FINAL PORTFOLIO
Throughout the semester, this class has concentrated on many different types of writing (narration, description, process analysis, comparison/contrast, exemplification, definition, and persuasion). We have gone through both the initial writing and revision processes, experimenting with different forms and learning how to communicate in sophisticated language. With the combined experience of this semester behind you, you will now have the opportunity to revisit some of your earliest writing, making it stronger and demonstrating your acquired knowledge.
For this assignment, you are asked to reexamine some of your writing from this semester in Composition. You will choose one of the essays you have written this semester and do an in-depth revision of it. You will review the comments made by your teacher, participate in peer evaluation, and reflect upon your own written piece. You will also have the opportunity to let your writing “shine” in an original composition. For this portion of the assignment you will write a new essay in which you combine some of the different rhetorical modes we have examined, and include it among your revised and reflective pieces. The purpose of this assignment is to allow you, as writers, to demonstrate what knowledge you have acquired throughout the semester and how that knowledge is now applied to your writing.
The requirements for this portfolio are as follows:
v In-depth revision of one (1) essay written during this semester (this includes both content and mechanics).
v Copies of the original essay (that you are revising) with teacher comments.
v Peer review for one essay (completed on Turnitin.com) and printed from the website.
v Reflection on the revision process and the changes you have made to your essay (2 pages).
v A new essay—see attached assignment
Your grade will be determined by the following:
v Complete portfolio and demonstration of your attention to the directions.
v Adequate and productive revision to your article.
Ø Changes must be significant and reflect an awareness of the points in your writing that need improvement, as well as a demonstration of what you learned during the grammar unit.
v Exhibition of your learned knowledge about writing in the composition of a new essay.
Ø Use of appropriate language.
Ø Effective conveyance of your topic.
Ø Developed examples to support your claims.
v Proper use of grammar, mechanics, etc.
v Creativity and neatness.
v Adherence to the guidelines and standards of these directions and the course.
***This assignment is due on the day of your final. All materials (in hardcopy) must be turned in to your teacher during that class period.
DUE DATE: Thursday, January 31
RUBRIC for Final Portfolio
I. Revision (50)
The revision portion of your portfolio must include:
Ø Original essay
Ø In-depth, significant revision of essay, reflecting an understanding
of the aspects of your writing that need improvement and your
ability to accommodate for those weaknesses.
Ø Demonstration of significant reexamination of your own writing.
II. New Essay (100)
For your new essay, you may choose from the different types of
writing in which you have participated in this course, combing different
styles. The article type and topic are left to your discretion. Your article,
however, must reflect the standards of writing set forth throughout the semester.
See the attached rubric for your new essay.
III. Reflections (10)
For the reflection portion of your portfolio, you are asked to examine
the revision process of the portfolio as it relates to the improvement
of your own writing. For this assignment you will:
Ø Reflect on the revision process and how it improves your
writing. You will discuss your own process of revision and
look at your writing in a critical way.
IV. Peer Review (10)
You will respond to each other’s writing and provide clear and helpful
criticism to your peers.
V. Presentation (10)
You will exhibit responsibility and pride in your work in the
organization and neat presentation of your materials.
All materials for assignment are included in portfolio and are
turned in on time.
VI. Grammar and Mechanics (10)
All writing must reflect a professional tone, using appropriate language.
Writing must also demonstrating a strong understanding of grammatical
rules and mechanical guidelines. Excessive errors in spelling, sentence
structure, verb tense, etc. are unacceptable.
TOTAL: /190
Final Essay Assignment
Throughout the last semester, we have examined many different types of writing, also known as modes of discourse. Our examinations of writing have led us through a study of narration, description, process analysis, comparison/contrast, classification and division, exemplification, definition, and persuasion.
Through the study of essays working within either one or multiple modes, we have seen clear models for the types of writing that we hope to produce. We explored not only the techniques by which authors construct their own arguments according to these modes, but also how we might use these same techniques to develop our own arguments.
This essay assignment asks you to explore a topic through the use of one or more of these modes. For example, you may develop a persuasive essay in which you use personal examples to support your ideas, blending both persuasion and narration; you may compose an essay in which you explore the definition of a particular term by comparing and contrasting the different cultural definitions of that term. You may look to any of the suggestions included on the suggestion sheet or come up with your own idea to guide your essay.
Regardless of the option you choose, you must have a clear purpose in mind—What do you hope to accomplish in your piece? What do you hope your audience will take away from your essay? You must also work to incorporate clear sensory details to help the piece come alive for your reader.
REQUIREMENTS
As we studied in class, successful non-fiction writing not only establishes a strong context for the piece and communicates a clear purpose, it also has a strong appeal to a chosen audience. As you write your own narrative, be sure that you consider the following:
· Have I established the context of the piece?
· Do I clearly communicate a thesis statement or dominant impression in my essay?
· Have I made strong appeals to my audience through the use of strong sensory details?
You will be evaluated on the success of your argument, just as we have evaluated the non-fiction work we have read in class.
WHO IS YOUR AUDIENCE?
Think of your classmates and me as your audience. Your goal in this assignment is to construct an enjoyable and entertaining argument, using different writing modes to communicate a clear purpose. While this paper is less formal than an academic research paper, your language should be clear and concise, and you should strive to present an effective and believable argument. Use of first-person (I, we), recreated dialogue, and some slang or idiomatic language are acceptable if done in a controlled and deliberate way. However, you must remember that the essay does retain a certain type of formality and you should note that this essay will be shared with the class and me during peer/group conferencing as well as in evaluation. Please do not choose a topic that you would be uncomfortable having me and the class read and discuss.
FORMAT & LENGTH:
Your essay must:
· Be 3-4 pages in length.
· Follow the standards of MLA formatting.
· Adhere to the standards of good writing (grammar & mechanics) to which your writing has been held throughout the school year.
DUE DATES:
ROUGH DRAFT: Thursday, January 24 Essays must be posted to Turnitin.com for peer review.
FINAL DRAFT: Thursday, January 31
ESSAY OPTIONS
Choose from ONE of the essay options below. You may suggest your own option, but you must have this topic approved by your teacher.
Persuasion
You strongly believe that a particular policy or regulation in school is unreasonable or unjust. Compose an essay arguing that the policy needs to be, if not completely revoked, amended in some way. Support your contention with specific examples showing how the regulation has gone wrong. End by providing constructive suggestions for how the policy problem can be solved.
Definition
One of your responsibilities as a peer counselor in the student counseling center involves helping students communicate more effectively. To assist students, write a definition of some term that you think represents an essential component of a strong interpersonal relationship. You might, for example, define respect, sharing, equality, or trust. Part of the definition should employ definition by negation, a discussion of what the term is not.
Comparison-Contrast
Your old high school has invited you back to make a speech before an audience of seniors. The topic will be “how to choose the college that is right for you.” Write your speech in the form of a comparison-contrast analysis. Focus on the choices available (two-year versus four-year schools, large versus small, local versus faraway, academic versus technical, and so on), showing the advantages and/or disadvantages of each.
Process Analysis
You write an “advice to the lovelorn” column for the school newspaper. A correspondent writes saying that he or she wants to break up with a steady girlfriend/boyfriend but doesn’t know how to do this without hurting the person. Give the writer guidance on how to end a meaningful relationship with a minimal amount of pain.
To help a sixteen-year-old friend learn how to drive, explain a specific driving maneuver one step at a time. You might, for example, describe how to make a three-point turn, parallel park, or hand a skid. Remember, your friend lacks self-confidence and experience.
Division-Classification
Asked to write an editorial for your school’s newspaper, you decide to do a half-serious piece on taking “mental health” days off from classes. Structure your essay around three kinds of occasions when “playing hooky” is essential for maintaining sanity.
Your favorite magazine runs an editorial asking readers to send in what they think are the main challenges facing their particular gender group. Write an essay in which you identify at least three categories of problems that your sex faces. Be sure to provide lively, specific examples to illustrate each category. In your essay, you may adopt a serious or lighthearted tone, depending on your overall subject matter.
Exemplification
Assume that you are an elementary school principal planning to give a speech in which you’ll try to convince parents that television distorts children’s perceptions of reality. Write the speech, illustrating your point with vivid examples.
Narration
Your younger brother, sister, relative, or neighborhood friend can’t wait to be your age. Write an essay in which you narrate a dramatic story that shows the young person that your age isn’t as wonderful as he or she thinks. Be sure to select a story that the person can understand and appreciate.
Description
As a staff member of your school’s newspaper, you have been asked to write a weekly column of social news and gossip. For your first column, you plan to describe a recent school event—a dance, party, athletic event, or other social activity. With a straightforward or tongue-in-cheek tone, describe where the event was held, the appearance of the people who attended, and so on.
Final Essay Rubric
Composition L3
Exceptional / Skilled / Proficient / Developing / InadequateClaim
15% / 15 / 13 / 11 / 9 / 7
The text introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue. The text has a structure and organization that is carefully crafted to support the claim. / The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure and organization that is aligned with the claim. / The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim. / The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and organization to support the position. / The text contains an unidentifiable claim or vague position. The text has limited structure and organization.
Argument Development
30% / 30 / 26 / 22 / 19 / 15
The text provides convincing and relevant data and evidence to back up the claim and skillfully addresses counterclaims. The conclusion effectively strengthens the claim and evidence. / The text provides sufficient and relevant data and evidence to back up the claim and fairly addresses counterclaims. The conclusion effectively reinforces the claim and evidence. / The text provides data and evidence to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence. / The text provides data and evidence that attempt to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position. / The text contains limited data and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position.
Audience
15% / 15 / 13 / 11 / 9 / 7
The text consistently addresses the audience’s knowledge level, concerns, values and possible biases about the claim. The text addresses the specific needs of the audience. / The text anticipates the audience’s knowledge level, concerns, values, and possible biases about the claim. The text addresses the specific needs of the audience. / The text considers the audience’s knowledge level, concerns, values, and possible biases about the claim. The text addresses the needs of the audience. / The text illustrates an inconsistent awareness of the audience’s knowledge level and needs. / The text lacks an awareness of the audience’s knowledge level and needs.
Cohesion
15% / The text strategically uses words, phrases, and clauses as well as varied syntax to link the major sections of the text. The text explains the relationships between the claim and the reasons as well as the evidence. The text strategically links the counterclaims to the claim. / The text skillfully uses words, phrases, and clauses as well as varied syntax to link the major sections of the text. The text identifies the relationship between the claim and the reasons as well as the evidence. The text effectively links the counterclaims to the claim. / The text uses words, phrases, and clauses as well as varied syntax to link the major sections of the text. The text connects the claim and the reasons. The text links the counterclaims to the claim. / The text contains limited words, phrases, and clauses to link the major sections of the text. The text attempts to connect the claim and the reasons. / The text contains few, if any, words, phrases, and clauses to link the major sections of the text. The text does not connect the claim and the reasons.