Portfolio Assessment

English Major checklist:
Foundations of the Discipline
ENGL 106 Introduction to Literary Studies
ENGL 213 Texts and Contexts
  II.      Literature/Textual Studies
Genres
Literature and Identities 
Literary History I (Broad)
Literary History II (Focused)
World Literature
Major Author
Pre-1800 course
III.      Theoretical and Rhetorical Approaches
IV.       Electives
V.        Capstone Experience
Minor: _________________

Student guidelines for E-portfolios, a requirement for the major:
Submit one paper from every required course (ENGL 106, 213, and 400) and every required category taken at Fredonia [transfer students can waive particular categories with chair’s approval]; each paper must reflect analysis.
For ENGL 213, students must submit the final research project
For the Theoretical Category class, students must submit a research paper/project with citations and secondary sources

Students must submit the exit paper from Senior Seminar (ENGL 400/ENED 450): see prompts below.

Each required paper in the portfolio, as described above, must be at least 2 pages.

Beyond the requirements above, students may choose to add any additional work of their choice (for example, from minors or experiential courses) to showcase particular strengths.

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Prompts for the Portfolio Exit Paper (completed in ENGL 400/401, ENED 450)
In ENGL 400, students will have an opportunity to review their portfolios to consider their success in meeting the learning outcomes for the major. The exit paper completed as part of the capstone experience provides students an opportunity to reflect on their strengths as they contemplate next steps. The prompts below can be helpful to students as they compose these exit papers (typically 3-5 pages).

English Department Student Learning Outcomes – Students will:
1. Write coherently and effectively in various genres for multiple audiences and purposes, according to standard practices in the discipline.
2. Read and analyze a wide variety of texts, including traditional literary, linguistic, popular, and multimedia pieces, in depth and in context.

3. Engage with critical lenses and apply multiple research methods and theoretical concepts to their work in the program.
Do you feel that the major has helped you meet the student learning outcomes above? Please discuss, including specific courses that most helped you in achieving these goals.

What’s the most important benefit of being an English major today?

What was your declared minor (2nd major, etc.)? How did the work of your minor complement your English major?

Did you engage in experiential/applied learning (e.g., internships, study abroad, community engagement)? Feel free to comment on the value of these experiences as part of the major.

What skills do you feel the English major has provided you with to navigate today’s digital environment?

Did you participate in any of the English Department student clubs (e.g., Sigma Tau Delta, Writers’ Ring, English Education Club)? Did this enhance your sense of being part of the department?

How well do you feel that the English major has prepared you for your next steps? How would you define these as of right now?

Please comment on any aspects of the major/department that you feel could be improved (e.g., advising, sense of community, courses/curriculum) including ideas pertaining to recruitment of new student majors and retention of existing student majors.

Please feel free to add any further comments on the major/department.

 

English Major checklist, with specifications for ENED majors:

Student guidelines for E-portfolios, a requirement for the major:

1. Submit one paper from every required course (ENGL 106, 213, and 400) and every required category taken at Fredonia [transfer students can waive particular categories with chair’s approval]; each paper must reflect analysis.

• For ENGL 213, students must submit the final research project
• For the Theoretical Category class, students must submit a research paper/project with citations and secondary sources

2. Students must submit the exit paper from Senior Seminar (ENGL 400/ENED 450): see prompts below.
3. Each required paper in the portfolio, as described above, must be at least 2 pages.
4. Beyond the requirements above, students may choose to add any additional work of their choice (for example, from minors or experiential courses) to showcase particular strengths.

Prompts for the Portfolio Exit Paper (completed in ENGL 400/401, ENED 450)

In ENGL 400, students will have an opportunity to review their portfolios to consider their success in meeting the learning outcomes for the major. The exit paper completed as part of the capstone experience provides students an opportunity to reflect on their strengths as they contemplate next steps. The prompts below can be helpful to students as they compose these exit papers (typically 3-5 pages).

English Department Student Learning Outcomes – Students will:

1. Write coherently and effectively in various genres for multiple audiences and purposes, according to standard practices in the discipline.

2. Read and analyze a wide variety of texts, including traditional literary, linguistic, popular, and multimedia pieces, in depth and in context.

3. Engage with critical lenses and apply multiple research methods and theoretical concepts to their work in the program.

• Do you feel that the major has helped you meet the student learning outcomes above? Please discuss, including specific courses that most helped you in achieving these goals.
• What’s the most important benefit of being an English major today?
• What was your declared minor (2nd major, etc.)? How did the work of your minor complement your English major?
• Did you engage in experiential/applied learning (e.g., internships, study abroad, community engagement)? Feel free to comment on the value of these experiences as part of the major.
• What skills do you feel the English major has provided you with to navigate today’s digital environment?
• Did you participate in any of the English Department student clubs (e.g., Sigma Tau Delta, Writers’ Ring, English Education Club)? Did this enhance your sense of being part of the department?
• How well do you feel that the English major has prepared you for your next steps? How would you define these as of right now?
• Please comment on any aspects of the major/department that you feel could be improved (e.g., advising, sense of community, courses/curriculum) including ideas pertaining to recruitment of new student majors and retention of existing student majors.
• Please feel free to add any further comments on the major/department.

Student guidelines for E-portfolios, a requirement for the Writing major:
The e-portfolio, required for entrance into the capstone (WRTG 495), should include three sub-folders, titled as below and with the numbered content included. There should be a total of 6 samples of student work, each longer than two pages. Students will have maximum control over what they submit to the portfolio as long as the various parts of the major (e.g., “creative”, “professional,” and “rhetorical” writing) are all represented, together with experiential learning.

Students should create a “NEW folder” in Google Drive and share it with their academic advisor in the sharing settings, with Editor rights.

Subfolder #1: Write (SLO 1)
Sample from creative writing coursework 
Sample from rhetorical writing coursework 
Sample from professional writing coursework

Subfolder #2: Read (SLO 2)
Analytical or creative sample studying or applying elements of craft 
Demonstration of student understanding of grammatical concepts and applications

Subfolder #3: Participate (SLO 3) 
Experiential sample or service project (e.g., Trident self evaluation, internship final evaluation, publication, conference abstract/presentation, product of collaborative or experiential work)

Beyond these requirements, a capstone exit paper identifying how student samples meet learning outcomes, which serves as a cover letter to the portfolio. The exit paper will be written during the capstone.