Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of this unit. Your portfolio should be submitted no later than 11:59pm CST on Sunday. The portfolio counts as 20% of your overall grade in the course.Final Portfolio GuidelinesRequired Components: A reflective essay (about 4 full pages, double-spaced)Your two best essays from this class, each with further revision (in most cases, these will be revisions of Essays #3 and #5)Artifacts of your writing processLength: Your reflective essay must be between 800-1200 words. Your two best essays should be as long as they need to be fully achieve their rhetorical purposes.Style/Format: The revised essays essays should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.File format: Please submit your portfolio as a single file attachment in a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Those essays that refer to outside sources must include a page of Works Cited, References, or whatever bibliography is required by the guidelines you choose. Deadline: Submit the portfolio as a single file to Submit Assignment no later than Midnight CST on Sunday at the end of this unit.Use of essays for future courses: Please understand that your portfolio may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work will only be used for educational purposes.Why This Assignment Is ImportantThis portfolio serves as the core assessment measure for EN106 at Park University. Let's consider that term for a moment. At Park, a "core assessment" is a required assignment that is common across all sections of a course, both online and face-to-face. This assignment is meant to serve as a tool for instructors to evaluate student learning across sections, terms, campus centers, and modalities. In other words, the portfolio is your opportunity to show off what you have learned in this course, and an opportunity for Park faculty to learn more about how our teaching works. Ideally, we use the lessons from your core assessments to inform changes to curriculum. As you prepare the portfolio, think about using it to make an argument: to use a metaphor from the law, you should make a case for what you have learned this term in EN106.Your portfolio should demonstrate what you know about academic research and writing. Your EN106 portfolio is a "best works portfolio”—that is, your portfolio should be a collection of your strongest, most polished academic writing. It will contain three primary pieces: a reflective essay, your two best essays from this class, and artifacts from your writing process. For most students, the two essays will be the same two essays you improved through revision and expansion in Unit Four and Unit Six.The next Canvas page will describe in more detail the expectations for your portfolio, and some of the possibilities for how you might organize it.Assessment StandardsYour portfolio will be evaluated as a whole according to the following assessment standards. Please note that while these standards are similar to those used to grade your essays throughout the course, they are not identical. Please read through these assessment criteria and ensure that your portfolio demonstrates each outcome. In general terms, significant weakness in any one of these areas reduces the grade of your portfolio by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade. We can also discuss these grading criteria in the Instructor's Office.CompetencyExceeds Expectation(A)Meets Expectation(~B-C)Does Not MeetExpectation(~C-D)No Evidence(F)Process:Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse.Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read.Student shows some evidence of using process and collaboration to write.Student does not demonstrate the use of process or collaboration.No portfolio submitted.Focus:Maintain a controlling idea/thesis for a variety of academic genres.The focus, or thesis, of each student essay is not only clear but insightful, memorable, and fully supported.Student's writing consistently has a clear focus, though it may not always be unique or insightful.Student essays are either unfocused or feature commonplace or generic theses.No portfolio submitted.Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives.Student essays demonstrate successful and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete.Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives.Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.No portfolio submitted.Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research.Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately.Student shows some awareness of rhetorical situations and responds appropriately.Student shows little awareness of rhetorical situations.No portfolio submitted.Conventions:Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse.Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding.Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding.Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).No portfolio submitted.RubricEN 106: First Year Writing Seminar II: Academic Research & Writing (1)EN 106: First Year Writing Seminar II: Academic Research & Writing (1)CriteriaRatingsPts This criterion is linked to a Learning OutcomeEN106.CLO.01CLO Description: Process: Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse. CAR Description: Exceeds Expectations: Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read. Meets Expectations: Student shows some evidence of using process and collaboration to write. Does Not Meet Expectations: Student does not demonstrate the use of process or collaboration.threshold: 3.0 pts3 ptsExceeds Expectations2 ptsMeets Expectations1 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.02CLO Description: Focus: Maintain a controlling idea/thesis for a variety of academic genres. CAR Description: Exceeds Expectations: The focus, or thesis, of each student essay is not only clear but insightful, memorable, and personal. Meets Expectations: Student's writing consistently has a clear focus, though it may