Developing Writing Skills: A Comprehensive Portfolio Approach

This process essay composing portfolio, (purpose, focus and part of format defined by instructor), will assist to monitor students' development and determine their abilities in the advancement of a five paragraph essay, as well as motivate trainees to self evaluate and reflect on their writing advancement over the term, both for its strengths and its weaknesses. A portfolio evaluation system is much better equipped to provide trainees with an ongoing collection of their work, whereby they can invest time enhancing and assessing their composing procedure in addition to present their finest work.

This portfolio therefore, concentrates on both the procedures and items of writing; uses both official and informal evaluation methods, consists of teacher, trainee and objective input, and shows student characteristics, linguistic and developmental capabilities. Action 2 Each component of the portfolio has a purpose for both trainees and instructor and is usable for guideline and specific student requirements.

Although focus will be on students' self reflection, where the instructor can determine how trainees' feel when they are really writing, how they feel about specific tasks, and how they understand the process of their own writing development, the main assessment focus will be on writing skill development, the mechanics of writing (i.

Get quality help now

KarrieWrites

Verified writer

Proficient in: Education

5 (339)

“ KarrieWrites did such a phenomenal job on this assignment! He completed it prior to its deadline and was thorough and informative. ”

+84 relevant experts are online

Hire writer

e. grammar, vocabulary, spelling, punctuation and capitalization.) and the ability to create ideas and ideas suitable to the topic.

Action 3 The portfolio will need to consist of the following seven parts: a) simple sentences, b) compound sentences, c) complicated sentences d) paragraph writing e) initial paragraph, f) conclusion, g) 5 paragraph essay plus a self reflection on each part.

All jobs will be carried out in class and remedied by the instructor utilizing a marking system, in which students will then deal with their first draft re-writing and making their own corrections.

Both copies of each task a) and b) should be presented in the portfolio as one component. The contents page (format to be determined by students) must include all components and a self reflection for each. Components 1, 2, and 3 will need to be added to the portfolio every two weeks, together with self reflections. The remaining components will be entered on a monthly basis. The portfolio will then be handed in to the teacher at each interval for evaluation.

A completed portfolio will provide a full representation of student progress and each task will provide insight into individual performance over time, mastery of skills and relative group standing. Step 4 Students will work on their portfolios for an hour or more each Friday afternoon, when teacher and students will review and discuss the components to be entered and student will share their portfolios with other students. Students will then work on their self reflections, which may be in the form of check lists, quizzes, a self reflective journal entry.

The teacher will need to ensure that all students understand the benefits of, and why they are keeping a portfolio and encourage them to take pride and enjoy the autonomy it provides them. Students will then be encouraged to take their portfolios home for the weekend to share with their parents and bring back on Monday mornings for the teacher to evaluate. In this way, the portfolios can inform parents of their child’s progress and growth with concrete evidence of their capabilities. Step 5

Available scoring rubrics, both holistic and analytic, aligned with the state standards will be used for individual components but to reflect the complex nature of language proficiency and to accommodate individual differences in language writing attainment, standards based on expected patterns of behavior in relation to development need to be set. The criteria that will be used to interpret the portfolio as a whole (not the curriculum goals already set) will also need to be determined.

The teacher will evaluate all tasks but students will evaluate their own work using a simple rubric developed by the teacher. The result of each component will count towards a final overall score for the portfolio. Step 6 Scoring rubrics available are consistent with the individual tasks/components of the portfolio and the overall curriculum framework but at this point of development the scoring rubrics have not been applied to students for the purpose of this portfolio, so there is no evidence as to whether the same results for the same students will be provided by different teachers.