This document outlines the required elements and topics to include in process journal entries for a personal project. It lists four stages - investigating, planning, taking action, and reflecting. For each stage, it provides prompts for reflections on goals, research conducted, time management, receiving input from others, challenges faced, and development of skills and attributes. The overall purpose is to document an individual's process of exploring a topic, planning a project, creating an outcome, and reflecting on what was learned.
Easy guide to MBA students
SWOT analysis (or SWOT matrix) is a strategic planning technique used to help a person or organization identify the Strengths, Weaknesses, Opportunities, and Threats.
An introduction to the Jobs to Be Done customer research/insights framework, with a focus on how product managers can put Jobs to Be Done into practice with key tools such as customer interviews, surveys, prototyping, and A/B testing.
ILO Achievement Communicator How you are demonstrating you.docxwilcockiris
ILO Achievement: Communicator
How you are demonstrating your growth as a Communicator?
There are six aspects of the reflection: Description; Feelings; Evaluation; Analysis; Conclusion; Action Plan.
Description - What happened?
Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why
were you there; what were you doing; what were other people doing; what was the context of the event;
what happened; what was your part in this; what parts did the other people play; what was the result?
Feelings - What were you thinking and feeling?
At this stage, try to recall and explore those things that were going on inside your head. Include:
How you were feeling when the event started?
What you were thinking about at the time?
How did it make you feel?
How did other people make you feel?
How did you feel about the outcome of the event?
What do you think about it now?
Evaluation - What was good and bad about the experience?
Try to evaluate or make a judgement about what has happened. Consider what was good about the
experience and what was bad about the experience or what did or didn’t go so well?
Analysis - What sense can you make of the situation?
Break the event down into its component parts so they can be explored separately. You may need to ask
more detailed questions about the answers to the last stage. Include:
What went well?
What did you do well?
What did others do well?
What went wrong or did not turn out how it should have done?
In what way did you or others contribute to this?
Conclusion - What else could you have done?
This differs from the evaluation stage in that now you have explored the issue from different angles and
have a lot of information to base your judgement. It is here that you are likely to develop insight into you
own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember
the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration
that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into
account and therefore valuable opportunities for learning can be missed. During this stage you should ask
yourself what you could have done differently.
Action Plan - If it arose again what would you do?
During this stage you should think yourself forward into encountering the event again and to plan what you
would do - would you act differently or would you be likely to do the same? Here the cycle is tentatively
completed and suggests that should the event occur again it will be the focus of another reflective cycle.
Reflection Mechanics
Your reflection must:
be between 200 and 400 words;
follow spelling and grammar conventions.
ILO Achievement: Communicator
If you need a refresher, here is Mohawk College's definition of Communicator:
"A communicator will communicate effectiv.
Due Finals weekContent 3-4 + cover and refrence page = 5-6.docxsagarlesley
Due Finals week
Content 3-4 + cover and refrence page = 5-6
· In text citation
INDIVIDUAL FINAL PAPER (100 points)
· 5-7 pages; including cover page and references page (abstract not necessary for this paper)
· APA Format - Double-spaced - appropriate headers - use in-text citations/references where necessary
· Sections to include:
· Introduction (this should introduce your paper - what the paper is going to tell the reader)
· Analysis of Organizational Behavior (this should include an analysis of the final presentation created with your group.
· Compelling Components - Things I Found Most Interesting
· Difficult Components - Things I Didn't Fully Understand
· How I May Utilize What I've Learned in my Career
Graded on the ability to describe and synthesize what you've learned throughout the course and how you might utilize this new knowledge in the business world. Grammar, spelling, and format (neatness) are taken into consideration.
Example: A 5 page paper with some grammatical and spelling errors with no more than answers to the questions and little synthesizing would result in a C letter grade. A 7-page paper, well formatted, well thought out, grammatically correct and a couple of solid in-text citations and references to support what you're saying would result in an A letter grade.
PLEASE COMPLETE THIS IN MS WORD - There will be a spot for you to hand it in within Blackboard.
1
Running head: THE Marriage of Finance and Organization
7
THE MARRIAGE OF FINANCE AND ORGANIZATION
The Marriage of Finance and Organization: A Reflection Paper
The Marriage of Finance and Organization: A Reflection Paper
When someone encounters the word organization, first comes to mind would probably be chart-boxes, arrows, and functions. A chart represents what organization is, and how it functions. My entire course in Organizational Behavior, however, has thought me how to understand and look beyond what is seen in a chart. This paper describes what I’ve learned in the entire term including the things that I find most interesting and the things I wish to be improved on. More importantly, I am going to share how the knowledge in organization behavior will help me in the practice of my major.
