Compiling a Portfolio
Artists maintain portfolios of their work to show gallery owners, collectors, and other potential buyers. Money managers work with investment portfolios of stocks, bonds, and various mutual funds. And often as part of a writing class, student writers compile portfolios of their work. As with a portfolio of paintings or drawings, a portfolio of writing includes a writer's best work and, sometimes, preliminary and revised drafts of that work, along with a statement by the writer articulating why he or she considers it good. The why is as important as the work, for it provides you with an occasion for assessing your overall strengths and weaknesses as a writer. This chapter offers guidelines to help you compile both a writing portfolio and a literacy portfolio, a project that writing students are sometimes asked to complete as part of a literacy narrative.
Considering the Rhetorical Situation
As with the writing you put in a portfolio, the portfolio itself is generally intended for a particular audience but could serve a number of different purposes. It's a good idea, then, to consider these and the other elements of your rhetorical situation when you begin to compile a portfolio.
- Why are you creating this portfolio? To create a record of your writing? As the basis for a grade in a course? To organize your research? To explore your literacy? For something else?
- Who will read your portfolio? What will your readers expect it to contain? How can you help them understand the context or occasion for each piece of writing you include?
- What genres of writing should the portfolio contain? Do you want to demonstrate your ability to write one particular type of writing or in a variety of genres? Will your statement about the portfolio be in the form of a letter or an essay?
- How do you want to portray yourself in this portfolio? What items should you include to create this impression? What stance do you want to take in your written assessment of its contents? Thoughtful? Enthusiastic? Something else?
- Will your portfolio be in print? Or will it be electronic? Whichever medium you use, how can you help readers navigate its contents? What design elements will be most appropriate to your purpose and medium?
A WRITING PORTFOLIO
What to Include in a Writing Portfolio
A portfolio developed for a writing course typically contains examples of your best work in that course, including any notes, outlines, preliminary drafts, and so on, along with your own assessment of your performance in that course. You might include any of the following items:
- freewriting, outlines, and other work you did to generate ideas
- drafts, rough and revised
- in-class writing assignments
- source material—copies of articles, websites, observation notes, interview transcripts, and other evidence of your research
- tests and quizzes
- responses to your drafts
- conference notes, error logs, lecture notes, other course materials
- reflections on your work
What you include will vary depending on what your instructor asks for. You may be asked to include three of your best papers or everything you've written. You may also be asked to choose certain items for evaluation or perhaps to show work in several different genres. In any case, you will need to choose, and to do that you will need to have criteria for making your choices. Don't base your decision solely on grades (unless grades are one criterion); your portfolio should reflect your assessment of your work, not your instructor's. What do you think is your best work? Your most interesting work? Your most ambitious work? Whatever criteria you use, you are the judge.
Organizing a Portfolio
Your instructor may provide explicit guidelines for organizing your portfolio. If not, here are some guidelines. If you set up a way to organize your writing at the start of the course, you'll be able to keep track of it throughout the course, making your job at term's end much easier. Remember that your portfolio presents you as a writer, presumably at your best. It should be neat, well organized, and easy to navigate.
Choose something in which to gather your work. You might use a two-pocket folder, a three-ring binder, or a file folder, or you may need a box, basket, or some other container to accommodate bulky or odd-shaped items. You might also put your drafts on a computer disk, with each file clearly named.
Label everything. Label each piece at the top of the first page, specifying the assignment, the draft, and the date: "Proposal, Draft 1, 2/12/08"; "Text Analysis, Final Draft, 10/10/08"; "Portfolio Self-Assessment, Final Draft, 12/11/08"—and so on. Write this information neatly on the page, or put it on a Post-it note. For each assignment, arrange your materials chronologically, with your earliest material (freewriting, for example) on the bottom, and each successive item (source materials, say, then your outline, then your first draft, and so on) on top of the last, ending with your final draft on top. That way readers can see how your writing progressed from earliest work to final draft.
You might also create an electronic portfolio, or e-portfolio, that includes a home page with links to your portfolio's contents. There are several tools that can help you create an e-portfolio:
- Online tools. Several websites offer free tools to help you create a preformatted e-portfolio. For example, Google provides templates you can use to build an e-portfolio, uploading documents, images, and videos from your computer.
- Blogging tools. You can create an e-portfolio using a blogging platform, like WordPress, which allows you to upload files and create a network of linked pages. Readers can then comment on your e-portfolio, just as they might on your blog entries.
- Wikis. Wiki-based e-portfolios differ from blog-based ones in the level of interactivity they allow. In addition to commenting, readers may—if you allow them—make changes and add information. PBWiki is one free provider, as is WikiSpaces, although WikiSpaces pages may contain advertisements.
- Courseware. Your school may use a courseware system, such as Blackboard or Web CT, that allows you to create a portfolio of your work.
