For this assignment, read a book that matches one of the topics on the class syllabus, and write a review of it. The body of this paper should use the sections given in the Gibbs’ Cycle and be written as a personal book review. Marks are assigned as outli
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Description
For this assignment, read a book that
matches one of the topics on the class syllabus, and write a review of it. The body of this paper should use the sections given in the Gibbs’ Cycle and be written as a personal book review. Marks are assigned as outlined
below:
Introduction
(10%) - Review the book, state the title, the
author, the reason why the book/article was selected, the meaning of
reflection, the introduction of Gibbs’ Cycle and how it is used
Description
(20%) - the meaning of section and the explanation
of what the wheel of thought does, followed by all the attributes of the wheel
(Gibbs’)
Feelings
(5%) – the student’s feelings before, during, and
after reading the the book - regarding the topic
Evaluation
- (20%) - Evaluate the book, ( how it is written)
introduction of the intellectual standards. Selection of Clarity plus two
intellectual standards they choose from the marking sheet
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Intellectual Standards |
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Elements of Reasoning |
|
Information (situation analysis;
important data, facts, observations for analysis and decision making) |
|
Concepts (theories, principles,
models to be applied in the analysis or exercise) |
|
Points of View (important stakeholders to
consider in the analysis and resulting decision(s)) |
|
Assumptions (presuppositions, values or
beliefs that must be explicitly
stated) |
|
Implications (potential +/- outcomes or
consequences of decisions or strategies) |
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Interpretation (articulation of
conclusions, interpretation, recommendation based on information, concepts,
POV, assumptions and Implications) |
Analysis
- (30%) - Use of course content to analyse the most
interesting section of the book
Conclusion
- (8%) - Explain what conclusions you have reached
about your experience based on the content of the book
Action
Plan - (7%) - Outline several steps you plan to
take in the future to use the information in the book in your life
Remember, you MUST
demonstrate critical thinking in the presented material to get the best mark
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Written Communication Assessment 10% |
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1-2 Did not meet expectations |
3-4 Met expectations |
5 Exceeded expectations |
|
Writing Conventions (grammar,
word use, punctuation, mechanics) |
Frequent
grammatical
errors and
misspellings inhibit
readability Informal language, abbreviations and slang are used |
Few
grammatical errors (3
or fewer per page) Correct
verb tense used Paragraphs
flow from one
to another Active voice
pervasive |
Free
of grammatical errors and
misspellings Effective verb tense used; Uses phrases and construction
that delight as well
as inform the reader Primarily
active voice |
|
Overall Effectiveness appearance/format |
Not
formatted to Specifications, Lacking professional appearance |
Formatting
is generally correct,
acceptable professional
appearance. |
Assigned
format followed explicitly:
Exceptional professional
appearance |
|
Critical Thinking and Written Analyses Rubric 90% |
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|
Criteria |
1-5 Did Not Meet Expectations |
6-8 Met Expectations |
9-10 Exceeded Expectations |
|
Clarity |
Writing
is not clear. It is difficult
to understand points being
made. The writing lacks transitions,
and few examples and/or illustrations are provided to support explanation or recommendations.
|
Writing
is generally well organized and understood. Transitions are used to
facilitate clarity. Some examples and/illustrations are used to support
explanation or recommendations. |
Writing
is succinct, precise, effectively
organized no ambiguity. Transitions, explanation and elaboration are
extensive to elucidate points. Detailed illustrations and/or examples are
used to support explanation & recommendations |
|
Relevance |
Critical
issues/questions are omitted
or ignored in the writing. |
Writing
addresses most of the critical issues/questions |
All
critical issues/questions are
addressed completely in writing |
|
Depth of Discussion /20 |
Ignores
bias; Omits arguments Misrepresents
issues; Excludes data; Includes but does not detect inconsistency of information;
Ideas contain unnecessary
gaps, repetition or extraneous details overlooks differences |
Detects
bias; Recognizes arguments; Categorizes content; Paraphrases data; Sufficient
detail to support conclusions and/or recommendations |
Analysis
includes insightful questions;
Refutes bias; Discusses issues
thoroughly; Critiques content; Values information Examines inconsistencies; Offers
extensive detail to support conclusions and recommendations; Suggests
solutions/ implementation |
|
Breadth of Discussion /20 |
Omits
arguments or perspectives;
Misses major content
areas/concepts; Presents
few options |
Covers
the breadth of the topic without being superfluous |
Considers
multiple perspectives;
Thoroughly delves into the issues/questions; Thoroughly
discusses relevant facts |
|
Integration Elements of Reasoning /20 |
Fails
to draw conclusions or conclusions
rely on author’s authority
rather than strength of presentation; Draws faulty conclusions; Shows
intellectual dishonesty |
Formulates
clear conclusions with adequate support |
Assimilates
and critically reviews
information, uses reasonable
judgment, and provides
balanced, well justified
conclusions |
|
Internally Consistent |
There
is little integration across the sections of the paper. Several
inconsistencies or contradictions exist. Few of the issues, recommendations
and explanations make sense; not well integrated. |
Sections
of the paper are generally well linked/connected. Only minor contradictions
exist. Most of the issues, recommendations and explanations make sense and
are well integrated. |
All
sections of the paper are linked.
There are no contradictions
in the writing.
All issues, recommendations
and explanations
make sense and
are well integrated |
