Portfolio Section/Evidences Daybook:

Instructions: In order to receive credit for your portfolio, you must complete the following: You are to complete the self-assessment rubric and reflection letter below based on how you feel you are doing in each section of your portfolio, which are also the main components of our class: Daybook, Writing Assignments, and eflection! "lease use your notes from class and the ob#ectives on the second page below to help you analy$e each section and determine which level of progression you feel you are at with this section: %utstanding, &trong, Ade'uate, (imited, or Insufficient! You should clearly )mark* your grade with an + or by highlighting the category in some way! ,hen, you need to write your reflection letter in which you e-plain why you graded yourself the way you did and share specific e-amples of the work you see yourself doing in each section of the portfolio and class .e-! )In my daybook, I notice that/*0 )1y latest writing assignment, the Informative "iece, was very different for me/*0 )I notice that I am better at reflecting out loud when I talk in class rather than in writing/*2! 3se the language from the course ob#ectives below to help you find the right words to describe your work! You may write your reflection letter on this rubric document % on your eflection and &elf-Assessment page of your portfolio! Whatever you choose, both the letter and the rubric below need to be included on your eflection and &elf-Assessment page before you can submit "ortfolio 4!
CRLT 101 Course Objective Connections: How are ou !ro"ressin" in t#is area$: Objective 1, 5, and 8 Your daybook reflections on your daybook page should clearly identify what s happening on the page as well as e!plain why you are labeling it a "o"ent of learning, e!plain the learning, etc## Outstandin" %&'( &)% &ell'above average, uni(ue and e!ceptional work Stron" %&*( +'( +) % )bove average work, distinct work &de,uate %+*( C'( C) % )verage* acco"plishing basic re(uire"ents $n your portfolio reflection letter, you should discuss how you see your Li-ited %C*( .'( .)% +elow average work, struggling with daybook shows evidence of or lacks evidence of process work, basic re(uire"ents, lots roo" for i"prove"ent reflection, and playing with concepts we have been learning in class# /nsufficient %.*( 0) % Did not "eet "ini"u" re(uire"ents, let s talk

&riting )ssign"ents:

Objectives 1, ,, - ., 5, and / Outstandin" %&'( &)% &ell'above average, uni(ue and $n your portfolio reflection letter, you should discuss how you see your e!ceptional work weekly drafts show evidence of or lacks evidence of your ability to write Stron" %&*( +'( +)% )bove average work, distinct work about your different topics, understand things you read and discuss, &de,uate %+*( C'( C)% )verage* acco"plishing basic understand the rhetorical situation 0audience, purpose, writer1, "ake re(uire"ents choices as a writer based on rhetorical situation, and your ability to build Li-ited %C*( .'( .)% +elow average work, struggling with a process for generating different types of writing basic re(uire"ents, lots roo" for i"prove"ent /nsufficient %.*( 0)% Did not "eet "ini"u" re(uire"ents, let s talk

2eflection and 3elf')ssess"ent:

Objectives /, 4, 8, and 15 Outstandin" %&'( &)% &ell'above average, uni(ue and Your portfolio reflection letter should include discussion of the e!ceptional work objectives 0listed below1 for the course and what in your portfolio Stron" %&*( +'( +)% )bove average work, distinct work connects to those objectives# You should also discuss your choices in &de,uate %+*( C'( C)% )verage* acco"plishing basic your ratings for each category# 3ee above for how to talk about each area re(uire"ents in your portfolio# Li-ited %C*( .'( .)% +elow average work, struggling with basic re(uire"ents, lots roo" for i"prove"ent /nsufficient %.*( 0) % Did not "eet "ini"u" re(uire"ents, let s talk

5 (, 676 5ourse %b#ectives: 6! &tudents will develop a metacognitive awareness of their literacy, gaining intellectual courage and a capacity for sustained, focused attention to reading! &tudents will demonstrate these skills through discussion, oral and written reflection that would show self awareness that might lead students to employ techni'ues, such as annotation! 4! .8ew92 &tudents will begin to understand the concepts of audience, purpose, and rhetorical situation .writer:s biography, historical and social conte-t, and argument form2 and how they affect writers: decisions about content, form, and diction as they e-amine the writing of others .professional, student2 and in their own writing! &tudents will demonstrate this skill by being able to e-press in writing and discussion how a writer:s background, historical and social conte-t, purpose and audience impact the form and content! ;! .8ew92 &tudents will demonstrate in their writing that they are making decisions about their own content, form, and diction appropriate to a variety of writing situations! <! &tudents will understand that reading and writing are processes and will begin to develop effective strategies for analy$ing, composing, and organi$ing thoughts! &tudents will write about their reading and writing processes, in reflections or cover letters! In addition, students will revise drafts by sharing through peer review, visiting the writing center, and attending critical literacy lab workshops! =! &tudents will read and analy$e a variety of te-ts and write responses that reflect, e-plain, or analy$e those te-ts! >! &tudents will demonstrate the ability to focus, organi$e, support and elaborate their ideas in a variety of writing situations .in-class essay, out-of-class drafted essays2! ?! &tudents will gather their work into a portfolio reflecting on their writing and reading progress! &tudent portfolios will e-hibit a variety of drafted writings and in-class writings with a minimum of ;777 words! @! &tudents: portfolios will e-hibit growing confidence in styleAvoice and control over readability of their work!