hi,First of all I need 30 marks in this assignment to pass this subject. secondly please don't write generic things in this assignment. It has to be very specific and up to the marks. I am uploading class slides and blogs which I wrote on them you have to take references from the blog and it has to be in the assignment. I need at least 15 academic reference in that. Please take it seriously this subject is very important for me to pass. that zip file has all the blogs.
AW: RW 03.04.2014 1 ACADEMIC COMMUNICATION INFO SHEET Academic Writing: Reflective writing (AW: RW) What is reflection? Reflection is thinking about something in a serious, deliberate way: a repeated problem-solving process. Reflection occurs through active thinking that enables the developing professional gain an understanding of how personal, social and cultural experiences and theory are related to practice or professional knowledge. Learn about: • the purpose of reflection • a simple model for writing reflectively. See also Info Sheets on paragraph structure, and critical and analytical thinking. During your university studies, you may be asked to reflect on your own experiences in a practicum or while studying a specific course. You may also be asked to reflect on specific readings for a course or an assignment, such as a group assessment. Some of the forms reflective writing can take include a journal, a daily log, a prac report, a folio an essay and a case study. How to write reflectively Reflective writing is more personal than other forms of academic writing. In this type of writing, you are central: what you are doing, seeing, feeling and thinking. For this reason, you should use the first person: that is, use the terms ‘I’, ‘me’, ‘my’, etc. Even so, reflective writing is a form of academic writing and should contain: • a clear structure (introduction-body-conclusion is the most common, but not the only structure you can use) • formal language and correct grammar and spelling • analysis and evaluation, which will often involve drawing on scholarly sources and referencing those source Why reflect? Reflection is all about deepening your learning. By reflecting, you are able to: • get to know your own strengths and weaknesses • discover your own underlying assumptions – and challenge them • make connections between your own experience and what you are learning learn from your mistakes – and thus become a better practitioner. Your own thoughts, feelings, experiences and ideas are central to reflective writing. Reflection takes time, honesty and a willingness to be open to discovering things about both your subject and yourself. Academic Writing: Reflective writing (AW: RW) 2 One approach to writing reflectively One common approach to writing reflectively about your own experience is as follows: 1. Describe the experience you are going to be reflecting on. Do this in the form of a brief narrative or story. 2. Analyse the experience. What was it about the experience that made you think? How did it make you feel? Was there something about it that challenged your ideas about what you’ve learned? Or did it reinforce those ideas? How did your experience fit with the literature you’ve been reading, or with the course materials? 3. Evaluate the experience. Was it overall a positive or a negative experience for you? What will you draw from it? Will it lead you to change the way you do something? Will it lead you to change the way you think about something? Example of description: During the second week of my clinical study, I met a patient who needed an x-ray for her knee and hip joint. This was made more difficult because she was significantly over-weight and not very aware of my role as radiographer. She appeared distracted and had difficulty coping with her level of pain, sometimes shouting out. In terms of the x-ray procedure the patient was uncooperative – she did not follow our instructions and would not stay still after positioning. This made it very difficult to produce an adequate x-ray. Example of analysis and evaluation: What surprised me most about this incident was the attitude of the patient to the health professionals. In my culture most people treat health professionals with great respect, and acknowledge their authority; they are even sometimes intimidated by them. I realised that in the Australian context compliance from the patient cannot be assumed. The doctor has to gain the trust and cooperation of the patient, and this may not always be easy. In this case I found that talking quietly to the patient and explaining each requirement in detail reassured her, and ultimately led to a greater level of cooperation. However, this made the consultation much longer than it otherwise would have been. Source: Monash University 2007, ‘Common errors in reflective writing’, viewed 3 July 2013, http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/7.xml More Info RMIT University tutorials and models for writing reflection http://emedia.rmit.edu.au/learninglab/content/writing-reflection Queensland University of Technology Reflective writing models: http://www.citewrite.qut.edu.au/write/4Rs-for-students-page1-v1.5.pdf Reflective writing in Education http://www.monash.edu.au/lls/llonline/writing/education/reflective- writing/1.xml Reflection http://www.qmu.ac.uk/els/docs/Reflection%202014.pdf and http://www.qmu.ac.uk/els/docs/Reflection.PDF http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/7.xml http://emedia.rmit.edu.au/learninglab/content/writing-reflection http://www.qmu.ac.uk/els/docs/Reflection%202014.pdf http://www.qmu.ac.uk/els/docs/Reflection.PDF ACADEMIC COMMUNICATION INFO SHEET Academic Writing: Reflective writing (AW: RW) What is reflection? How to write reflectively One approach to writing reflectively MGMT20140 ASSESSMENT ITEM 3 – MARKING RUBRIC In case of high Turnitin similarity scores, markers analyse the similarity score on a case by case basis and you will see relevant comments in your assignment, if necessary. If high similarity derived purely from reference lists and/or the fact that you may have copied the assessment brief into your submission, no comments are made as you can find this