Analysis of Organizational Behavior
A shared goal is the purpose why organization exists. In achieving this goal, an organization uses different techniques or methods in achieving them. Not able to do so follows the failure of the goal. It also important to note that organizational behavior does not only explain what organization is, but also gives careful elaborations on how organization works and why some fail. In this course, the importance of every member of organization is realized; that an organization’s success is not just because of a single person but how harmonious a group is. Different leadership styles, ethical performance of responsibilities, and effective motivations are just some of the few ...
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
Easy guide to MBA students
SWOT analysis (or SWOT matrix) is a strategic planning technique used to help a person or organization identify the Strengths, Weaknesses, Opportunities, and Threats.
An introduction to the Jobs to Be Done customer research/insights framework, with a focus on how product managers can put Jobs to Be Done into practice with key tools such as customer interviews, surveys, prototyping, and A/B testing.
ILO Achievement Communicator How you are demonstrating you.docxwilcockiris
ILO Achievement: Communicator
How you are demonstrating your growth as a Communicator?
There are six aspects of the reflection: Description; Feelings; Evaluation; Analysis; Conclusion; Action Plan.
Description - What happened?
Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why
were you there; what were you doing; what were other people doing; what was the context of the event;
what happened; what was your part in this; what parts did the other people play; what was the result?
Feelings - What were you thinking and feeling?
At this stage, try to recall and explore those things that were going on inside your head. Include:
How you were feeling when the event started?
What you were thinking about at the time?
How did it make you feel?
How did other people make you feel?
How did you feel about the outcome of the event?
What do you think about it now?
Evaluation - What was good and bad about the experience?
Try to evaluate or make a judgement about what has happened. Consider what was good about the
experience and what was bad about the experience or what did or didn’t go so well?
Analysis - What sense can you make of the situation?
Break the event down into its component parts so they can be explored separately. You may need to ask
more detailed questions about the answers to the last stage. Include:
What went well?
What did you do well?
What did others do well?
What went wrong or did not turn out how it should have done?
In what way did you or others contribute to this?
Conclusion - What else could you have done?
This differs from the evaluation stage in that now you have explored the issue from different angles and
have a lot of information to base your judgement. It is here that you are likely to develop insight into you
own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember
the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration
that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into
account and therefore valuable opportunities for learning can be missed. During this stage you should ask
yourself what you could have done differently.
Action Plan - If it arose again what would you do?
During this stage you should think yourself forward into encountering the event again and to plan what you
would do - would you act differently or would you be likely to do the same? Here the cycle is tentatively
completed and suggests that should the event occur again it will be the focus of another reflective cycle.
Reflection Mechanics
Your reflection must:
be between 200 and 400 words;
follow spelling and grammar conventions.
ILO Achievement: Communicator
If you need a refresher, here is Mohawk College's definition of Communicator:
"A communicator will communicate effectiv.
Due Finals weekContent 3-4 + cover and refrence page = 5-6.docxsagarlesley
Due Finals week
Content 3-4 + cover and refrence page = 5-6
· In text citation
INDIVIDUAL FINAL PAPER (100 points)
· 5-7 pages; including cover page and references page (abstract not necessary for this paper)
· APA Format - Double-spaced - appropriate headers - use in-text citations/references where necessary
· Sections to include:
· Introduction (this should introduce your paper - what the paper is going to tell the reader)
· Analysis of Organizational Behavior (this should include an analysis of the final presentation created with your group.
· Compelling Components - Things I Found Most Interesting
· Difficult Components - Things I Didn't Fully Understand
· How I May Utilize What I've Learned in my Career
Graded on the ability to describe and synthesize what you've learned throughout the course and how you might utilize this new knowledge in the business world. Grammar, spelling, and format (neatness) are taken into consideration.
Example: A 5 page paper with some grammatical and spelling errors with no more than answers to the questions and little synthesizing would result in a C letter grade. A 7-page paper, well formatted, well thought out, grammatically correct and a couple of solid in-text citations and references to support what you're saying would result in an A letter grade.
PLEASE COMPLETE THIS IN MS WORD - There will be a spot for you to hand it in within Blackboard.
