English 490 Portfolio: Checklist and Rubric, Fall 2014 Portfolio Requirements and Checklist: You have two options for your portfolio, as outlined below, but the organization of your materials is the same regardless of the option you choose



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English 490 Portfolio: Checklist and Rubric, Fall 2014
Portfolio Requirements and Checklist:

You have two options for your portfolio, as outlined below, but the organization of your materials is the same regardless of the option you choose. Your name should appear nowhere after the first cover page. Tabs or dividers should separate each written submission in the portfolio.
OPTION ONE:

  • A cover page with your name and contact information and the last four digits of your HSU id

  • A cover page with the last four digits of your HSU id, and no name

  • A table of contents

  • Your reflective (self-assessment) essay of 5-7 pages. This essay discusses the pieces in the portfolio and your growth and development as you have completed the English major. You are expected to make connections between the various aspects of the English major, and in the process, to use English studies terminology appropriately; to consider your effectiveness in the field; and to analyze what you've learned during the course of your career in the major.

  • Tab/Divider

  • A written assignment from one of the core courses of the English major, WITHOUT INSTRUCTOR COMMENTS ON IT

  • Tab/Divider

  • An assignment from one of your depth options (that is, not from a course in your pathway), WITHOUT INSTRUCTOR COMMENTS ON IT

  • Tab/Divider

  • An assignment from any upper division course in your chosen major track/pathway;

  • Tab/Divider

  • A Wildcard option: a written assignment relevant to your reflective essay from any course, WITHOUT INSTRUCTOR COMMENTS ON IT



OPTION TWO: The contents and organization is the same, EXCEPT that the wildcard option and the depth option may be replaced by a long critical essay (20-25 pages) written under the supervision of a faculty member as an Independent Study, WITHOUT INSTRUCTOR COMMENTS ON IT.
Students selecting Option Two should also sign up for Engl 499, Independent Study, with the instructor who is supervising their essay. If such arrangements haven't already been made with an instructor, it's probably too late to do so now!
Reflective Essay Rubric

In addition to making sure you have each required document, you must also ensure that your reflective essay meets the required guidelines of the assignment and contains the following features. Make sure you have met each requirement fully (without exception), and have brought all of your writing and revising skills to bear on your reflective essay. Your timely graduation rides on your performance on this essay.


The reflective essay is the primary essay evaluated in the portfolio. Your work will be scored under the cloak of anonymity by two readers on the following scale: 6-superior, 5-strong, 4-adequate, 3-developing, 2-weak, 1-poor. A combined score of 8 and above is passing. Portfolios receiving a combined score of 7 will be sent to a third reader who will determine whether the portfolio passes or fails; a combined score of 6 or below will fail. Some basic criteria on which the reflective essay and portfolio will be judged are as follows:


  • Does the portfolio have the required texts, and/or adequate justifications for substitutions?

  • Does the reflective essay accurately summarize the portfolio essays and/or assignments or classes and provide adequate context for each of them?

  • In the reflective essay, does the student evaluate his/her understanding of the methods of our field, and provide textual evidence and specific examples to support his/her claims about his/her own writing? Does the reflective essay itself support those claims about his/her writing?

  • Does the student demonstrate his/her growth as an English major? Does the student connect his or her knowledge and writing to specific ideas, methods, theorists, teachers, terms, and skills that are specific to the discipline of English studies? Does he/she show awareness of audience?

  • Is the reflective essay well-focused and organized, with a unifying, coherent thesis or narrative structure?

  • Does the author pay sufficient attention to sentence-level concerns of style, correctness, mechanics and presentation?


Senior Portfolio Scoring Rubric

Scoring Standards

Reflective essays are judged on a number of factors: insight and reflection; connecting previous work in the major with the reflection, including appropriate mention of terms, theories, and/or methods; organization; development; creativity; and control of mechanics of writing. Essays are scored on their overall quality, but an extremely well-written response may be scored a point higher than it would be on the basis of content alone, while a poorly written response may be scored a point lower.


6: An essay receiving a score of six (superior) is one that:

  • Offers insightful analysis of learning and performance, providing textual evidence;

  • Memorably presents the occasion for reflection, showing sophisticated depth of thought;

  • Demonstrates depth & breadth of disciplinary knowledge by accurately incorporating a range of terms, theories, theorists, methods, and authors, in an engaging manner;

  • Analyzes experiences from several angles, explores the subject in personal and general reflections, effectively incorporating evidence with the author’s own prose;

  • May use a theme to discuss experiences and observations;

  • Effectively uses a diversity of writing strategies to enhance reflection;

  • Is organized and demonstrates a thoroughly developed structure;

  • Consistently uses appropriate language;

  • Exhibits no sentence-level errors.


5: An essay receiving a score of five (strong) is one that:

  • Offers insightful analysis of learning and performance, providing textual evidence;

  • Memorably presents the occasion for reflection, showing mature depth of thought;

  • Demonstrates a strong understanding of disciplinary knowledge by accurately incorporating some terms, theories, theorists, methods, and authors;

  • Analyzes experiences from several angles, explores the subject in personal and general reflections, effectively incorporating evidence with the author’s own prose;

  • May use a theme to discuss experiences and observations;

  • Effectively uses writing strategies to enhance reflection;

  • Is organized and demonstrates strong development;

  • Consistently uses appropriate language;

  • Exhibits few sentence-level errors.


4: An essay receiving a score of four (proficient—passing) is one that:

  • Offers analysis of learning and performance, providing textual evidence;

  • Presents the occasion for reflection, showing adequate depth of thought;

  • Demonstrates an expected understanding of disciplinary knowledge by accurately incorporating a few terms, theories, theorists, methods, and authors;

  • Analyzes the experience, explores the subject in personal and general reflections, and incorporates evidence; Exploration may be inconsistent, but not so as to distract the reader;

  • May use a theme to discuss experiences and observations;

  • Effectively uses writing strategies to some effect;

  • Is organized and demonstrates good development;

  • Consistently uses appropriate language;

  • Exhibits few or no sentence-level errors.


3: An essay receiving a score of three (developing--NOT passing) is one that

  • Fails to analyze learning and performance, and/or to incorporate adequate evidence. Exploration may be inconsistent or very general, showing little insight;

  • May vacillate about the occasion for reflection, showing limited depth of thought;

  • Demonstrates an inconsistent and somewhat inaccurate understanding of disciplinary knowledge;

  • Uses writing strategies somewhat ineffectively;

  • Is inconsistently organized and not well developed;

  • Does not consistently use appropriate language, slipping into colloquial or vernacular usage;

  • Exhibits notable sentence-level errors which distract the reader.


2: An essay receiving a score of two (weak) is one that:

  • Fails to reflect;

  • Shows little depth of thought, slighting related experiences and observations;

  • Demonstrates little to no disciplinary knowledge;

  • Fails to analyze the experience and offers little to no evidence from past work;

  • Uses writing strategies poorly;

  • May exhibit inappropriate tone;

  • Has many distracting errors.


An essay receiving a score of one (poor) is not a reflective essay; it may contain significant errors in grammar, usage, and audience awareness.


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