information out yourself by exploring the similarity score on your Turnitin report. Late submission penalties are being applied to this assignment as per the university regulations. Any students deemed to have conducted Academic Misconduct are being reported and will be informed of the outcome of the investigation and any related penalties via their student email address. Criteria 0 (Not Shown) 1 (Poor) 2 (Unsatisfactory) 3 (Satisfactory) 4 (Good) 5 (Very Good) 6 (Excellent) 1. Demonstrate regular use of the weekly blog by providing CLEAR CROSS-REFERENCING between report and at least 8 time-stamped meaningful blog entries THROUGHOUT the term 20% No blog submitted. Failure to demonstrate regular engagement with the blog by submitting non-time-stamped blog entries or substantially less than 8 meaningful entries. No clear cross-referencing between blog and report. Failure to demonstrate regular engagement with the blog by submitting non-time-stamped blog entries, or blog entries not written throughout the term, or slightly less than 8 meaningful entries. No clear cross-referencing between blog and report. Demonstrated regular engagement with the blog: 8 time-stamped blog entries (throughout the term), not all of which are meaningful, and limited integration of blog into report through cross-referencing. Demonstrated regular engagement with the blog: 8 meaningful and time-stamped (throughout the term) blog entries, and good integration of blog into report through cross-referencing. Demonstrated regular engagement with the blog: more than 8 meaningful and time-stamped (throughout the term) blog entries, and very good integration of blog into report through cross-referencing. Demonstrated regular engagement with the blog: substantially more than 8 meaningful and time-stamped (throughout the term) blog entries, and excellent integration of blog into report through cross-referencing. 2. Demonstration of candid and critical self-analysis, including reflection on knowledge AND personal development directly linked to examples of own behaviour to identify personal strengths and weaknesses 30% No self-analysis shown, with no reflection on knowledge and personal development included and/or no links to own behavior; no strengths, weaknesses or areas of improvement identified. Minimal self-analysis shown, with very little reflection on knowledge and personal development included and very few or no links to own behaviour; strengths, weaknesses or areas of improvement missing or not clearly derived from analysis and reflection. Inadequate self-analysis shown, with little reflection on knowledge and personal development included and insufficient links to own behaviour; insufficient strengths, weaknesses or areas of improvement identified or not clearly derived from analysis and reflection. Sound level of self-analysis shown, with an acceptable reflection on knowledge and/or personal development included and decent links made to own behavior; strengths, weaknesses or areas of improvement identified but not clearly derived from analysis and reflection. Above average level of self-analysis shown, with proficient reflection on knowledge and personal development included and several links made to own behaviour; suitable strengths, weaknesses or areas of improvement identified, which could be more clearly presented based on analysis and reflection. Well-developed level of self-analysis shown, with good reflection on knowledge and personal development included and high quality links made to own behavior; suitable identification of strengths, weaknesses and related areas of improvement, clearly based on analysis and reflection. Superior level of self-analysis shown, with excellent reflection on knowledge and personal development included and exceptionally high quality links made to own behaviour; excellent identification of strengths, weaknesses and related areas of improvement, clearly based on analysis and reflection. 3. Action plan, supported by literature, that addresses key development needs and identifies specific activities and appropriate timeframes for implementation. 20% No action plan shown, with no specific activities and no consideration of practicality; no supporting literature. Poorly presented action plan, overly generic activities that do not address the full set of identified areas of improvement, and no appropriate consideration of practicality; little to no supporting literature. Inadequate action plan, overly generic activities that do not address the full set of identified areas of improvement; minimal consideration of practicality; little supporting literature. Average action plan presented; vague activities shown that may not address the full set of identified areas of improvement; acceptable consideration of practicality; supported by literature. Above average action plan presented, specific but limited activities related to all identified areas of improvement shown; good consideration of practicality; supported by literature. Very good action plan presented; wide range of specific activities related to all identified areas of improvement shown; comprehensive consideration of practicality; supported by literature throughout. Excellent action plan presented; extensive range of specific activities related to all identified areas of improvement shown, and a comprehensive consideration of practicality; supported by literature throughout. 4. Contribution to the group in assessment 2 as evaluated by yourself and your group members (Self- and Peer-Assessment) 10% A mark will be awarded according to the score achieved from your own (self-assessment) and your group members’ (peer assessment) evaluation of your team contribution and participation. There are no extensions to the cut-off point for the Self- and Peer Assessment questionnaire and late completion is NOT possible – students who fail to fill in the SPA by the given deadline will receive a mark of 0 (zero) for this criterion. 5. Breadth and quality of research, using a minimum of 10 high-quality sources. 10% No sources used. Possible Academic Misconduct case. Limited amount of high-quality sources (<10) and/or use of poor and/or="" use="" of="">