1
Running head: THE Marriage of Finance and Organization
7
THE MARRIAGE OF FINANCE AND ORGANIZATION
The Marriage of Finance and Organization: A Reflection Paper
The Marriage of Finance and Organization: A Reflection Paper
When someone encounters the word organization, first comes to mind would probably be chart-boxes, arrows, and functions. A chart represents what organization is, and how it functions. My entire course in Organizational Behavior, however, has thought me how to understand and look beyond what is seen in a chart. This paper describes what I’ve learned in the entire term including the things that I find most interesting and the things I wish to be improved on. More importantly, I am going to share how the knowledge in organization behavior will help me in the practice of my major.
Analysis of Organizational Behavior
A shared goal is the purpose why organization exists. In achieving this goal, an organization uses different techniques or methods in achieving them. Not able to do so follows the failure of the goal. It also important to note that organizational behavior does not only explain what organization is, but also gives careful elaborations on how organization works and why some fail. In this course, the importance of every member of organization is realized; that an organization’s success is not just because of a single person but how harmonious a group is. Different leadership styles, ethical performance of responsibilities, and effective motivations are just some of the few ...
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
process tendencies are often apparent is in meetings. One pers.docxstilliegeorgiana
process tendencies are often apparent is in meetings. One person may be stuck in analyzing information, another
wants to generate ideas, a third is focused on developing a solution, and still another is ready to just do it.
FourSight gives you a window to view these interactions as preferences rather than distractions and, thus,
maximize the benefits of diversity.
THE FOUR PREFERENCES: USING FOURSIGHT TO IMPROVE
PERSONAL PERFORMANCE
FourSight enables individuals to identify the degree of energy they have for four different process preferences.
These preferences are called Clarifier, Ideator, Developer, and Implementer. Both research (Puccio, 1999, 2002;
Puccio & Grivas, 2009; Rife, 2001) and experiences gained through the use of FourSight with numerous groups
have led to insights into the qualities and characteristics associated with each of the four preferences. Table 13.2
provides a summary of the key qualities associated with each of the preferences measured by FourSight. As you
examine this table, think about yourself in light of these descriptors. Which ones sound like you? Which ones
sound completely foreign to how you think and behave? Some people have a strong inclination for just one of the
four preferences. Others have combinations of peak preferences (i.e., a person might enjoy and have great energy
for both the Clarifier and Implementer preferences). As you read these columns, place a check next to those items
that describe you. Be honest with yourself. This quick self-assessment may help you gain some insights into your
approach to the creative process.
FourSight is a value-neutral assessment of creative process preferences. Having a strong preference in one area
over another is not inherently good or bad; each preference has its characteristic assets and potential liabilities. The
value is in understanding your preferences. This information can show you areas of strength and unearth blind
spots in your interactions with people and process. It can help you to understand why you have been successful in
some situations and why others frustrate you. The goal is to use this information to arrive at a deeper
understanding of how you personally approach the creative process and then to use this information to enhance
your effectiveness.
Individuals with a strong preference for Clarifier are drawn to and have a great deal of energy for uncovering
facts that determine the most productive way of defining the task or problem. Clarifiers are good at examining the
details, analyzing situations, and diagnosing problems. They are not satisfied with a cursory understanding of a
situation; therefore, they seek information and have a tendency to ask lots of questions to develop a deep
understanding. They are cautious about leaping to conclusions or solutions. Because any preference taken to an
extreme can become a liability, high Clarifiers run the risk of suffering from analysis paralysis by overanalyzing
situations to such a degree that ...
Record your score andor areas where you want to improve. Then pre.docxdanas19
Record your score and/or areas where you want to improve. Then prepare a 2-page plan on how you will improve your decision-making skills. Include a minimum of three outside professional references that provide information and guidance in improving your decision-making processes and skills.
As always,
use correct APA formatting and style
. Include a title and reference pages. Outside sources mean academic and research other than the textbook, course materials, or other information provided as part of the course materials. The CSU-Global Library is a good place to find credible sources.
Please use test results below for assignment response. Pick the results from the test results that have the lowest scores for areas of improvement.
Score: 65
Score
Comment
18-42
Your decision-making hasn't fully matured. You aren't objective enough, and you rely too much on luck, instinct or timing to make reliable decisions. Start to improve your decision-making skills by focusing more on the process that leads to the decision, rather than on the decision itself. With a solid process, you can face any decision with confidence. We'll show you how. (Read
below
to start.)
43-66
Your decision-making process is OK. You have a good understanding of the basics, but now you need to improve your process and be more proactive. Concentrate on finding lots of options and discovering as many risks and consequences as you can. The better your analysis, the better your decision will be in the long term. Focus specifically on the areas where you lost points, and develop a system that will work for you across a wide variety of situations. (Read
below
to start.)
