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  • Portfolio Explanation (Harper)
    choose your best work revise and polish it and receive grades for both the work you do process and the quality of your best work final papers What will be in the portfolio Everything you write between now and April 27 Your goal is to show the step by step process you took in learning and writing as you compiled the portfolio All homework freewriting research materials notes drafts and workshop materials get turned in As always you will identify your final draft s of your best work and include them as well How will the portfolio be graded You grade will have two parts Part one is process and that includes showing all the work you have done There will be certain minimum requirements that will be discussed later Some people will do more than the minimum If you meet the minimum requirements you get an A on process If things are missing or deadlines haven t been met your grade will be reduced accordingly Part one accounts for 20 of your portfolio grade Part two is the final papers These are worth the other 80 of your portfolio grade The minimum requirement is 12 pages as I have informed you You may exceed the minimum if you discuss your plans with me in advance You may meet the minimum requirement for final papers in the following ways One twelve page paper Two six page papers One four page and one eight page paper Three three to five page papers These papers will be graded on criteria for effective argumentation and academic writing in general We will learn about and develop these criteria as we go What kind of feedback will we get You will continue to work together informally and in planned workshops in class You may also

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/pop5c.cfm (2015-10-15)
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  • Portfolio Grading (Holtcamp)
    as they prepare their portfolio and write their extensive postscripts These postscripts prompt them to review their writing processes over the long term as they prepare a portfolio of their writing I also believe that having students submit portfolios requires students to take responsibility for their education They must make more choices concerning whether or not their writing is effective and prepared for their audience and readers They must stay organized Students must stay on top of things because there are more due dates to be aware of for drafts and sections of the portfolio Portfolios tend to give students a sense of accomplishment The following is how I present portfolio evaluation in the policy and procedure sheet 2 Portfolio Grading The first eight weeks of the semester you will be working on a portfolio You must prepare one portfolio of your best work The portfolio must include at least 12 pages and must include at least 2 pieces but no more than three pieces Drafts must be submitted in each portfolio As an instructor I want to be able to verify that each student s writing is improving and that students are working to hone their writing skills and abilities No credit will be given to portfolios that do not have drafts included and do not show that the writer has been revising the pieces throughout the course of the eight weeks Each piece included in the portfolio must have been workshopped in class and the workshop sheet must be submitted with the piece in the portfolio 3 Drafts in progress From time to time I will ask that you submit a draft in progress for me to comment on When I read these drafts I will suggest possible revisions for the most striking feature I do not comment

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/pop5d.cfm (2015-10-15)
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  • Portfolios: Promises, Problems, Practices (Kiefer)
    once twice or three times during a term Some teachers set limits on the kinds of papers some require a certain number of pages Promises Rationale As a teacher of comp I struggled with ways to make practices match my preaching I encouraged revision in writing process but grading practices seemed to cut off revision prematurely Then I discovered portfolios They encourage revision through the entire time allotted to the portfolio or even through the entire semester promote multiple readings of work in progress to shape writing effectively for audience and purpose encourage effective peer review peers might see the same paper several times encourage students to ask for teacher intervention more frequently in process encourage self evaluation students must choose their best pieces offer safe opportunities to experiment and give students time and space to develop ideas Problems Students wait until the last minute to begin writing Solution Assign regular due dates or regularly scheduled workshops at which drafts are required and checked Takes too much time No Solution When the final portfolios come in it s like taking two or three sets of papers home at once So portfolios definitely will not save time But I spend much less time on intervention drafts than I used to on final papers and if I ve seen most of the final portfolio pieces in draft I don t have to spend as much time on them as I would on a brand new piece If students don t take the initiative to ask for intervention some students can go for a long time without feedback Solution Regular workshops will give all students frequent opportunities for peer review Another Solution Occasionally I require an intervention draft from everyone I spend so much time on intervention drafts that I have doubled my

