Best of Miami Portfolios 2001 - Units.muohio.edu

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2001 Scoring Guide for Portfolios A portfolio consists of four equally important pieces of prose writing. Each portfolio is read holistically by at least two English instructors; each gives a single comprehensive score on a sixpoint scale (“6” is high; “1” is low). What follows are two lists: one highlights characteristics of effective portfolios; the other offers a more specific scoring scale used by readers. In determining a single score, readers assess the quality of a portfolio as a whole and do not average the four pieces. Characteristics of Effective Portfolios The following list, in no particular order, represents some of the features of effective student writing that were most often mentioned during the portfolio committee meetings: • Develops pieces fully and substantially. • Uses language imaginatively and effectively. • Shows when appropriate by creating scenes, using dialogue and interior monologue when appropriate. • Supports assertions and generalizations with evidence, examples, and details. • Recognizes complexities in issues and positions. • Explores larger social or cultural aspects. • Demonstrates an awareness of audience. • Writes with purpose, consistency, and focus. • Engages readers: pieces are at least occasionally moving or powerful. • Demonstrates awareness of global/local organization appropriate for the writing task. 78
2001 Scoring Scale Your portfolio will be scored by readers using the following scale: Upper Range Portfolios 6 range: Excellent portfolios. These portfolios’ many significant strengths outweigh their weaknesses. Excellent portfolios encompass the characteristics of very good (5-range) portfolios but also display other strengths. They convincingly demonstrate the writer’s ability to handle varied writing tasks successfully, and the writing is substantially developed, often moving beyond the predictable and clichéd in approach, style, or subject matter. 5 range: Very Good portfolios. These portfolios’ strengths clearly outweigh their weaknesses. Very good portfolios show an awareness of audience, and show substantial development of ideas often by integrating evidence, examples, and details to support assertions and generalizations. Very good portfolios successfully demonstrate the writer’s ability to handle varied writing tasks. Middle Range Portfolios 4 range: Good portfolios. These portfolios’ strengths outweigh their weaknesses. Good portfolios articulate a purpose and provide moments of sustained exploration of a question through the use of evidence. Compared to competent portfolios (3-range), good portfolios (4-range) demonstrate more awareness of global/local organization appropriate for the writing task and more consistent evidence of the writer’s ability to handle varied writing tasks. 3 range: Competent portfolios. These portfolios’ strengths and weaknesses are about evenly balanced. Competent portfolios demonstrate some awareness of global/local organization appropriate for the writing task. Evidence of the writer’s ability to handle varied writing tasks is uneven. Some pieces may be too brief, underdeveloped, general or predictable, but the language use is generally competent. Competent portfolios (3-range), unlike lower range portfolios, show some awareness of audience. Lower Range Portfolios 2 range: Fair portfolios. These portfolios’ weaknesses outweigh their strengths. There is little evidence of the writer’s ability to handle varied writing tasks successfully. Fair portfolios are usually thin in substance and undistinguished in style although they may be clear and error free. 1 range: Poor portfolios. These portfolios’ many weaknesses clearly outweigh their strengths. Poor portfolios may lack development and/or evidence of effective global and local organization. Poor portfolios may have substantial grammatical errors that impede reading. Focus may be unstated and/or unclear. 79
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Miami University Best of Portfolios
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Acknowledgements In 1990, Miami Uni
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The Best of Miami University’s Po
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All four of these reflective letter
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Your gurgling stomach now seems les
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one must prohibit the words from be
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And as the result of many enjoyably
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would remain viable in the new mill
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all of the qualities represented in
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honors for past dances, but I figur
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in this Mac (I pointed to the Power
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There was only one person in the wo
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over 500 men sleeping on the dirty
Page 28 and 29: An Explanatory, Exploratory, or Per
Page 30 and 31: decrease will not allow the schools
Page 38 and 39: to make a greater quantity of tires
Page 40 and 41: Response to a Text—Jessica Keel R
Page 42 and 43: the entire novel, but she remains b
Page 44 and 45: “my little squirrel” (2). Torva
Page 46 and 47: status. The Ranevskaya family is on
Page 48 and 49: A Response to a Text—Stephanie Wo
Page 50 and 51: life, showing her growth as a perso
Page 52 and 53: Scott Gruenbaum—Reflective Letter
Page 54 and 55: Scott Gruenbaum—A Narrative or Sh
Page 56 and 57: Scott Gruenbaum—An Explanatory, E
Page 58 and 59: another creature for survival is in
Page 60 and 61: Scott Gruenbaum—A Response to a T
Page 62 and 63: Complete Portfolio—Camilla Hilema
Page 64 and 65: Camilla Hileman—A Narrative or Sh
Page 66 and 67: Camilla Hileman—An Explanatory, E
Page 68 and 69: Camilla Hileman—A Response To A T
Page 70 and 71: Complete Portfolio—Pamela Spellma
Page 72 and 73: Pamela Spellman—A Narrative or Sh
Page 74 and 75: Pamela Spellman—An Explanatory, E
Page 76 and 77: Pamela Spellman—Response to a Tex
Page 80 and 81: Guidelines for Using Non-Sexist Lan
Page 82 and 83: Advice from Portfolio Scorers Each
Page 84 and 85: 5. Be creative: Don’t be afraid t
Page 86 and 87: What’s the difference between a
Page 88 and 89: 2002 Portfolio Information 88
Page 90 and 91: Essential Instructions Papers writt
Page 92 and 93: Supervising Teachers 2001 Kristen C
Page 94 and 95: Julie R. Hagerty Mount Notre Dame H
Page 96 and 97: Craig E. Potter Perry Meridian High
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