Portfolio Rubric (Re-posted)
I will be using the following rubric when assessing your portfolios. A portfolio is due each quarter and comprises the major part of your quarter grade (along with attendance, participation/homework, reading, quizzes/tests, presentations and class activities).
Please note that you will be expected to conduct some revision each marking period, along with a short 1-3 page reflection. Reflection pages do not count for the # of pages indicated below. Please also note that your portfolio grade is a combination of quantity AND quality. Scores are determined by an average score based on the holistic rubric.
Some papers/assignments are also required and should be included in your marking period portfolio. This marking period your identity drafts should be included in your portfolio.
Exemplary: Thoroughly and artistically developed and crafted characters, plot, structure, conflict, theme, and setting. Uses vivid description, effective diction and word choice, tone, voice, POV, imagery, and compelling characterization and/or dialogue throughout the portfolio. Uses a variety of effective literary devices (both poetic and rhetorical) that enhance the artistic quality of the work. Writing can be considered “art,” effectively communicating issues central to the human condition in a compelling and creative way. Titles are creative and compelling. Has very few errors in spelling punctuation, syntax, and usage. Sentence structure, syntax, and the overall effect of the work is artistic. The format is effective, carefully and correctly followed. Work includes evidence of several revised drafts that improve on earlier drafts, strengthening the quality of the writing. Work included in portfolio reflects a wide range of styles and genres. There are twenty-five or more full typed pages of new work. Uses lab and class time to full extent, often seeking opportunities to write both in and outside of class; always on task when given an assignment. Participates consistently and insightfully in class discussions, workshops, or presentations; an exemplar for other students. Student acts as a leader among peers, encouraging critical thinking and inspires others by modeling exemplary behavior, positive attitude, skills, or artistic integrity. Always on task and shows excellent motivation and citizenship. Required assignments are included.
Accomplished: Well developed characters, plot, conflict, theme, structure, and setting. Uses good description, diction, dialogue, characterization, authentic voice, POV, imagery, etc. but work may not be as insightful or artfully constructed in this draft, but remains a solid piece of writing. Uses some literary and rhetorical devices, but with uneven success. A title is present. Has some errors in spelling, punctuation, and usage but nothing that gets in the way of the reader’s ability to discern meaning; an appropriate grade-level draft. The format has a few minor errors that would need correcting in the next draft. Work includes evidence of some revision. Work included in portfolio reflects a range of styles and genres. There is between 20 and 24 typed pages of new work. Uses lab and class time to some extent, often giving their best most days. Participates in class (occasionally contributes positively to discussions, volunteers, models effective leadership, etc.) but not as insightful or as often as exemplary students. Mostly on task when given an assignment. Shows appropriate motivation and citizenship.
Developing: Fairly well-developed characters, plot, conflict, structure, theme, and setting, but pieces in the portfolio may have gaps. Uses some description, imagery, dialogue, voice, etc. but with uneven success. Work suggests craft or insight into the human condition but falls short of this goal in this draft. May use an occasional literary or rhetorical device, but work is often abstract, too personal, clichéd or otherwise weakened by lack of artistic control. Work does not necessarily lack meaning, but lack of logic, gaps in plausibility, or undeveloped work is too predictable that causes weaknesses that need to be addressed in future drafts. Title is general or vague. Has errors in spelling punctuation and usage that continually distract the reader. Work may be accomplished, but portfolio was late. The format has several distracting errors. Work includes some evidence of revision, but revision is largely in grammar and syntax, rather than restructuring to strengthen the focus of the draft. Work included in portfolio focuses on one type of style or genre (little variation). There is between 11 and 15 pages of new work (or work has been borrowed from other CW courses). Uses lab and class time sometimes, but is often off-topic, idle, or surfing the internet for unrelated materials. Little use of lab time when given and lack of effort between classes. Participates sometimes in class, but often remains silent or comments are not as insightful as accomplished or exemplary students; the student may disrupt other students on occasion or need to be reminded to stay on task. The student is often tardy to class. May need prompting or reminders from the teacher to work on an assigned task(s). Student coasts without proving that required work has been done (or work may have been done hastily or carelessly), but student occasionally makes an attempt. Student shows some interest in quality work, but overall does not seem as keenly interested in the course, its material, or cannot connect above a surface level to the content of the course. Missing required assignment(s).
Beginning: Development of character, plot, theme, and setting is on a very basic level, although these elements are present, but at a basic or elementary level for the draft. Uses limited description, imagery, dialogue, etc. Work is hastily done or lacks artistic style. Does not use literary devices, or work is largely abstract or lacks meaning due to lack of care, effort, or development. Titles are missing. Has careless errors in spelling, punctuation, and usage. The format is incorrect or has many basic errors. Work includes little or no evidence of revision. Work may be developing, but portfolio was turned in late. Work included in the portfolio is largely incomplete or undeveloped. There are 10 or fewer pages of new work (or work has been borrowed solely from other CW courses). Does not use lab or class time effectively, often off task or difficult to refocus. Hardly participates in class discussions or volunteers; rarely has anything to contribute; sleeps or disrupts other students consistently. Does not add positively to the classroom environment. Student does not pay attention, refuses to follow school or classroom rules. Student is off-task when working on an assignment. Student is absent, late, or tardy to class consistently. Student often does not come to class prepared. Student shows no interest in the purpose or design of this class or its subject matter. Lacks motivation and/or does not follow school rules and expectations.
Fail: As beginning, but the portfolio is late or portfolio is not up to 12th-grade creative writing standards. A portfolio not turned in by the deadline is considered a "failing" grade.