67-90
You have an excellent approach to decision-making! You know how to set up the process and generate lots of potential solutions. From there, you analyze the options carefully, and you make the best decisions possible based on what you know. As you gain more and more experience, use that information to evaluate your decisions, and continue to build on your decision-making success. Think about the areas where you lost points, and decide how you can include those areas in your process. (Read
below
to start.)
As you answered the questions, did you see some common themes? We based our quiz on six essential steps in the decision-making process:
1.
Establishing a positive decision-making environment.
2.
Generating potential solutions.
3.
Evaluating the solutions.
4.
Deciding.
5.
Checking the decision.
6.
Communicating and implementing.
If you're aware of these six basic elements and improve the way you structure them, this will help you develop a better overall decision-making system. Let's look at the six elements individually.
Establishing a Positive Decision-Making Environment
(Statements 3, 7, 13, 16)
Your score is 13 out of 20
If you've ever been in a meeting where people seem to be discussing different issues, then you've seen what happens when the decision-making environment hasn't.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
Why Data Silos Can Be Hard to Break Down: An Organizational Communication Perspective. From InPhase 2016 in Salt Lake City, Eccles School of Business, University of Utah.
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process tendencies are often apparent is in meetings. One pers.docxstilliegeorgiana
process tendencies are often apparent is in meetings. One person may be stuck in analyzing information, another
wants to generate ideas, a third is focused on developing a solution, and still another is ready to just do it.
FourSight gives you a window to view these interactions as preferences rather than distractions and, thus,
maximize the benefits of diversity.
THE FOUR PREFERENCES: USING FOURSIGHT TO IMPROVE
PERSONAL PERFORMANCE
FourSight enables individuals to identify the degree of energy they have for four different process preferences.
These preferences are called Clarifier, Ideator, Developer, and Implementer. Both research (Puccio, 1999, 2002;
Puccio & Grivas, 2009; Rife, 2001) and experiences gained through the use of FourSight with numerous groups
have led to insights into the qualities and characteristics associated with each of the four preferences. Table 13.2
provides a summary of the key qualities associated with each of the preferences measured by FourSight. As you
examine this table, think about yourself in light of these descriptors. Which ones sound like you? Which ones
sound completely foreign to how you think and behave? Some people have a strong inclination for just one of the
four preferences. Others have combinations of peak preferences (i.e., a person might enjoy and have great energy
for both the Clarifier and Implementer preferences). As you read these columns, place a check next to those items
that describe you. Be honest with yourself. This quick self-assessment may help you gain some insights into your
approach to the creative process.
FourSight is a value-neutral assessment of creative process preferences. Having a strong preference in one area
over another is not inherently good or bad; each preference has its characteristic assets and potential liabilities. The
value is in understanding your preferences. This information can show you areas of strength and unearth blind
spots in your interactions with people and process. It can help you to understand why you have been successful in
some situations and why others frustrate you. The goal is to use this information to arrive at a deeper
understanding of how you personally approach the creative process and then to use this information to enhance
your effectiveness.
Individuals with a strong preference for Clarifier are drawn to and have a great deal of energy for uncovering
facts that determine the most productive way of defining the task or problem. Clarifiers are good at examining the
details, analyzing situations, and diagnosing problems. They are not satisfied with a cursory understanding of a
situation; therefore, they seek information and have a tendency to ask lots of questions to develop a deep
understanding. They are cautious about leaping to conclusions or solutions. Because any preference taken to an
extreme can become a liability, high Clarifiers run the risk of suffering from analysis paralysis by overanalyzing
situations to such a degree that ...
Record your score andor areas where you want to improve. Then pre.docxdanas19
Record your score and/or areas where you want to improve. Then prepare a 2-page plan on how you will improve your decision-making skills. Include a minimum of three outside professional references that provide information and guidance in improving your decision-making processes and skills.
As always,
use correct APA formatting and style
. Include a title and reference pages. Outside sources mean academic and research other than the textbook, course materials, or other information provided as part of the course materials. The CSU-Global Library is a good place to find credible sources.
Please use test results below for assignment response. Pick the results from the test results that have the lowest scores for areas of improvement.
Score: 65
Score
Comment
18-42
Your decision-making hasn't fully matured. You aren't objective enough, and you rely too much on luck, instinct or timing to make reliable decisions. Start to improve your decision-making skills by focusing more on the process that leads to the decision, rather than on the decision itself. With a solid process, you can face any decision with confidence. We'll show you how. (Read
below
to start.)
