• Getting Started
• Portfolio Process Goals
• The Process
• Introductory Documentation
• Junior Year Review
• The Competencies
• Criteria for Evaluating
  Skills and Understandings
• Demonstration Methods
• Challenging Courses for
  Credit (DEL FOLDER)

• Appendices

  • A: Resume Format Samples
  • B: Exercise in Goal
    Setting
  • C: Major Competencies
    Requirements
  • D: DEL Folder Assessment
    Request Form

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Portfolio Development

Grading Rubric for Primary Trait Scoring

To meet the University Competency for Writing, a paper should receive a cumulative score of 21 or better.

Purpose

5. Paper is clear and focused, addressed the issue; thesis is original and clear

3. Thesis is clear, possibly predictable; addresses the issue

1. Thesis lacks focus: no stated or implied thesis, or ambiguous thesis

Development

5. Relevant and detailed evidence from personal experience and/or outside sources; integration of research and personal thought; examines and foregrounds assumptions when appropriate

3. Support is consistent but underdeveloped; thesis and development may be slightly at odds

1. Minimal development; relies on extended autobiography or unsupported opinion, generalizations

Organization

5. Structure is effective and obvious to reader; effective opening and closing

1. Structure is generally apparent with occasional lapses or digressions

1. Lack of coherence; series of unrelated paragraphs; no transitions; random editorial comments, sermonizing

Concepts

5. Grapples with intricacies of the issues; states a premise and explores its implications

3. Attempts to deal with main issues, but somewhat superficially or with evidence of confusion

1. Inaccurate evidence, fallacious reasoning

Language

5. Vivid; may use appropriate figurative language; vigorous, appropriate diction; wide range of language choices

1. Appropriate diction, if not striking

1. Limited vocabulary; may be vague, redundant, or use cliches; some words may be used incorrectly

Conventions

5. Command of syntax; correct grammar, punctuation, spelling, details of attribution

3. A few mechanical errors; paragraphing is appropriate;

1. Numerous and distracting errors that impede meaning

Voice

5. Consistent; appropriate to text, audience and purpose; exhibits clear, consistent individual voice

3. Generally appropriate tone; tone may seem engaged but not compelling

1. Is inappropriate to text, audience or purpose