The due date for the class of 2017 is Friday, May 15, 2015 by 4:30 p.m. Starting winter term 2015 portfolios will be submitted via Moodle.
You should submit no fewer than 3 or more than 5 papers from Carleton courses that meet the criteria below. Some papers will meet several of them, which is why as few as 3 papers may be adequate. The total number of pages in the portfolio should be no fewer than 10 and no more than 30, exclusive of your reflective essay.
First, be aware that you must write a paper specifically for the portfolio that will introduce the portfolio to your readers and demonstrate that you are able to write in a range of disciplinary contexts. Write a reflective essay in which you argue for your accomplishments on the writing tasks listed below, using your papers as evidence. This essay is typically read first, giving the readers of your portfolio insight into your thinking about your writing. You will have chosen the work and provided some information about the assignments, but only you can explain how your portfolio demonstrates your accomplishments as a writer. This essay will not count toward the total number of pages (10-30) or papers (3-5) for the portfolio itself. Other requirements:
- Papers from at least three different departments or programs. Please do not submit more than one paper from a single course - variety shows your breadth as a writer;
- At least one paper that reports on something you have observed (for example, field notes for science or social science courses, a laboratory report, a description of art, a play, or music, etc.);
- At least one paper that demonstrates your ability to analyze complex information (for example, numeric data, multiple texts, multiple observations, etc.);
- At least one paper that provides interpretation (of data, a text, a performance, etc.);
- At least one paper that demonstrates your ability to identify and effectively use appropriate sources (other than the primary text for the assignment), properly documented;
- At least one paper that shows your ability to articulate and support a thesis-driven argument;
- Evidence that you can effectively control Standard American English in multiple curricular settings.