The Appraisal

Project #5: Appraisal, a final reflection

This final project asks that you consider the semester’s work and draw some conclusions about your experience thinking about and forming meanings through writing and research. It asks that, considering the course opportunities and expectations set forth in the syllabus and assessment contract, you give your work a grade.

How to do it:

  • Come prepared to cite your own work and thinking as evidence for your assessments. This means having access to your physitech and digitech writing.
  • Either handwrite or type your response in one class period. If you desire more time, speak with me at any point before the last day of class and we will work something out.

What’s the point:

  • All semester I’ve asked you to think about how you think, and the relationship between thinking and writing. This final project gives you space and time to use your work as “left side” text, to draw conclusions about your experience in the course that can be traced in the work itself and extended out into concepts that affect us all, like writing for school, or work, or personal correspondence in any medium.
  • Although we will have time to dialogue about your experience this semester, and your work, during the week before the final class meeting, it seems only fitting to give you a chance to use writing as a way of forming your impressions in a meaningful way at the end of the course, especially your impressions about what grade your work achieved this semester.


  • Minimum: A multi-paragraph essay (paper, blog, or email) composed in class that assigns a reasonable/reasoned grade to the student’s work for the semester. The reasoning draws on the course syllabus and grading contract, as well as the students work during the semester. The final assessment must take into account presence (physical and vocal) and collaboration.
  • More than Minimum: Students draw on the specifics of their portfolio of work (scraps of paper, sketches, drafts of paragraphs, sentences, recorded conversations, notebook entries, paper drafts, web posts/pages, etc.) to support the grade they offer as an accurate reflection of their work this semester. The response is well organized and particularly insightful, communicating an understanding of meaning-making via writing that happens everywhere, always, not just in this class, this semester.

Assessment Date:

  • Week 16 (December 03)
  • What grade would you assign your work this semester and why? Now that it’s over, what do you think about this class and why do you think it?