The portfolio method of evaluation and teaching shapes the whole course, beginning to end. Your course will probably emphasize responses to your writing — from your classmates and instructor — but not necessarily grades on separate papers. This method shifts attention to the writing process — to discovery, planning, drafting, peer response, revision, editing — allowing time for your skills to develop before the portfolio is graded. Because this method is flexible, read your assignments carefully, and listen well to determine the kind of portfolio you’ll need to keep, such as the following types.

A Writing Folder. Students submit all drafts, notes, outlines, doodles, and messy pages — all writing for the course, finished or unfinished. Students may also revise two or three promising pieces for a “presentation portfolio.” The folder usually does not have a reflective cover letter.

A Learning (or Open) Portfolio. Students submit a variety of materials that have contributed to their learning. They may even determine the contents, organization, and presentation of the portfolio, which might include photos, other images, or nonprint objects that demonstrate learning.

A Closed Portfolio. Students must turn in assignments that are specified by the instructor, or their options for what to include may be limited.

A Midterm Portfolio. The portfolio is given a trial run at midterm, or the midterm grade is determined by one or two papers that are submitted for evaluation, perhaps with a brief self-assessment.

A Final or Presentation Portfolio. The portfolio is evaluated at the end of the course after being revised, edited, and polished for presentation.

A Modified or Combination Portfolio. The student has some, but not unlimited, choice in what to include. For example, the instructor may ask for three entries that show certain features or parts of the course.

Find out what your instructor has in mind. For example, your combination portfolio might contain three revised papers (out of five or six required). You decide, late in the term, which three to revise and edit. You also may reflect on how those choices define you as a writer, show your learning, or explain your decisions while writing. Here are some questions your instructor, syllabus, or assignment sheets may answer: