ROWAN WRITING ARTS
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​Evaluative Criteria for the Portfolio Seminar Analysis Statement

(Please locate the rubric by scrolling down below this prefatory remark)
When evaluating your Analysis Statement, Writing Arts faculty will be using the following two categories to assess your discussion of the core values (except 3 and 9).
For each category, the student:
Demonstrates thorough understanding of the core value as expressed in the learning outcomes
And the student:
Successfully integrates portfolio papers to reveal the degree to which the learning outcomes have been achieved
Explanation of Evaluative Criteria
 
Core Values
When we value something, we allow that value to guide our actions and our thinking, and in the process of thinking and acting in ways guided by the value, we inevitably produce outcomes, or results, that indicate what we value. Values that organize and guide the way we see and respond to the world we call core values. 

Learning Outcomes
Because Writing Arts faculty have designed assignments guided by the core values, your attempts to fulfill the objectives of each assignment will have led you to produce, to varying degrees, the learning outcomes that express a given core value. 
A learning outcome, then, is a result, or set of results you produce in response to an assignment, which can be linked back directly to a specific core value that guided your performance, even if you were not aware of the value guiding your performance at the time.

Demonstrating a Thorough Understanding
Whether or not you are successful in producing outcomes with excellence, for the purpose of the analysis statement, you are to demonstrate a thorough understanding of the core value as expressed in the learning outcomes you have produced in a given assignment in which the value (or values) guided your thinking and acting.
 
To demonstrate means to show, which requires you to move well beyond merely telling the reader about what you did. And what you are to show your reader is the degree to which you understand the core value; the more thorough and complete your understanding of the core value is demonstrated—showing how you discovered for yourself what the core value means (revealing the meaning of the value in your reflective writing)—the more likely your performance will be assessed as “strong.”
 
What does it mean to understand a core value thoroughly?

To understand anything calls for you to discover for yourself that which “stands under” what you claim to know concerning the core value, and to explicitly reveal the connections you have created between your writing and what you claim to know. In other words, you need to make the words meaningful beyond simple dictionary definitions to demonstrate a thorough understanding.

Integrating Portfolio Assignments Successfully

Essential to demonstrating a through understanding of the core values and their learning outcomes is to use specific textual evidence from your five portfolio pieces. If you discuss the core value without drawing from specific examples of your own writing, or if you merely paraphrase, or re-present your work without revealing how you achieved (or failed to achieve) the learning outcomes of the core value in question, then you will have failed to integrate the portfolio piece. 
Assessment
The Writing Arts faculty will be assessing to what degree you have demonstrated this thorough understanding, and to what degree you have s
uccessfully integrated your portfolio papers, using the categories of "minimal or not at all"; "somewhat or unevenly"; or "strong": 

Minimal or not at all
If you merely repeat the words by quoting the value, providing simplistic and generic definitions in your attempt to demonstrate your understanding of a core value, it may indicate some understanding, but failing to go further into an explicit treatment of the meaning of the core value and its key terms--that would leave you at the level of “minimal” or incomplete understanding.


Strong
On the other end of the spectrum, however, is thorough understanding, wherein your discussion reveals with explicit clarity that you have discovered for yourself what the core value--its key terms--means. Here you leave your reader with a sense that you have a complete understanding, and that this understanding is grounded in specific textual evidence drawn from your portfolio pieces. Keep in mind that a thorough understanding of the core value is possible for you to demonstrate even if the outcomes you produced (represented in your assignments included in the portfolio) are deficient in any way.

Somewhat or Unevenly
Between these two extremes would be some degree of understanding demonstrated in the writing of the analysis statement, however, perhaps you have only dealt with some aspects of the language of the core value and its outcomes, or the understanding you present reveals some gap in your having discovered the meaning of the value for yourself.

