In a composition course, and in courses in other disciplines, you may be required to keep a portfolio of your work. Portfolio courses typically emphasize revision and reflection—your ability to identify and discuss your decisions, strengths, or learning processes. To build your portfolio, save all your drafts and notes, keep track of your choices and changes, and eventually select and submit your best writing.

The portfolio, printed or electronic, collects pieces of writing that represent the writer’s best work. Compiled over time and across projects, it showcases a writer’s talent, hard work, and ability to make thoughtful choices. A course portfolio is usually due as the term ends and includes pieces written and revised for that class. Portfolios may include an introduction (often a self-assessment or rationale) for readers, who might be teachers, supervisors, evaluators, parents, or classmates.

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Understanding Portfolio Assessment

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:

Tips for Keeping a Portfolio

Keep Everything, and Stay Organized. Don’t throw anything away! Keep all your notes, lists, drafts, outlines, clusters, responses from readers, copied articles, and source references. On your own computer, back up everything. At the computer lab, save your work to a portable drive or card. Organize your files, and invest in a good folder with pockets. Label and store drafts, notes, outlines, and peer-review forms for each assignment.

Manage Your Time. The portfolio isn’t due until midterm or the end of the course, but plan ahead to save time and frustration. As your instructor returns each assignment with comments, make changes in response while the ideas are fresh. If you don’t understand or know how to approach those comments, ask right away. Make notes about what you want to do. Then, even if you want to let a paper simmer, you will have both a plan and fresh insight ready when you work on it again.

Practice Self-Assessment. For complex activities, learn to step back and evaluate your own performance. Maybe you have great ideas but find it hard to organize them. Maybe you write powerful thesis statements but run out of ideas to support them. Don’t wait until the portfolio cover letter is due to begin assessing your strengths, weaknesses, or preferences.

Practice self-assessment from the start. After reviewing the syllabus, write a paragraph or two about how you expect to do in this course. What might you do well? Why? What may be hard? Why? For each paper you share with peers or hand in, write a journal entry about what the paper does well and what it still needs. Keep track of your process as you plan, research, or draft each paper—where you get stuck and where things click.

Choose the Entries Carefully. If you can select what to include, consider the course emphasis. Of course, you want to select pieces your evaluator will think are “the best,” but also consider which show the most promise or potential. Which drafts show creativity, insight, or an unusual approach? Which show variety—different purposes, audiences, or voices? Which show depth—your ability to do thorough research or stay with a topic for several weeks? Also consider the order of the entries—which piece might work best first or last, and how each placement affects the whole.

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Write a Strong Reflective Introduction or Cover Letter. Your introduction—usually a self-assessment in the form of a cover letter, a statement, or a description for each of your entries—could be the most important text you write all semester. Besides introducing your collection and portraying you as a writer, it explains your choices in putting the portfolio together. It shows that you can evaluate your work and your writing process. Like a “final exam,” your reflective introduction tests what you’ve learned about good writing, readers’ needs, and the details of a careful self-presentation.

If your reader is your instructor, look back over responses on your returned papers. Review the course syllabus and assignment sheets. What patterns do you see in the comments or directions? What could you tell a friend about this reader’s expectations—or pet peeves? Use what you’ve learned to develop a convincing introduction or cover letter.

If your readers are unknown, ask your instructor for as much information as possible so you can decide which logical, ethical, or emotional appeals might be most effective. Although you won’t know your readers personally, it’s safe to assume that they will be trained in portfolio assessment and will share many of your instructor’s ideas about good writing. If your college writing program has guidelines, consult them, too.

How long should your introduction or cover letter be? Check with your instructor, but regardless of length, develop your ideas or support your claims as in any effective writing. If you are asked to write a letter, follow the format for a business letter: include the date, a salutation, and a closing.

In the reflective introduction, you might try some of the following (but don’t try to use all of them):

Polishing the Final Portfolio. From the first page to the last, printed or electronic, your portfolio should be ready for public presentation. Take pride in it. Think about creative ways to give it a final distinctive feature, such as adding a colorful cover, illustrations, a table of contents, or a running head. Although a cheerful cover will not make up for weak writing or careless editing, readers will value your extra effort.