This is going to be about Academic Writing Course in Educational Studies at Doctoral level.
Assignment information:
How to Complete this
Requirement
Requirement 4 – Self-Assessment of your Writing in the
Structured Retreat (40%)
Authentic assessment addresses a person’s process as well as the
products of their learning. Often, we learn most when a project presents a
significant challenge, one we may meet only partway. The self-knowledge,
skills, and responsibility that develop in such a situation are often the most
valuable part of the process. For assessment purposes, it will be important to
know what came easily to you, as well as what was challenging or troublesome.
It is also true that academic standards exist – writing skills improvement, and
the on-time completion of assignments with care and conviction.
For Requirement 4, write a self-assessment of your work. The
1500 words will include the following:
– A list of all readings done, noting how you integrated these
readings into your coursework (i.e., writing)
– Effort and time dedicated to the assignments
– Specifics as to your growth with writing – creative and
technical skills
– Significant learnings related to writing about and for your
topic and field
– Asking for and incorporating feedback on ideas and assignments
– Improvement of skill in giving effective feedback to others
– How your work furthered your professional and personal goals
– How you got in your own way – procrastination, forgetfulness,
time-management
– A piece of writing you worked on during the course, for the
course
– A proposed letter grade
A minimum of ten pages (double spaced, left justified, in a
reasonable font size) seems necessary, in order to speak to all the above
points. This needs to demonstrate your ability to write according to
professional standards – correct punctuation, grammar, free of spelling errors,
etc.
Rubric
Creative Question Canvas
Creative
Question Canvas
Criteria
Ratings
Pts
This criterion is linked to a
Learning OutcomeDegree of Task Completion
The range for this
criterion is exceeding requirements to missing key aspects of the
requirements.
2.5 pts
Full Marks
0 pts
No Marks
2.5 pts
This criterion is linked to a
Learning OutcomeUse of tools and resources.
The range is
complete use of resources to limited engagement with them.
2.5 pts
Full Marks
0 pts
No Marks
2.5 pts
This criterion is linked to a
Learning OutcomeCreativity
The range for this
criterion is from a high to low degree of creatively in the information
presented such as quotes, pictures, maps, diagrams, and other images.
2.5 pts
Full Marks
0 pts
No Marks
2.5 pts
This criterion is linked to a
Learning OutcomeInsights, perceptions and
interpretation
The range for this
criterion rewards thoughtfulness, engagement, and the introduction of
relevant experiences and other information.
2.5 pts
Full Marks
0 pts
No Marks
2.5 pts
Total Points: 10
My Individual Goals for the retreat writing
sessions
My ultimate goal for taking this course is to
heighten my academic experience, strengthen my existing writing skills, foster
my critical thinking and enhance my understanding of discipline-specific
conventions. To reach my goal, I will certainly be attending for a full-day
writing retreat on July 19th and 20th, and I will be writing about the
conceptualization of mental health and mental disorder in the literature.
To explain more, I will be studying the effects
of mental health programs in BC schools for my dissertation. It will be a case study of a selected mental
health program with a social and emotional learning (SEL) theory base-a theory
that is being used in developing mental health programs in Canada and BC- in a
single school in Vancouver. My potential research question, which will likely
(not confirmed yet) be:
Research Question: To what extent are factors affecting student’s behaviour such as sex,
gender, changes in sex hormones, environmental factors like socio-economic
conditions, being addressed by designing and implementing the program?
My intention
is also to learn more about the selected program in terms of its dynamics and
features such as:
· The way
program or intervention operates.
· The strategies
or approaches that are being developed.
· The way the
SEL theory is represented in the design of the program.
· The expected
benefits of conducting the program.
· The indicators
of success and the way the schools are dealing with outcome and evidence.
· The
participation rates and the way people become involved in the program?
Reviewing the literature, I will be reading
related topics on papers, journals, thesis, and books. Below are some of the
readings I will study to learn more about concepts of mental health and mental
disorder in the existing literature.
References to be used in retreat session:
·
Pierre-André,
M., & Fombonne, E. (2005). ABC of adolescence common mental health problems. BMI, 330(9),
835-838.
·
Galderisi, S.,
Heinz, A., Sartorius, N., & Beezhold, J. (2017). A proposed new definition
of mental health. Psychiatria Polska, 3(51), 407-4011. Doi: https://doi.org/10.12740/PP/74145
·
Galderisi, S.,
Hainz, A., Kastrup, M., Beezhold, J., & Sartorius, N. (2015). Toward a new
definition of mental health. Official Journal of the World Psychiatric
Association (WPA), 231-233. doi:10.1002/wps.20231
·
Suldo, S. M.
(2016). Promoting student happiness: Positive psychology interventions
in schools The Guilford Press. Retrieved from www.guilford.com/p/suldo
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