- Web-authoring programs. If you're interested in constructing a Web-based e-portfolio, you can do so using a program such as Adobe Dreamweaver and Microsoft FrontPage or a tool such as Tripod Site Builder or Yahoo! Geocities' HTML editor.
It's also possible to create an electronic portfolio using Microsoft Word, Excel, or PowerPoint. The programs available for your use and the requirements for posting your portfolio on the Web vary from school to school and instructor to instructor; ask your instructor or your school's help desk for assistance (and see the chapter on ELECTRONIC TEXT for general guidance).
Most electronic portfolio tools help you to first create a basic home page that includes your name, the portfolio's title, links to the various sections of the portfolio, and an introduction. Before you start creating pages and links, though, you should create a map to organize your portfolio and then add your files to the portfolio, following the map. Here's a sample map for a writing course e-portfolio that includes three major assignments (a literacy narrative, a textual analysis, and a film evaluation), and an overall self-assessment of the portfolio's contents. Each box represents a different page; each line represents a link.
Reflecting on Your Writing Portfolio
The most important part of your portfolio is your written statement reflecting on your work. This is an occasion to step back from the work at hand and examine it with a critical eye. It is also an opportunity to assess your work and to think about what you're most proud of, what you most enjoyed doing, what you want to improve. It's your chance to think about and say what you've learned. Some instructors may ask you to write out your assessment in essay form; others will want you to put it in letter form, which usually allows for a more relaxed and personal tone. Whatever form it takes, your statement should cover the following ground:
- An evaluation of each piece of writing in the portfolio. Consider both strengths and weaknesses, and give examples from your writing to support what you say. What would you change if you had more time? Which is your favorite piece, and why? Your least favorite?
- An assessment of your overall writing performance. What do you do well? What still needs improvement? What do you want your work to say about you? What does your work say about you?
- A discussion of how the writing you did in this course has affected your development as a writer. How does the writing in your portfolio compare with writing you did in the past? What do you know now that you didn't know before? What can you do that you couldn't do before?
- A description of your writing habits and process. What do you usually do? How well does it work? What techniques seem to help you most, and why? Which seem less helpful? Cite passages from your drafts that support your conclusions.
- An analysis of your performance in the course. How did you spend your time? Did you collaborate with others? Did you have any conferences with your instructor? Did you visit the writing center? Consider how these or any other activities contributed to your success.
A Sample Self-Assessment
Here is a letter written by Nathaniel Cooney as part of his portfolio for his first-year writing class at Wright State University.
2 June 2008
It is my hope that in reading this letter, you will gain an understanding of the projects contained in this portfolio. I enclose three works that I have submitted for an introductory writing class at Wright State University, English 102, Writing in Academic Discourse: an informative report, an argument paper, and a genre project based largely on the content of the argument paper. I selected the topics of these works for two reasons: First, they address issues that I believe to be relevant in terms of both the intended audience (peers and instructors of the course) and the times when they were published. Second, they speak to issues that are important to me personally. Below I present general descriptions of the works, along with my review of their strengths and weaknesses.
My purpose in writing the informative report "Higher Standards in Education Are Taking Their Toll on Students" was to present a subject in a factual manner and to support it with well-documented research. My intent was not to argue a point. However, because I chose a narrowly focused topic and chose information to support a thesis, the report tends to favor one side of the issue over the other. Because as a student I have a personal stake in the changing standards in the formal education system, I chose to research recent changes in higher education and their effects on students. Specifically, I examine students' struggles to reach a standard that seems to be moving farther and farther beyond their grasp.
I believe that this paper could be improved in two areas. The first is a bias that I think exists because I am a student presenting information from the point of view of a student. It is my hope, however, that my inclusion of unbiased sources lessens this problem somewhat and, furthermore, that it presents the reader with a fair and accurate collection of facts and examples that supports the thesis. My second area of concern is the overall balance in the paper between outside sources supporting my own thoughts and outside sources supporting opposing points of view. Rereading the paper, I notice many places where I may have worked too hard to include sources to support my ideas. I do not necessarily see that as a bad thing, however, because, as I stated earlier, the outside sources work to counterbalance my own bias and provide the reader with additional information. I do think, though, that the paper might be improved if I were to reach a better balance between the amount of space dedicated to the expression of my ideas and the amount of space dedicated to the presentation of source materials.
The second paper, "Protecting Animals That Serve," is an argument intended not only to take a clear position on an issue but also to argue for that position and convince the reader that it is a valid one. That issue is the need for legislation guaranteeing that certain rights of service animals be protected. I am blind and use a guide dog. Thus, this issue is especially important to me. During the few months that I have had him, my guide dog has already encountered a number of situations where intentional or negligent treatment by others has put him in danger. At the time I was writing the paper, a bill was being written in the Ohio House of Representatives that, if passed, would protect service animals and establish consequences for those who violated the law. The purpose of the paper, therefore, was to present the reader with information about service animals, establish the need for the legislation in Ohio and nationwide, and argue for passage of such legislation.