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/pop5e.cfm (2015-10-15)
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  • Traditional And/Or Portfolio Grading? (Gogela)
    a semester Currently I m using a system that combines traditional and portfolio grading to accommodate not only some of my students needs but my own as well Obviously there are disadvantages to traditional grading a Students are tempted to write for a grade Once they have that grade they re stuck for better or worse A student who receives an A may rest on his or her laurels for the rest of the semester and not grow much as a writer Worse yet a student who fails the first assignments will be discouraged for the rest of the semester hate writing and my guts What s a good teacher to do b Traditional grading can also lead to choppy assignments I like to work with sequences that culminate in a major project so it s difficult to smack a grade on bits and pieces of the process Alas portfolio grading does not solve all problems either a No matter how well I explain the concept in writing and rhetoric some students don t understand that this is a GIFT Every time I collect intervention drafts for instance a couple of dodos will say I didn t put much work into this because you re not grading it anyway Grrrr Most of the time this is more of a self discipline time management problem on the part of the student rather than a problem with the system b Of course instructors are not immune to time management problems either Depending on the required content of a portfolio how many classes preps I happen to have that semester and what else is going on in my life I may have to do some serious juggling of priorities builds character Since both traditional and portfolio grading have advantages and disadvantages I use

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/pop5f.cfm (2015-10-15)
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  • Text Analysis
    Portfolio Overview Kiefer Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Text Analysis We include here both specific text analysis assignment sheets usually from the first half of the semester and activities to help students complete the text

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/page6.cfm (2015-10-15)
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  • Text Analysis Assignments
    of Evaluation Policy Statement Kiefer Policy Statement Rilling Syllabi Sample Weekly Outline Syllabus Kiefer Syllabus Rilling Portfolios Portfolio Overview Kiefer Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Text Analysis Assignments As you ll see when you look through the assignment sheets collected here teachers often sequence the early text analysis assignments to build increasing complexity into the tasks Other teachers use the text analysis tasks in the first part of the semester to give students repeated practice with basically the same task Students then collect their most effective analysis papers for evaluation in the mid term portfolio You may want to look at a teacher s syllabus next to the assignments to get a fuller sense of how the writing tasks fit into a teacher s conception of the course overall Portfolio 1 Kiefer Rhetorical Analysis Response Rilling Disciplinary Rhetorical Analysis Rilling What s a Scientist Rilling Rhetorical Analysis of a Popular Science Magazine Rilling Rhetorical Analysis of Specific Texts Rilling Analysis Paper 1 Context Analysis Paper

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/pop6a.cfm (2015-10-15)
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  • Text Analysis Activities
    Objectives Core Detail Weekly Schedule Core Detail Methods of Evaluation Policy Statement Kiefer Policy Statement Rilling Syllabi Sample Weekly Outline Syllabus Kiefer Syllabus Rilling Portfolios Portfolio Overview Kiefer Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Text Analysis Activities Some of the following class activities and workshop sheets were developed specifically for CO301B but others were developed for CO300 or another subsection of CO301 Please feel free to revise or edit as you need to for your course And if you give us a copy of your revision we can add it to our resources here Classroom Activities Ad Analysis Myers Analysis Guidelines Thomas Analyzing a Written Text Thomas Audience Analysis Kiefer Establishing Rhetorical Context Becker Journal Analysis Myers Organization Development Style Analysis Kiefer Purpose and Audience in Publications Harper Questions for Tightening Rhetorical Context Analysis Coan Some Prompts for a Rhetorical Analysis Kiefer Explanations Criteria for Rhetorical Analysis Kiefer Doing a Rhetorical Analysis of a Text Kiefer Workshop Sheets Analysis Essay Worksheet Kiefer Worksheet for Rhetorical Analysis

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/pop6b.cfm (2015-10-15)
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  • Individual Topics
    Detail Weekly Schedule Core Detail Methods of Evaluation Policy Statement Kiefer Policy Statement Rilling Syllabi Sample Weekly Outline Syllabus Kiefer Syllabus Rilling Portfolios Portfolio Overview Kiefer Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Individual Topics In general CO301B moves from the analysis of texts in the first half of the semester into student directed work on individual topics in the second half of the semester That s why the Individual Topics are often referred to in this resource as the Unit Two Portfolio The specific assignments for the second half of the semester often look quite different from teacher to teacher Again we include in this section specific assignment sheets and activities to help students with their writing for the final papers If you d like to see a student sample portfolio please look under Teacher Resources on the CO301 Class page We d like to add more examples of student work here so please submit good examples with or without your comments Individual Topic Assignments Individual

    Original URL path: http://writing.colostate.edu/guides/teaching/co301bman/page7.cfm (2015-10-15)
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