Impact of peer-review on the overall grade
Peer review is required, that is, failing to participate fully in peer review will lower the final grade you receive from your advisor:
Participating fully keeps the grade you receive from your advisor the same;

Participating partially may lower your grade between 1/3 or 2/3 of a letter grade;

If you do not participate at all, your grade will fall one full letter grade. ​
For instance, failing to keep your word in the matter of peer-review--failing to upload your draft within 24 hours of receiving the email that places you into a group, or if you upload a partial draft, are late getting feedback to your group members, or offer minimal and/or superficial comments--that means you are not participating fully.

PORTFOLIO SEMINAR ANALYSIS STATEMENT
​RUBRIC

ps-as-rubric-j20_rev.doc
File Size: 57 kb
File Type: doc
Download File

Please download the file using the link to the left;
​the document below is just for display purposes.

The Analysis Statement

​Core Values and Learning Outcomes

Questions Concerning Core Values

PS AS Peer Group Instructions

Portfolio Contents and Uploading Hints

Checklist for Portfolio Seminar

Holistic Grading Rubric for Portfolio Seminar

Commonly Asked Questions about Portfolio Seminar
By Students
By Instructors
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  • Home
  • Advising
  • Programs
    • Undergraduate Programs >
      • Minors >
        • Writing Arts Minor
        • Creative Writing Minor
        • Technical & Professional Writing Minor
        • New Media Minor
    • 4+1 (B.A.+M.A.) Program
    • Degree in 3
    • Certificates of Undergraduate Study >
      • CUGS in Creative Writing
      • CUGS in Technical and Professional Writing
      • CUGS in Writing Studies for Educators
      • CUGS in Professional Communication
      • CUGS in Writing for the Environment
    • Graduate Programs
  • WA Major
    • Writing Arts Journey
    • Required Courses >
      • General Education >
        • Science and Mathematics
        • Social and Behavioral Sciences
        • Literature, History, Humanities, and Language
      • Introduction to Writing Arts >
        • History & Materiality of Writing
        • Issues in Writing
        • Technologies & the Future of Writing
      • Methods Choice >
        • How Writers Read
        • Tutoring Writing
        • Communication Theory
      • Creative Choice >
        • Creative Writing I
        • Writing Children's Stories
      • The Writer's Mind
      • Writing, Research & Technology
      • Senior Seminar: Methods of Analysis and Evaluation of Writing
      • Portfolio Seminar
      • Free Electives
      • Literacy Studies >
        • Writing With Technologies
        • Situating Writing
    • Elements of Language >
      • Rhetorics of Style
      • Linguistics
      • Semantics
      • Editing for Publication
      • American English Grammar
      • Introduction to Anthropological Linguistics
    • Concentrations >
      • Creative Writing >
        • Writing Comedy
        • Writing the Young Adult Novel
        • Creative Writing I
        • Creative Writing II
        • Writing Children's Stories
        • Writing and Craft for Elementary Students
        • Writing Fiction
        • Writing Poetry
        • Writing Creative Nonfiction
        • Screenwriting I: Writing the Short
        • Screen Writing II: Writing the Feature
        • Magazine Article Writing
        • Fundamentals of Playwriting
        • Film Scenario Writing
        • Tutoring Writing
        • The Publishing Industry
        • Professions in Writing Arts
        • Internship
        • Research Practicum
      • Publishing & Writing for the Public >
        • Introduction to New Media
        • Self Publishing
        • The Publishing Industry
        • Writing for Popular Culture
        • Publication Layout & Design
        • Rhetorical Theory
        • Environmental Writing & Rhetoric
        • Writing for the Workplace
        • Writing Comedy
        • Professions in Writing Arts
        • Fiction to Film
        • Participatory Media
        • Photojournalism
        • Online Journalism I
        • Media Law
        • Applied Media Aesthetics: Sight, Sound and Story
        • Internship
        • Research Practicum
      • Technical & Professional Writing >
        • Introduction to Technical Writing
        • Writing for Nonprofits
        • Scientific Writing and Rhetoric
        • Medical Writing and Rhetoric
        • Tutoring Writing
        • Writing for the Workplace
        • The Publishing Industry
        • Professions in Writing Arts
        • Internship
        • Research Practicum
    • WA Learning Community >
      • Publishers
    • Portfolio Seminar Overview >
      • PS Analysis Statement Assignment
      • Checklist
      • Core Values
      • Questions Concerning Core Values
      • PS AS Peer Group Instructions
      • Portfolio Contents and Uploading
      • PS AS Rubric
      • FAQs: Students
      • FAQs: Instructors
  • Internships
  • Careers
  • Faculty
    • Faculty Resources >
      • Best Practices in Online Learning
      • Syllabus Requirements
      • HyFlex/Remote Learning
      • Canvas Support >
        • Writing Comedy
      • Accessibility in Online Courses
      • Racial Equity Online
      • Supporting Developmental Writers Remotely
      • Building an Online Classroom Community
    • Acknowledgements
  • Blogs
    • Writer's Insider Blog >
      • Fall 2020
      • Spring 2020
      • Fall 2019
      • Spring 2019 >
        • An Interview with Devon James & Rachel Barton
        • Confession Travel Writer
        • Self-Publishing: A Change in Perspective
        • CCCA Career Fair: Having Your Future in Mind
        • Alumni Success: Entering the Working World
        • Behind the Scenes of Rowan's Hiring Process
      • Fall 2018 >
        • Singularity Press: Rowan's New Start Up
        • Writing Arts Club
        • How Can We Evaluate Creative Writing?
        • More Inclusive Events for Technical Writers
        • Guest Speaker Manuela Soares
        • Glassworks Reading
        • Spotlight: Taylor Henry, Recently Published Rowan Alum
      • Spring 2018 >
        • Publishing and Writing for the Public: A Reconstructed Concentration
        • What You Think You Know About Technical and Professional Writing is Wrong
        • The Toni Libro Medallion Award Winner: Myriah Stubee
        • An Interview with a Publisher
        • Excellence in Writing Arts Medallion Winner: Sara Skipp
        • The College of Communcation and Creative Arts 6th Annual Student Awards and Showcase Ceremony
        • Rowan Alum, Marissa Cohen, On Self Publishing and Advocacy
      • Fall 2017 >
        • Upcoming Classes in the Writing Arts Department
        • The Writer's Journey Blog by Earl Garcia
        • Rewriting The Department's Social Media Platforms
        • Rowan University Writing Arts Club Reinvents Mission
        • Glassworks Launches Issue Fifteen
        • For Futuristic Consideration: An Exploration of Careers in Writing
      • Spring 2017 >
        • Technical Communication: An Overview
        • A More Inclusive Future for Technical Writers
        • Easing the Tension: Breaking Down Technical and Professional Writing
        • Growing the Technical and Professional Writing Concentration
      • Fall 2016
      • Spring 2016
      • Winter 2015
      • Fall 2015 >
        • 2014 and Prior >
          • Archive
    • The Bulletin Board
    • RU Writing? Podcast
  • Creative Writing
  • Writing Center
  • Alumni
    • Undergraduate
    • Graduate
  • Awards
    • 2021 Emerging Writers Scholarship
    • Denise Gess Literary Awards >
      • Rowan University Award for Poetry
      • Edward J. Czwartacki Award for Fiction
      • Pat B. Tweedie Award for Creative Nonfiction
      • Award Winners
    • Excellence in Writing Arts Medallion Award
    • AnToinette Libro Graduate Medallion Award
    • Past Awards >
      • 2008 Hollybush Writing Competition
      • Write Rowan, Right Now! Contest
  • Student Groups
    • Rowan Writing Arts Club
    • Avant Literary Magazine
    • The Whit Newspaper
    • Her Campus Rowan
    • Odyssey at Rowan
    • Singularity Press
  • Calendar
  • ECCCA
    • RU Deptartment of Writing Arts - Home
    • News & Announcements
    • Rowan University - Home
    • Ric Edelman College of Communication & Creative Arts at Rowan University - Home
    • Student Groups