Portfolio and Self-Assessment
The portfolio and self-assessment are in many ways, the most important documents that you’ll create for this class. Assembling the portfolio will help you to see your progress in spoken and written communication over the course of the semester; the self-assessment will give you the chance to evaluate that work based on your own criteria as well as the course learning outcomes.
Portfolio and Self-Assessment Due: Thursday, May 19, 12:00 Noon
Self-Assessment length: 1,000 words
Portfolio (web site):
The portfolio (your personal website on CUNY Academic Commons) should include, at a minimum:
The Self-Assessment Essay (Welcome Page)
The Rhetorical Analysis Essay
The Literature Review
A short description of and link to your Group’s Public Awareness Campaign
At least four of your shorter essays (descriptions, reading responses, etc.)
Please feel free to add additional documents to the portfolio if you like. This is your space! You might want to include brainstorming notes, design elements, drafts of essays, images, or something else not listed here. Any piece of writing referenced as evidence in the Self-Assessment should be included in your portfolio (though not all items from the portfolio need to be referenced in the Self-Assessment).
While the arrangement of the web site is up to you, it should be easy to navigate. As with any web site, you want the viewer to be able to find what they are looking for without any confusion.
Be aware of the privacy settings, and make your choices according to your own comfort level. Whichever level you choose, be sure it is accessible to me!
Your website is your space and should reflect who you are and what you think your writings add up to. Add an “about” section and photographs, and give it an interesting name. As with any of the materials you’ve prepared for this course, the website gives you a chance to communicate something and express yourself.
The Self-Assessment should serve as the Welcome page for your personal website. It provides you with an opportunity to reflect on how you have grown or changed as a writer during the semester and to demonstrate that you’ve understood the theoretical concepts and rhetorical terms presented in the class. In the self-assessment, you should evaluate your work based both on your own criteria and on the course learning outcomes:
A. Address Course Learning Outcomes:
The Course Learning Outcomes are listed on the Home Page (“To My Students”) of our Class Site. They are:
acknowledge your and others’ range of linguistic differences as resources, and draw on those resources to develop a rhetorical sensibility
become better at reading, drafting, revising, editing, and self-assessment.
negotiate your own writing goals and audience expectations regarding conventions of the genre, medium, and rhetorical situation
discover how connecting to certain subjects, to your own experiences or history, or to other writers can make writing more meaningful to you.
develop and engage in the collaborative and social aspects of writing in an online setting.
engage in analysis and composition in different genres to explore effective writing across disciplinary contexts to include public audiences
formulate and articulate a personal stance through and in your writing
practice using various library resources, online databases, and the Internet to locate sources appropriate to your writing projects
strengthen your source use practices (including evaluating, integrating, quoting, paraphrasing, summarizing, synthesizing, analyzing, and citing sources).
The self-assessment essay should address the class learning outcomes directly and provide examples from your work as evidence. The essay will not be evaluated on whether or not you have achieved any specific outcome, but on how well you link your work to the outcomes that seem most relevant to your situation. You don’t have to refer to all of them, but be as thorough as possible.
As you write, be sure to refer to the works you’ve included in your portfolio. You must provide examples of your writing and revision by quoting from your own essay(s), blackboard posts, or presentations.
Here are some examples of ways to discuss the learning outcomes:
To demonstrate that you have developed “reading, drafting, collaborating, revising, and editing,” you might include copies of your response essays and quote from changes in your writing from drafts to final finished versions..
To demonstrate your engagement in genre analysis and multimodal composing to explore effective writing across disciplinary contexts and beyond to include public audiences, you might include evidence from your rhetorical analysis, or discuss the composition process for the final group project.
To demonstrate that you have engaged in the collaborative and social aspects of writing, you might include in your portfolio a peer review that you wrote and one that you received, or describe your role in and experience with the group project.
To demonstrate “how connecting to certain subjects, to your own experiences or history, or to other writers can make writing meaningful to you,” you might describe why you chose to write about a certain topic or picked a particular genre in the group project.
B. Address Your own Criteria:
Aside from evaluating your progress in terms of the official course learning outcomes, I also ask you (and this is in many ways what I care about the most) to evaluate it in terms of your own ideas of your own writing and what it can and should be. Before the course, was there something you wanted to become better at as a writer, and did the course help you toward achieving that? Were there any goals of particular importance to you that the course did or didn’t help you toward? Did you feel that you may have gotten better at expressing yourself, or not?
Have you addressed the course learning outcomes in detail, even if your description is that you didn’t feel that you progressed in that area?
Have you provided evidence, in the form of your own writing, that you have developed (or not!) as a writer? Are you able to identify areas in which you have not progressed, either because you didn’t spend enough time with them or you feel that you had a strong start in those areas?
Have you edited the self-assessment for typos and grammatical errors?
In your portfolio design, have you maintained consistency from one page to the next with regard to color, font, and formatting?
Is your portfolio design simple and easy to navigate?
Are the documents in your portfolio easy to access and read?
Portfolio and Self-Assessment