not always be unique or insightful. Does Not Meet Expectations: Student essays are either unfocused or feature commonplace or generic theses.threshold: 3.0 pts3 ptsExceeds Expectations2 ptsMeets Expectations1 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.03CLO Description: Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives. CAR Description: Exceeds Expectations: Student essays demonstrate diverse, successful, and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete. Meets Expectations: Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives. Does Not Meet Expectations: Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.threshold: 3.0 pts3 ptsExceeds Expectations2 ptsMeets Expectations1 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.04CLO Description: Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research. CAR Description: Exceeds Expectations: Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately. Meets Expectations: Student shows some awareness of rhetorical situations and responds appropriately. Does Not Meet Expectations: Student shows little awareness of rhetorical situations.threshold: 3.0 pts3 ptsExceeds Expectations2 ptsMeets Expectations1 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.05CLO Description: Conventions: Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse. CAR Description: Exceeds Expectations: Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding. Meets Expectations: Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding. Does Not Meet Expectations: Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).threshold: 3.0 pts3 ptsExceeds Expectations2 ptsMeets Expectations1 ptsDoes Not Meet Expectations--Total Points: 0PreviousNext

CompetencyExplain how art contributes to problem solving skills and idea creation in personal and professional experience.ScenarioYour company is one of several that hopes to land an international contract with MagnifiCo, a large corporation overseas. You have recently learned that Company X, who is competing for the same overseas contract, has received some negative publicity for their lack of cultural literacy among employees. An embarrassing video has gone viral showing an American employee from Company X awkwardly fumbling through a business dinner with foreign associates. First, he insulted the lack of air conditioning in the foreign restaurant, then he nervously laughed in the middle of their prayer, and finally he nearly spit out the dinner dish he was served! The business deal was doomed.When you watched the video, you almost took pity on this American businessman clearly so out of his element. But then, you noticed in the background of the video that the entire dinner was taking place in a beautiful building; there was gothic vaulting on the ceiling, finely detailed mosaic tile on the floor, and intricate fresco painting on the wall next to their table. There was classical music playing in the background— perhaps Baroque? If the American had noticed any of these things, he could have asked his dinner companions about them. If he had learned a little about this country’s culture, he could have even made intelligent conversation about his surroundings and possibly impressed and connected with his colleagues instead of insulting them with awkward behavior.InstructionsYou are tasked creating a learning presentation for your colleagues on multicultural art relating to MagnifiCo’s geographic location(s) to be delivered at your next office meeting. You may choose the geographic location(s) for MagnifiCo.NOTE - Depending on your choice(s), there may be more or less distinguishing information available. For example, if you choose a large distinct nation, you may find an abundance of information for all 15 of your slides. If you pick a small isolated culture, you may need to a second or third culture in order to have enough information for 15 slides.Design a PowerPoint presentation containing:At least 15 slides, plus cover slide and reference slide.One to three different possible global locations where MagnifiCo does business.Include a minimum of 3 informative slides about each topic in the chosen location(s):well-known artistsmusicarchitectureliteraturecultural customsResourcesPower Point! PowerPoint? I need to do a PPT presentation and I don't know how! Help!Grammar Checking - How do I create a Grammarly account?Business writingWorld CulturesGrading RubricFFCBA01234Did not SubmitNo PassCompetenceProficiencyMasteryNot SubmittedThe presentation contained less than 11 slides, without a cover and reference slide.The presentation contained at least 11 slides, plus cover slide and reference slide.The presentation contained 13 slides, plus cover slide and reference slide.The presentation contained at least 15 slides, plus cover slide and reference slide.Not SubmittedThe presentation contained at less than three informative slides about each topic in the chosen location(s):well-known artistsmusicarchitectureliteraturecultural customsORWas missing some of the topics.The presentation contained at least of three informative slides about each topic in the chosen location(s):well-known artistsmusicarchitectureliteraturecultural customsThe presentation contained at least of three good detailed informative slides about each topic in the chosen location(s):well-known artistsmusicarchitectureliteraturecultural customsThe presentation contained at least of three thoroughly detailed informative slides about each topic in the chosen location(s):well-known artistsmusicarchitectureliteraturecultural customsNot SubmittedThe presentation had seven or more mistakes in spelling, punctuation, grammar, organization and sentence structure.The presentation had six or less mistakes in spelling, punctuation, grammar, organization and sentence structure.The presentation had three or less mistakes in spelling, punctuation, grammar, organization and sentence structure.The presentation had correct spelling, punctuation, grammar, organization and sentence structure.