I think that the best parts of my argument are the introduction and the conclusion. In particular, I think that the conclusion does a good job of not only bringing together the various points, but also conveying the significance of the issue for me and for others. In contrast, I think that the area most in need of further attention is the body of the paper. While I think the content is strong, I believe the overall organization could be improved. The connections between ideas are unclear in places, particularly in the section that acknowledges opposing viewpoints. This may be due in part to the fact that I had difficulty understanding the reasoning behind the opposing argument.
The argument paper served as a starting point for the genre project, for which the assignment was to revise one paper written for this class in a different genre. My genre project consists of a poster and a brochure. As it was for the argument paper, my primary goal was to convince my audience of the importance of a particular issue and viewpoint—specifically, to convince my audience to support House Bill 369, the bill being introduced in the Ohio Legislature that would create laws to protect the rights of service animals in the state.
Perhaps both the greatest strength and the greatest weakness of the genre project is my use of graphics. Because of my blindness, I was limited in my use of some graphics. Nevertheless, the pictures were carefully selected to capture the attention of readers, and, in part, to appeal to their emotions as they viewed and reflected on the material.
I noticed two other weaknesses in this project. First, I think that in my effort to include the most relevant information in the brochure, I may have included too many details. Because space is limited, brochures generally include only short, simple facts. Although I tried to keep the facts short and simple, I also tried to use the space that I had to provide as much supporting information as I could. This may have resulted in too much information, given the genre. Second, I dedicated one portion of the poster to a poem I wrote. While the thoughts it conveys are extremely important to me, I was somewhat unsatisfied with its style. I tried to avoid a simple rhyme scheme, but the words kept making their way back to that format. I kept the poem as it was on the advice of others, but I still believe that it could be better.
Despite its weakness, the poem also adds strength to the project in its last stanzas. There, I ask readers to take a side step for a moment, to consider what their lives would be like if they were directly affected by the issue, and to reflect on the issue from that perspective. I hope that doing so personalized the issue for readers and thus strengthened my argument.
I put a great deal of time, effort, and personal reflection into each project. While I am hesitant to say that they are finished and while I am dissatisfied with some of the finer points, I am satisfied with the overall outcome of this collection of works. Viewing it as a collection, I am also reminded that writing is an evolving process and that even if these works never become exactly what I envisioned them to be, they stand as reflections of my thoughts at a particular time in my life. In that respect, they need not be anything but what they already are, because what they are is a product of who I was when I wrote them. I hope that you find the papers interesting and informative and that as you read them, you, too, may realize their significance.
Nathaniel J. Cooney
Cooney describes each of the works he includes and considers their strengths and weaknesses, citing examples from his texts to support his assessment.
A LITERACY PORTFOLIO
As a writing student, you may be asked to think back to the time when you first learned to read and write or to remember significant books or other texts you've read and perhaps to put together a portfolio that chronicles your development as a reader and writer. You may also be asked to put together a literacy portfolio as part of a written narrative assignment.
What you include in such a portfolio will vary depending on what you've kept over the years and what your family has kept. You may have all of your favorite books, stories you dictated to a preschool teacher, notebooks in which you practiced cursive writing. Or you may have almost nothing. What you have or don't have is unimportant in the end: what's important is that you gather what you can and arrange it in a way that shows how you think about your development and growth as a literate person. What has been your experience with reading and writing? What's your earliest memory of learning to write? If you love to read, what led you to love it? Who was most responsible for shaping your writing ability? Those are some of the questions you'll ask if you write a
LITERACY NARRATIVE. You might also compile a literacy portfolio as a good way to generate ideas and text for that assignment.
What to Include in a Literacy Portfolio
- school papers
- drawings and doodles from preschool
- favorite books
- photographs you've taken
- journals and diaries
- reading records or logs
- marriage vows
- legal documents
- speeches you've given
- awards you've received
Organizing a Literacy Portfolio
You may wish to organize your material chronologically, but there are other methods of organization to consider as well. For example, you might group items according to where they were written (at home, at school, at work), by genre (stories, poems, essays, letters, notes), or even by purpose (pleasure, school, work, church, and so on). Arrange your portfolio in the way that best conveys who you are as a literate person. Label each item you include, perhaps with a Post-it note, to identify what it is, when it was written or read, and why you've included it in your portfolio.
Reflecting on Your Literacy Portfolio
- Why did you choose each item?
- Is anything missing? Are there any other important materials that should be here?
- Why is the portfolio arranged as it is?
- What does the portfolio show about your development as a reader and writer?
- What patterns do you see? Are there any common themes you've read or written about? Any techniques you rely on? Any notable changes over time?
- What are the most significant items—and why?