Literature and Writing

English Education Portfolio Guidelines

Current portfolio guidelines are available for planning purposes only. Be sure to attend an information session or contact your advisor before submitting a portfolio to make sure that you have the most recent version. If you are not completing the English Education Emphasis, you need to follow the regular English Program Portfolio Guidelines.

This version is approved only for Fall 2008 graduates at this time.

English Education Portfolio Guidelines
Click here to download a PDF version (requires Adobe Acrobat Reader).

There are 4 sections to the portfolio. Each section has two parts. To be admitted to Capstone, you must successfully complete both parts of any two sections. For additional details on the timeline, procedure for completing the portfolio, or scoring guidelines, please see the English Education Portfolio main page.

I. Literature and Textual Analysis

Part One . In an informative essay (1-2 pages), discuss how you have achieved 4 of the following 6 standards. Provide evidence for your claims by describing relevant papers that illustrate your learning. Footnote any papers referenced, and include footnoted papers in the appendix, organized by title. You may reference as many papers as needed; papers may be used to meet more than one standard. Do not rewrite the standards; refer to them by number instead.

Standard 1 . Read, study and analyze works of literature from the canon, including the literature of diversity (draw from Engl 120, 150, 210, 220, 250, 325/6/7, 349, & 410, among others)
Standard 2 . Read, study and analyze works from a variety of literary traditions, movements & historical contexts (draw from Engl 120, 150, 220, 210, 250, 349, 410, among others)
Standard 3 . Know & analyze a variety of literary elements, their forms & uses (draw from Engl 120, 150, 210, 220, 250, 325/6/7, 349, 410, 420, 477, among others)
Standard 4 . Analyze literary texts and understand their structure, content and interpretations (draw from any English class)
Standard 5 . Analyze non-literary texts and understand their structure, content and interpretations (draw from Engl 310, 420, Educ 345, among others)
Standard 6 . Articulate the ways in which literature can engage readers (including yourself), cause them to reflect on their experiences and the human condition, or inspire personal and social growth and change (draw from Engl 326, 327, 349, 410, 477, among others)

Part Two . In a well-written, thoughtful short essay (approximately 500 words), respond to the following question as a prospective teacher of English. Focus on one or two seminal learning opportunities rather than generalized experiences. Where applicable, provide references to papers included in the portfolio appendix.

a. How will the knowledge you have gained about our diverse literary heritage affect your future actions as a teacher of multicultural students?
OR
b. What have you learned about the role of literary analysis and criticism in the study of literature?

II. Language, Linguistics and Literacy

Part One . In an informative essay (1-2 pages), discuss how you have achieved 3 of the following 4 standards. Provide evidence for your claims by describing relevant papers that illustrate your learning. Footnote any papers referenced, and include footnoted papers in the appendix, organized by title. You may reference as many papers as needed; papers may be used to meet more than one standard. Do not rewrite the standards; refer to them by number instead.

Standard 1. Know the conventions, forms and functions of Standard English grammar and sentence structure (draw from Engl 315 and/or 474).
Standard 2. Recognize the universality of linguistic structures while acknowledging variation arising from differences of time, place and community (draw from Engl 315, 474, and/or 475).
Standard 3. Learn basic principles of morphology, phonology, syntax, semantics and pragmatics (draw from Engl 315 and/or 474).
Standard 4. Explain cognitive, affective and socio-cultural and/or as first language influences on language acquisition and development (draw from Engl 475 and/or Educ 512).

Part Two . In a well-written, thoughtful short essay (approximately 500 words), respond to ONE of the following questions as a prospective teacher of English. Focus on one or two seminal learning opportunities rather than generalized experiences. Be sure to address all parts of the question. Where applicable, provide references to papers included in the portfolio appendix.

a. How will you identify and address the communication needs of both native and non-native English speakers in the secondary English classroom?
OR
b. How has your knowledge and appreciation of varieties of English (as represented by the diverse cultures in our local secondary schools) changed or evolved?

III. Rhetoric and Composition

Part One . In an informative essay (1-2 pages), discuss how you have achieved 3 of the following 5 standards. Provide evidence for your claims by describing relevant papers that illustrate your learning. Footnote any papers referenced, and include footnoted papers in the appendix, organized by title. You may reference as many papers as needed; papers may be used to meet more than one standard. Do not rewrite the standards; refer to them by number instead.

Standard 1. Read and study the rhetorical features of literary and/or non-literary texts (Draw from Engl 102/3, 105, 330, 478, and Comm101, among others).
Standard 2. Study and apply aspects of oral and/or written composing processes (Draw from Engl 102/3, 105, 310, 330, 478, and Comm101, among others).
Standard 3. Consistently and accurately apply the conventions of written English (Draw from any English course).
Standard 4. Examine and explain strategies for constructing meaning within the processes of reading and/or writing (Draw from Engl 478).
Standard 5. Learn and apply advanced research strategies for academic work in English, including collection, integration and citation of data (Draw from Engl 310, 330, 410, 477).

a. How have you demonstrated your ability to compose various kinds of texts and to use research strategies appropriately in a range of contexts?
OR
b. What have you learned about the writing process that you will apply when you teach writing? (Include some discussion of the following: integration of research/background knowledge, rhetorical purpose, and consideration of audience.)

IV. Communications, Speech, Media and Creative Performance

Standard 1. Demonstrate the ability to analyze and respond to components of communication discourse such as audience feedback, supportive listening and critical thinking. (Draw from Engl 310, 410, 478, and Comm 101, among others).           Standard 2. Learn and apply strategies used by the media to impact society and evaluate the impact. (Draw from Educ 345 and Comm 101, among others).
Standard 3. Specify the processes and techniques for making presentations in a variety of media forms (Draw from Engl 310, 477, Educ 345, and Comm 101, among others).
Standard 4. Engage in theatrical processes, which apply production techniques, such as rehearsal strategies, principles of theatrical design and textual interpretation (Draw from Engl 410 or 332, among others)
Standard 5. Produce creative writing using processes and techniques that enhance the text (Draw from Engl 477 and 478, among others).

Part Two . In a well-written, thoughtful short essay (approximately 500 words), respond to the following question as a prospective teacher of English. Focus on one or two seminal learning opportunities rather than generalized experiences. Be sure to address all parts of the question. Where applicable, provide references to papers included in the portfolio appendix.

What have you learned about using language effectively both to communicate ideas and to express yourself creatively?