Please note that you will be expected to conduct some revision each marking period, along with a short 1-3 page reflection. Reflection pages do not count for the # of pages indicated below. Please also note that your portfolio grade is a combination of quantity AND quality. Scores are determined by an average score based on the holistic rubric.
Some papers/assignments are also required and should be included in your marking period portfolio. This marking period your identity drafts should be included in your portfolio.
4 = Exemplary 3= Accomplished 2= Promising 1=Beginning 0=Failing
Exemplary: Thoroughly and artistically developed and crafted characters, plot, structure, conflict, theme, and setting. Uses vivid description, effective diction and word choice, tone, voice, POV, imagery, and compelling characterization and/or dialogue throughout the portfolio. Uses a variety of effective literary devices (both poetic and rhetorical) that enhance the artistic quality of the work. Writing can be considered “art,” effectively communicating issues central to the human condition in a compelling and creative way. Titles are creative and compelling. Has very few errors in spelling punctuation, syntax, and usage. Sentence structure, syntax, and the overall effect of the work is artistic. The format is effective, carefully and correctly followed. Work includes evidence of several revised drafts that improve on earlier drafts, strengthening the quality of the writing. Work included in portfolio reflects a wide range of styles and genres. There are twenty-five or more full typed pages of new work. Uses lab and class time to full extent, often seeking opportunities to write both in and outside of class; always on task when given an assignment. Participates consistently and insightfully in class discussions, workshops, or presentations; an exemplar for other students. Student acts as a leader among peers, encouraging critical thinking and inspires others by modeling exemplary behavior, positive attitude, skills, or artistic integrity. Always on task and shows excellent motivation and citizenship. Required assignments are included.
Accomplished: Well developed characters, plot, conflict, theme, structure, and setting. Uses good description, diction, dialogue, characterization, authentic voice, POV, imagery, etc. but work may not be as insightful or artfully constructed in this draft, but remains a solid piece of writing. Uses some literary and rhetorical devices, but with uneven success. A title is present. Has some errors in spelling, punctuation, and usage but nothing that gets in the way of the reader’s ability to discern meaning; an appropriate grade-level draft. The format has a few minor errors that would need correcting in the next draft. Work includes evidence of some revision. Work included in portfolio reflects a range of styles and genres. There is between 20 and 24 typed pages of new work. Uses lab and class time to some extent, often giving their best most days. Participates in class (occasionally contributes positively to discussions, volunteers, models effective leadership, etc.) but not as insightful or as often as exemplary students. Mostly on task when given an assignment. Shows appropriate motivation and citizenship.
Developing: Fairly well-developed characters, plot, conflict, structure, theme, and setting, but pieces in the portfolio may have gaps. Uses some description, imagery, dialogue, voice, etc. but with uneven success. Work suggests craft or insight into the human condition but falls short of this goal in this draft. May use an occasional literary or rhetorical device, but work is often abstract, too personal, clichéd or otherwise weakened by lack of artistic control. Work does not necessarily lack meaning, but lack of logic, gaps in plausibility, or undeveloped work is too predictable that causes weaknesses that need to be addressed in future drafts. Title is general or vague. Has errors in spelling punctuation and usage that continually distract the reader. Work may be accomplished, but portfolio was late. The format has several distracting errors. Work includes some evidence of revision, but revision is largely in grammar and syntax, rather than restructuring to strengthen the focus of the draft. Work included in portfolio focuses on one type of style or genre (little variation). There is between 11 and 15 pages of new work (or work has been borrowed from other CW courses). Uses lab and class time sometimes, but is often off-topic, idle, or surfing the internet for unrelated materials. Little use of lab time when given and lack of effort between classes. Participates sometimes in class, but often remains silent or comments are not as insightful as accomplished or exemplary students; the student may disrupt other students on occasion or need to be reminded to stay on task. The student is often tardy to class. May need prompting or reminders from the teacher to work on an assigned task(s). Student coasts without proving that required work has been done (or work may have been done hastily or carelessly), but student occasionally makes an attempt. Student shows some interest in quality work, but overall does not seem as keenly interested in the course, its material, or cannot connect above a surface level to the content of the course. Missing required assignment(s).
Beginning: Development of character, plot, theme, and setting is on a very basic level, although these elements are present, but at a basic or elementary level for the draft. Uses limited description, imagery, dialogue, etc. Work is hastily done or lacks artistic style. Does not use literary devices, or work is largely abstract or lacks meaning due to lack of care, effort, or development. Titles are missing. Has careless errors in spelling, punctuation, and usage. The format is incorrect or has many basic errors. Work includes little or no evidence of revision. Work may be developing, but portfolio was turned in late. Work included in the portfolio is largely incomplete or undeveloped. There are 10 or fewer pages of new work (or work has been borrowed solely from other CW courses). Does not use lab or class time effectively, often off task or difficult to refocus. Hardly participates in class discussions or volunteers; rarely has anything to contribute; sleeps or disrupts other students consistently. Does not add positively to the classroom environment. Student does not pay attention, refuses to follow school or classroom rules. Student is off-task when working on an assignment. Student is absent, late, or tardy to class consistently. Student often does not come to class prepared. Student shows no interest in the purpose or design of this class or its subject matter. Lacks motivation and/or does not follow school rules and expectations.
Fail: As beginning, but the portfolio is late or portfolio is not up to 12th-grade creative writing standards. A portfolio not turned in by the deadline is considered a "failing" grade.
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