Instructions: In order to receive credit for your portfolio, you must complete the following: 1.

Self-assessment: In the assessment rubric below, you will see the sections of your portfolio you will be graded on in the left column and what items should be in your portfolio that connect and show evidence of your work in that area (we will fill this part out together in class). In the middle column, are links to the course objectives (listed fully at the bottom of this document). In the middle there is also a description of how you might talk about this section of your portfolio in your reflection letter. In the right column, you will see categories for evaluating how well you are meeting each graded area and thus the objectives based on the evidences from your portfolio. You should go through each row slowly, making a well-informed decision, and put an X by the appropriate category box for each row. Feel free to add any comments as well. 2. Reflection Letter: On your Reflection and Self-Assessment page of your portfolio, you should write a reflective letter, addressed to me (Dear Dr. Hartman). In the letter you should discuss the learning you see happening in your portfolio, what you want me to notice, and be sure to explain your choices in regards to the rubric. Remember that I will look at this self-assessment and reflection letter first. Your letter should be no less than 350 words. 3. Include In Portfolio: Once you have completed grading yourself using this document, take a picture of this rubric and upload it (as an image) under your reflection letter on your Reflections and Self-Assessment page in your portfolio

Portfolio Section/Evidences Daybook:

CRLT 101 Course Objective Connections: Objective 1, 5, and 8 Your daybook reflections on your daybook page should clearly identify whats happening on the page as well as explain why you are labeling it a moment of learning, explain the learning, etc.. In your portfolio reflection letter, you should discuss how you see your daybook shows evidence of or lacks evidence of process work, reflection, and playing with concepts we have been learning in class.

How are you progressing in this area?: Outstanding = Well-above average, unique and exceptional work Strong = Above average work, distinct work Adequate = Average; accomplishing basic requirements Limited = Below average work, struggling with basic requirements, lots room for improvement Insufficient = Did not meet minimum requirements, lets talk Outstanding = Well-above average, unique and exceptional work Strong = Above average work, distinct work Adequate = Average; accomplishing basic requirements Limited = Below average work, struggling with basic requirements, lots room for improvement Insufficient = Did not meet minimum requirements, lets talk Outstanding = Well-above average, unique and exceptional work Strong = Above average work, distinct work Adequate = Average; accomplishing basic requirements Limited = Below average work, struggling with basic requirements, lots room for improvement Insufficient = Did not meet minimum requirements, lets talk

Weekly Drafts:

Objectives 1, 2, 3 4, 5, and 6 In your portfolio reflection letter, you should discuss how you see your weekly drafts show evidence of or lacks evidence of your ability to write about your different topics, understand things you read and discuss, understand the rhetorical situation (audience, purpose, writer), make choices as a writer based on rhetorical situation, and your ability to build a process for generating different types of writing

Reflection and Self-Assessment:

Objectives 6, 7, 8, and 10 Your portfolio reflection letter should include discussion of the objectives (listed below) for the course and what in your portfolio connects to those objectives. You should also discuss your choices in your ratings for each category. See above for how to talk about each area in your portfolio.

CRLT 101 Course Objectives: 1. Students will develop a metacognitive awareness of their literacy, gaining intellectual courage and a capacity for sustained, focused attention to reading. Students will demonstrate these skills through discussion, oral and written reflection that would show self awareness that might lead students to employ techniques, such as annotation. 2. (New!) Students will begin to understand the concepts of audience, purpose, and rhetorical situation (writers biography, historical and social context, and argument form) and how they affect writers decisions about content, form, and diction as they examine the writing of others (profes sional, student) and in their own writing. Students will demonstrate this skill by being able to express in writing and discussion how a writers background, historical and social context, purpose and audience impact the form and content. 3. (New!) Students will demonstrate in their writing that they are making decisions about their own content, form, and diction appropriate to a variety of writing situations. 4. Students will understand that reading and writing are processes and will begin to develop effective strategies for analyzing, composing, and organizing thoughts. Students 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. 5. Students will read and analyze a variety of texts and write responses that reflect, explain, or analyze those texts. 6. Students will demonstrate the ability to focus, organize, support and elaborate their ideas in a variety of writing situations (in-class essay, out-of-class drafted essays). 7. Students will gather their work into a portfolio reflecting on their writing and reading progress. Student portfolios will exhibit a variety of drafted writings and in-class writings with a minimum of 3000 words. 8. Students portfolios will exhibit gro wing confidence in style/voice and control over readability of their work.