43-66
Your decision-making process is OK. You have a good understanding of the basics, but now you need to improve your process and be more proactive. Concentrate on finding lots of options and discovering as many risks and consequences as you can. The better your analysis, the better your decision will be in the long term. Focus specifically on the areas where you lost points, and develop a system that will work for you across a wide variety of situations. (Read
below
to start.)
67-90
You have an excellent approach to decision-making! You know how to set up the process and generate lots of potential solutions. From there, you analyze the options carefully, and you make the best decisions possible based on what you know. As you gain more and more experience, use that information to evaluate your decisions, and continue to build on your decision-making success. Think about the areas where you lost points, and decide how you can include those areas in your process. (Read
below
to start.)
As you answered the questions, did you see some common themes? We based our quiz on six essential steps in the decision-making process:
1.
Establishing a positive decision-making environment.
2.
Generating potential solutions.
3.
Evaluating the solutions.
4.
Deciding.
5.
Checking the decision.
6.
Communicating and implementing.
If you're aware of these six basic elements and improve the way you structure them, this will help you develop a better overall decision-making system. Let's look at the six elements individually.
Establishing a Positive Decision-Making Environment
(Statements 3, 7, 13, 16)
Your score is 13 out of 20
If you've ever been in a meeting where people seem to be discussing different issues, then you've seen what happens when the decision-making environment hasn't.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
Why Data Silos Can Be Hard to Break Down: An Organizational Communication Perspective. From InPhase 2016 in Salt Lake City, Eccles School of Business, University of Utah.
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An overview of the Personal project action phase and the related final deadline. Also an explanation of the showcase with respect to the reflection phase.
This session is designed to help students identify communities which have been used to support their personal project. The interaction with these communities can be used as evidence for both communication and social skills at work.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Process Journal Entries (with requiredfor meetings in bold)
Investigating
This is my goal because…
The process Iwent throughto determinethe global context (whyIwant to do this project,people Italked to that helped me decidewhat
to do or what not to do,benefits/limitations of doing aproject or not)
This is my global context because…
I write about conversations Ihad with others as Iplan and create the product
My prior knowledge…
I write about whyIwant to create the product and why I’ve chosen thetopic
I write about my organization andwhat I’m doingto keep my plan or readjust as obstacles arise
I write about positiveand negative aspects ofmy originalplan,goal,criteria
I write about resources Ifind as Iconduct research
I write about the valueand relevanceof various sources Ifind
I write about how Ithink particular sources will behelpfulor unhelpful and why
I write about the creation ofmy product and how theresearchIdid might impact how Igo about creating the product
I write about and describe instances ofmotivationor lack ofmotivation;frustrations,discouragement,resilience,successes and how those
successes may have occurredthroughout various journal entries
My most influential research has been…
I have evaluated research by…
Planning
I write about how Ichoosecriteriaformy product and why
I write about how specific sources helpedme decideon my criteria
I refer to how Iam managing time to work onthe PersonalProject in 2-3 journal entries
My proposed project timeline/ action plan is…
My project specification are…
I refer to various skillsof the ATLs in myprocess journal(see page 27 in PP Guide)
I write about and describe instances of motivationor lack ofmotivation;frustrations,discouragement,resilience,successes and how those
successes may have occurredthroughout various journal entries
I write about the system Iam using to keeptrack of deadlines andmanage time
I have got support from…
How well am I keeping to my timeline?
I had this problem so I ….
TakingAction
I write about decisions Imake duringthe creationstages
I write about and referenceadvice fromothers andhow it has impactedthe creation ofmy product orthe process Iam using to create the
product
I write about how knowledgegained throughthe investigationstage is impacting how Icreate my product
I write about the global context Ichose and how this is influencing thecreationof theproduct
I reference thecriteriaIset in the planning stages and how Iam developing towards meeting those criteria
I write about and describe instances ofmotivationor lack ofmotivation;frustrations,discouragement,resilience,successes and how those
successes may have occurredthroughout various journal entries
When considering my specification my product/ outcome was….
When other people considered my specifications…
Reflecting
I write about the extent to which myproduct meets or doesn’t meet my originalgoal and/orspecifications/criteria
I write about what I learned about myself, knowledge gained throughout the process
I write about how completing this project has helped me better understand the global context I chose
I write about and reference specific Learner Profile attributes and my development of those traits
throughout this process
I write about and describe instances ofmotivationor lack ofmotivation;frustrations,discouragement,resilience, successes and how those
successes may have occurredthroughout various journal entries
