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

the self-assessment rubric and reflection letter below based on your assessment of yourself overall in the following areas: Daybook, Writing Assignments, and Reflection and Self-Assessment. Please use your notes from class and the objectives on the second page below to help you analyze each section and determine which level you think you earned as for the final portfolio : Outstanding, Strong, Adequate, Limited, or Insufficient. You should clearly mark your grade with an X or by highlighting the category in some way. Then, you need to write your reflection letter in which you explain why you graded yourself the way you did and share specific examples of the work you see yourself doing in each section of the portfolio and class (ex. In my daybook, I notice that; My polished piece assignment shows how I learned to; I notice that I am better at reflecting out loud when I talk in class rather than in writing). Use the language from t he course objectives below to help you find the right words to describe your work. You may write your reflection letter on this rubric document OR on your Reflection and SelfAssessment page of your portfolio. Whatever you choose, both the letter and the rubric below need to be included on your Reflection and Self-Assessment page before you can submit Portfolio 3. This and Portfolio 3 are due when you walk into your final exam on Wed May 7 at 11am.

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 (A+, A)= Well-above average, unique and exceptional work Strong (A-, B+, B) = Above average work, distinct work Adequate (B-, C+, C) = Average; accomplishing basic requirements Limited (C-, D+, D)= Below average work, struggling with basic requirements, lots room for improvement Insufficient (D-, F) = Did not meet minimum requirements, lets talk Outstanding (A+, A)= Well-above average, unique and exceptional work Strong (A-, B+, B)= Above average work, distinct work Adequate (B-, C+, C)= Average; accomplishing basic requirements Limited (C-, D+, D)= Below average work, struggling with basic requirements, lots room for improvement Insufficient (D-, F)= Did not meet minimum requirements, lets talk Outstanding (A+, A)= Well-above average, unique and exceptional work Strong (A-, B+, B)= Above average work, distinct work Adequate (B-, C+, C)= Average; accomplishing basic requirements Limited (C-, D+, D)= Below average work, struggling with basic requirements, lots room for improvement Insufficient (D-, F) = Did not meet minimum requirements, lets talk

Writing Assignments:

Objectives 1, 2, 3 4, 5, 6, and 8 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, and 8 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.