Leslie Monagle Steve Altstadt LTM 632 Portfolio Project Write of PassageHigh School Writing Portfolio Context This

writing portfolio is designed as an annual summative assessment for high school students. The school is placing an emphasis on writing ability and developing writing skills gradually throughout the secondary years, by focusing on particular types of writing each year, and strong mechanics throughout. In addition to a writing portfolio, the school has a strong Writers Workshop program run outside of regular class times, and facilitated by faculty across disciplines. Students are encouraged to visit the Writers Workshop during study hall periods or after school. Purpose The purpose of this portfolio is to demonstrate solid skills and growth in writing ability and breadth over the duration of a students high school career. Students submit not only the finished product for each year, but drafts and revisions as well, so that they may summarily assess their progress. Requiring students to assemble a portfolio that covers a different writing focus for each year of high school stresses the importance that the school places on writing as a communication skill and a ticket to success in college and beyond. Contents Students will contribute one writing piece to the portfolio from each year of school. The pieces will be written in the second semester so students have time to get acclimated to the school year and what is expected of them. The pieces will be integrated into units related to the topic/type of writing, but students will have ample time between that unit and the end of the year to continually edit and revise their representative piece into what they want to turn in. During the first semester of each year, students will be asked to create writing goals for themselves for the year. During a self-assessment occurring at the end of the school year, students will assess where they are in relation to the goals they set for themselves. 9th GradeThe Power of Persuasion The contribution to the portfolio for freshmen will be a persuasive paper of 3-4 pages in length. At this point, students likely have some experience with research papers. Students experiences with persuasive writing may be more varied.

Leslie Monagle Steve Altstadt LTM 632 Portfolio Project Since we believe in the importance of choice, students will be allowed to choose a contentious topic about which to write. They will need to do extensive research, address arguments and counterarguments, and utilize persuasive language. This project will require them to determine what makes a credible source, use in-text citations and create an accurate works cited page. Related Standards: W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize

Leslie Monagle Steve Altstadt LTM 632 Portfolio Project multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 10th GradeCultivating Creativity Sophomores will submit a creative writing piece to their portfolio. Much of the writing theyve worked on to this point has come in the form of research papers, essay test questions, or even short-answer questions. Here, we ask students to use their imagination and show off their creativity. We once again give the students the freedom of choice. Options for this writing piece include a short story/work of fiction, a creative biography/autobiography, a book of poetry, or any other creative ideas that gain department approval. The goal here is getting students to use their imaginations and have fun with writing. We will stress writing with imagery, creating and utilizing a voice, tone, and writing style, and most of all, being unique and creative in their ideas. Related Standards: W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,

Leslie Monagle Steve Altstadt LTM 632 Portfolio Project setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 11th GradeLiterary Lens The juniors will add a literary analysis to their portfolios. Since writing about reading is a mainstay of English, including this type of writing piece in the portfolio is a must. The paper will be a little longerabout 5-7 pages in length. The primary focus here is conducting effective analysis. As always, this portfolio piece features student choice. Juniors will have the freedom select any work(s) of literature we have read throughout the year. They may analyze literary elements of a piece, compare elements of a piece to society, to other works they have read, the historical context of the author, or any other element approved by the English Department. Areas stressed in this piece include close reading, analysis of literary elements, writing mechanics, and writing flow. Related Standards: W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the

Leslie Monagle Steve Altstadt LTM 632 Portfolio Project

audiences knowledge of the topic. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 12th GradeSenior Summation! Finally, students have reached the culmination of their high school writing program. They have performed in a wide array of writing types, styles, and formats. Its now time for them to reflect on their high school writing career and choose one culminating piece that best represents them as a writer. This portfolio contribution will first feature an introduction and summary of the student as a writer. The students will address the following questions: How have you developed over the past four years as a writer, as evidenced in the exemplary pieces that comprise your "Write of Passage" Portfolio"? What are some of the biggest strengths to your writing? What are some of the biggest challenges you have overcome as a writer? What personal milestones have you achieved in writing?

Leslie Monagle Steve Altstadt LTM 632 Portfolio Project In addition to this self-reflection, students will choose a piece they have written during senior year that best illustrates their culmination as writers to this point. It can be whatever they choose: a paper from History, Psychology, Science, Math, etc., a piece of journalism, creative writing, or something from English class. Freedom of choice is once again prominent, as long as the student can justify and defend the piece they select as one the best represents him or her as a writer. Related Standards: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. Criteria The overarching purpose of this portfolio is twofold. First, it is to demonstrate growth as a writer. Second, it is to recognize and reflect on that growth and current abilities. To achieve this, the student: Carefully selects a piece of work from which represents his or her best work from senior year. Thoughtfully reflects on the piece selected and includes why it was chosen and the skills that it demonstrates. Thoughtfully reflects on each submitted piece and notes areas of opportunity for improvement, and includes a plan for improvement or maintenance of the particular skill moving forward. Neatly organizes and arranges information.