Portfolio Evaluations: First Tier Course (ENGL 3000/3001)
Students who are enrolled in ENGL 3000 or 3001 in order to fulfill the University Writing Skills Requirement must submit a portfolio at the end of the quarter that consists of writing samples of work written in that course. Your instructor will assist you with compiling your portfolio, will inform you of the submission due date, and will submit your portfolio to the Testing and Assessment Office. You must be in good academic standing in your ENG 3000/3001 class to be eligible to submit your portfolio. Please see your instructor for criteria for achieving good academic standing.
Your portfolio must be submitted by the submission deadline at the end of the class; it may not be submitted at a later date. In addition, you must pay the Portfolio Evaluation fee to have your portfolio evaluated. Please see the Portfolio Evaluation Charge and Payment below for fee information and payment deadlines. Students who submit portfolios without paying the evaluation fee will not have their portfolios evaluated and will not fulfill the requirement necessary to advance to a second-tier course or meet the University Writing Skills Requirement.
Portfolio Evaluation Charge and Payment
The fee for the portfolio evaluation is $25. Please click here to pay this portfolio evaluation fee. The deadline for the fee payment is the Friday of the 6th week of the quarter. If your fee is not received by the deadline, your portfolio will not be evaluated. The fee is not refundable and/or transferable to another quarter.
The Portfolio Evaluation Process
The portfolio is evaluated by a university committee made up of faculty from across the disciplines. Neither your 3000/3001 instructor nor the Testing Office staff evaluates your portfolio; they cannot tell the committee what score your portfolio should receive. Please direct any questions about your portfolio evaluation score to the Composition Coordinator, Dr. Margaret Rustick, at firstname.lastname@example.org or (510) 885-3216.
Your portfolio evaluation will result in one of the three following assessments:
Limited Competence: You must retake English 3000/3001.
Developing Competence: You may move on to a second-tier writing course, e.g. ENGL 3003.
Clear Competence: You have fulfilled the University Writing Skills Requirement, and no additional writing courses are needed.
You must receive an evaluation of at least Developing Competence to move on to a second tier course.
Please note that it is possible to receive credit for ENGL 3000/3001 and NOT receive a Developing or Clear Competence score on the portfolio. As mentioned above, it is necessary to receive a Developing Competence on the portfolio to advance to a second tier writing course or a Clear Competence to completely fulfill the University Writing Skills Requirement.
The Portfolio Scoring Guide
Portfolios are evaluated using the scoring guide below. Your instructor can provide you with a more complete copy.
Writing in portfolios showing Clear Competence will demonstrate the following qualities:
Argument: Each essay presents the following:
Thesis: gives focus to the writer’s ideas.
Development: supports thesis with a variety of strategies such as reasons, details, results, anecdotes, examples, quotations, paraphrases, and questions to support positions.
Organization: Each essay demonstrates the following:
Structure: uses a clear organizational strategy.
Coherence: makes use of a variety of transitions and other methods to ensure a smooth flow of ideas.
Management of Source Materials: Each text-based essay includes the following:
Sources: are used to in a supporting manner such that the writer’s own ideas are discernible.
Documentation: indicates clearly the source of quoted, paraphrased, or summarized material within and at the end of the essay.
Technical Command: Each essay employs the following:
Language: effective and precise; standard English grammar and usage; and varied sentence structure.
Mechanics: standard English usage.
Note : An out-of-class essay is polished to meet standards and expectations of academic audiences.