Writing is a complicated activity which takes many forms and involves many processes . The context for any given writing task determines what forms and processes may be most effective, although we realize that the forms and processes appropriate for one writer may not work for another. Accordingly, we offer various approaches to working through the assignments, and we encourage students to become aware of the strategies that work best for them. We also encourage students to see that forms and processes that are effective for one situation may need to be modified for another situation. Students need time to work through the writing and thinking which assignments require .
Time allows students to write and revise, and to discover the sorts of responses that are useful.
Time allows teachers to intervene in students writing processes, to offer techniques, suggestions, and feedback that can help shape formal texts. Accordingly, the curriculum is structured so that students write frequently, and get quick responses, but have ample time to revise before submitting work for grading. Grading occurs twice in the semester at midterm and semester s end a practice which offers the luxury of time. Students need to make choices as they write, and writers must be involved in the assessment of their work . Students must select from their work, reflect on it, and then assemble it for graded evaluation Portfolio assessment allows students to develop in individual ways, at different rates, while working towards goals and program standards.