1. The general philosophy of above-named discipline regarding Assessment of Prior Experiential Learning essays may be summarized as follows:
We encourage carefully-considered and well-crafted experiential learning portfolios. We particularly value, and are most likely to award credit for, portfolios and essays that reflect the sorts of reading, writing, and thinking particularly emphasized in Eastern's English/Writing program and academic culture. Most adults have substantial experience reading, writing, and thinking. However, only selected literate experiences can be awarded Eastern English/Writing credit.
Therefore, we encourage you to consult with our faculty at the beginning of the process. Our intention is to work with you to help you succeed.
We often ask students to rewrite portfolio essays to help us better understand the experiences being described. We have a strong commitment to revision as a key in communicative processes such as portfolio writing and assessment.
2. Describe the nature of any dialogue expected between faculty in above-name discipline and students preparing portfolio essays in the discipline.
Student should be in contact with the faculty from the beginning of the process. First, students should contact the English/Writing Portfolio Coordinator with a basic description of the project as you are conceiving it. Contact information for the English/Writing Portfolio Coordinator is available from Eastern's Division of Distance Education.
The English/Writing Portfolio Coordinator will either work you directly or direct you to another faculty member with the appropriate expertise to work with you on your project.
Students should strive to make their communications with faculty efficient by asking specific and informed questions. Faculty and students should have ongoing discussions concerning the content and form of the portfolio and the essay.
3. Describe the nature of any specific requirements the above-name discipline will have regarding contents of the portfolio materials i.e., documentation, essay, bibliography were applicable, etc.
It is important that the essay and portfolio contents closely match the sorts of literate practices for which we award college credit. We value:
• A demonstration of skills of critical interpretation and synthesis which go well beyond simply summarizing experiences
• The writing of high quality, literary creative works for adults, which shows an awareness of current conceptions of genre, form, and style
• Technical writing documents and works of journalism which have been published or used by specific audiences
• Works of rhetorical or argumentative writing illuminated by a knowledge of rhetorical theory
• Works of literary scholarship which show both critical skills and an awareness of literary theory
• A clear demonstration of communicative skills and knowledge of conventions suitable for a student seeking college credit.
• Sources documented using the MLA style
There are also some particular kinds of writing we have had come forward in portfolios for which we generally do not grant credit. Among these are:
• Creative writing which does not meet the literary standards of the faculty
• Creative writing of genres outside those of adult literary writing, including adventure stories, children's literature, mysteries, and science fiction
• Summaries or narrative of literary experiences such as attending plays or reading novels
• Undocumented claims to have mastered argumentation or technical writing
While we may personally enjoy reading works which fall outside the rather strict boundaries of academic literacy, we generally do not grant credit for such work.
4. Describe issues regarding the general turnaround time for review of portfolio materials in the above-named discipline.
English professors are typically slow but careful readers. Students shouldn't expect a quick turn around, but should expect that we will respond with comments of substance.
5. Provide any additional information that will help portfolio students in developing materials for faculty review in the above-named discipline.
Again, we would stress that is essential to involve the faculty as you begin to plan your portfolio and essay.
Above all, we value work that:
• Shows an appropriate awareness of audience and rhetorical occasion
• Places itself in an appropriate literary, critical, or rhetorical context
• Reveals a grounding in appropriate theory
• Employs a strong element of self-reflective analysis
• Follows the conventions of standard, edited American English
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