Students who are enrolled in ENGL 300 or ENGL 301 in order to fulfill the University Writing Skills Requirement must submit a portfolio at the end of the semester that consists of writing samples of work written in that course. Your instructor will assist you with compiling your portfolio, will inform you of the submission due date, and will submit your portfolio for evaluation. You must be in good academic standing in your ENGL 300 or ENGL 301 class to be eligible to submit your portfolio. Please see your instructor for criteria for achieving good academic standing.
Your portfolio must be submitted by the submission deadline at the end of the class; it may not be submitted at a later date. Students must submit portfolios on time to fulfill the requirement necessary to advance to a second-tier course or meet the University Writing Skills Requirement.
The portfolio is evaluated by a university committee made up of faculty from across the disciplines. Neither your instructor nor the Testing Office staff evaluates your portfolio; they cannot tell the committee what score your portfolio should receive. Please direct any questions about your portfolio evaluation score to the Composition Coordinator, Dr. Margaret Rustick, at firstname.lastname@example.org or (510) 885-3216.
Your portfolio evaluation will result in one of the three following assessments:
You must receive an evaluation of at least Developing Competence to move on to a second tier course.
Please note that it is possible to receive credit for ENGL 300 OR 301 and NOT receive a Developing or Clear Competence score on the portfolio. As mentioned above, it is necessary to receive a grade of 'CR' (NC is not acceptable) and Developing Competence on the portfolio to advance to a second tier writing course or a Clear Competence to completely fulfill the University Writing Skills Requirement.
Portfolios are evaluated using the scoring guide below. Your instructor can provide you with a more complete copy.
Note : An out-of-class essay is polished to meet standards and expectations of academic audiences.