English 1 Mid-Term Portfolio Scoring Rubric

English 1 portfolios are read holistically, allowing the essays they include to provide an overall sense of the writer's skills and weaknesses. One paper may be stronger than another, for example, and may thus demonstrate an ability to plan, research, develop ideas, write, revise, or edit that is less well demonstrated in the other essay (especially in the case of the longer research paper). While we would like our students to achieve the same degree of proficiency in all written documents, we are most concerned with whether they can apply the skills they have learned in English 1 the majority of the time. The one exception to this rule is the correct use of sources, which must be demonstrated at all times.

5: An Exceptional Portfolio

Content, organization, use of sources, and grammar all work together to produce engaging, insightful, informative essays that have something meaningful to say and say it well.

Any needed revisions would be cosmetic in nature (occasional misspellings, comma splices, run-ons, etc; occasional weak transitions or unfocused paragraphs). A holistic reading of a level 5 portfolio provides a clear sense of the writer's overall skills, and demonstrates an ability to determine appropriate sources, organizational structures, and rhetorical strategies; develop effective arguments, comparisons, analyses, and syntheses; write tight, well focused paragraphs; and edit carefully.

4: A Portfolio that is Almost as Good as it Could Be

Interesting and generally well-presented essays that reveal some imbalance in content, structure, or grammar and require further revision to enhance either their readability or their argument. The essays in a level 4 portfolio display strengths in the writer's ability to determine appropriate sources, organizational structures, and rhetorical strategies; develop effective arguments, comparisons, analyses, and syntheses; write tight, well focused paragraphs; and edit carefully. Both essays also demonstrate weakness in one or more of these areas sufficient to compromise the overall integrity of the work.

3: A Portfolio That is Adequate

Essays that fulfill the requirements of their respective assignments, but that do not go beyond them in content or that demonstrate patterns of error that could only be corrected with significant revision and possibly supplemental instruction. The essays in a level 3 portfolio may demonstrate proficient college-level writing skills, but fail to engage intellectually with the topic. Alternatively, they may be more fully developed, but demonstrate significant patterns of error (in grammar, mechanics, structural features, originality of word use, appropriateness of source selection, or logic).

2: An Ineffectual Portfolio

Essays containing unfocussed, digressive, and confusing arguments that lack adequate support and/or contain serious patterns of error that distract the reader or prevent clear comprehension of what the author is trying to communicate. Essays in level 2 portfolios raise serious concerns in the areas of content, structure, grammar, or source selection, and frequently write around the assignment or thesis. They need serious revision and possibly supplemental instruction.

1: A Portfolio that Demonstrate Minimal Effort and/or Execution

Portfolios that demonstrate a strong sense of incompleteness and inappropriateness. Content/ organization/ grammar/ use of sources all lacking. Submissions read more like rough to very rough drafts and not a finished,

polished product.

0: An Unacceptable Portfolio

Portfolios that gravely misuse sources and/or do not remotely fulfill the assignments.

(Developed by Kathryn Inskeep in discussion with the English 1 faculty, Sept 2001; revised by the English 1 faculty, April 2002)