. (CV4)
Shows students understanding of the ethical dimensions of writing and the
complexity of issues. (CV5)
ANNOTATED BIBLIOGRAPHY
O = outstanding G = good S = satisfactory W = weak D = deficient
OUTCOMES
O
G
S
W
D
Demonstrates the ability to interpret and understand writers’ messages and how they
are constructed, and to contextualize different perspectives within ongoing
conversations. (CV2)
Demonstrates rhetorical awareness by formatting the document to meet the
expectations of the assignment and by using the formal academic citation method of
APA bibliographic entries. (CV3)
Demonstrates the ability to find sources with credibility and expertise
in a variety of venues, while also acknowledging the benefits
and limitations of dominant/mainstream media and scholarly research. (CV4)
Demonstrates the ability to evaluate a source’s credibility, usefulness, expertise, and
perspective/angle of vision, and to assess a source for fairness and accuracy. (CV4)
Demonstrates awareness of and respect for multiple points of view on an issue by
collecting sources that represent a variety of perspectives (e.g. local, political,
disciplinary, social, activist, etc.) and kinds of information, including sources that
center underrepresented and marginalized voices. (CV5)
PORTFOLIO ESSAYS/MAJOR PROJECTS
O = outstanding G = good S = satisfactory W = weak D = deficient
OUTCOMES
O
G
S
W
D
Demonstrate a process-based approach to writing that uses global and local
revision strategies. (CV1)
Show that the student understood, analyzed, and synthesized ideas from a
diverse body of research/sources/texts, so as to develop their own informed
arguments and to join and possibly expand existing conversations. (CV2)
Demonstrate ability to craft a coherent, well-structured argument. (CV3)
Demonstrate rhetorical awareness and thoughtful response to the audience,
purpose, genre, and context of a rhetorical situation. (CV3)
Choices for language, tone, vocabulary, and style reflect the student’s
self-determined rhetorical purpose. (CV3)
Demonstrate the ability to select and use research/sources/texts effectively
to contextualize, develop, and interpret ideas, and to support their own
arguments with details and evidence. (CV4)
Demonstrate the ability to appropriately introduce and synthesize source
material into writing; this includes contextualizing sources and their
expertise/perspective, using signal phrases, and accurately citing sources
following a formal or other rhetorically-appropriate citation style. (CV4)
Present qualified claims, recognizing that no argument is beyond dispute, and
make ethical language choices that consider the impact of those choices.
(CV5)
Present the stakeholders with complexity and fairness. (CV5)
Clearly delineate student’s voice/ideas from those of others’, and clearly
identify all sources used in the essay/project with a citation method
appropriate for the genre. (CV5)
