Step 1: Capture your topic. Take a moment to think about what you identify as one of the most meaningful, relevant lesson presented in the course readings or supporting materials, for Weeks 3 and 4. Select a 1-2 sentence direct quotation from the applicable learning resources that references, in a germane way, the issue, idea or concept key to that lesson. This quote will become the prompt for your Critical Reflection paper. That is, it will be a focal point of your paper, representing what you identify as an important takeaway that you hope others in class will consider as a deeply important truth or lesson of this class. To support deep reflections on the topic, and the writing of the paper, the quotation should be relevant to a topic you can tie directly to your own (or others’) experiences, observations, and critical reasoning. It should also be something you are willing to think critically about and are willing to discuss through the writing of this paper.
Step 2: Write your reflection essay. Once you have identified the quotation prompt that will anchor your reflection, place it at the top of your paper, below the title. Follow the quote by a line space. On the next line begin the body of your paper. In 300 to 400 words (organized in meaningful, well organized paragraphs) defend your belief that there is an important truth or lesson, relevant to this course, to be gleaned from this quotation. Essentially, your job is to clarify what the lesson to be learned is and to then strongly (and thoughtfully) defend why you think the lesson is vital.
To help you think about your topic and to write a well-organized essay, consider (and answer) these questions:
In the writing of your essay, present your answer to these questions in a sequence of well-developed paragraphs (not bullet points).
You are encouraged to be creative in your reflections. Your reflections may include, when pertinent, links to media, pictures, or other supporting resources.
Step 3: Write a Discussion Question that Would Prompt Further Dialog on the Topic. End your reflection essay with a line space and then post a single, relevant, provocative, open-ended question that you believe would prompt further debate and reflection by readers on the topic addressed in your essay.
Step 4: Give Your Reflection a Title. Be sure to give your paper a relevant, catchy but professional title. The title should be something creative that sparks other learners to want to read your reflection. Your title should be like a creative, but good headline. The title should be placed at the top of Page 1 of the document.
Prepare your Critical Reflection paper according to the following guidelines:
AttachmentsCritical Reflection Sample (2).docx (20.14 KB)Download All FilesHide Rubrics
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.ContentExceptionalExceeds ExpectationsMeets ExceptionsMeets Some ExpectationsNot DoneCriterion ScoreTitle2 points
Title is properly formatted, appropriate, and relevant. Creatively captures readers’ attention with strong potential to spark constructive dialog
Title is properly formatted, appropriate, and relevant.
Title is unique, with promise to draw a reader’s attention to read the reflection.
Title is properly formatted and appropriate; could be more creative or relevant.
Title may or may not be properly formatted; is direct and lacks a creative edge or lacks relevance.
Title is absent, irrelevant, inappropriate, or not done.
/ 2Quote8 points
Selected quote is appropriate, relevant, and properly cited. Choice demonstrates skillful use of high-quality, credible, relevant sourcing to develop ideas that are appropriate for the subject matter under review.
Selected quote is appropriate, relevant, and properly cited. Choice demonstrates use of credible, relevant sourcing to support ideas that are situated within the subject matter under review.
Quote is appropriate; citation may contain errors; Choice demonstrates an attempt to use credible and/or relevant sourcing to support ideas that are appropriate for the subject matter under review.
Quote could be more appropriate for the subject matter under review. Choice demonstrates an inconsistent attempt to use sourcing to support ideas; and, citation may contain errors.
Quote is absent, irrelevant, or inappropriate.
/ 8Critical Reflection20 points
Unique, clear thesis and supporting
arguments. Information is considered critically, stated clearly and described comprehensively; analysis delivers all relevant information to demonstrate higher order thinking and valuing.
Unique, clear thesis and supporting
arguments. Information is considered critically, stated, described, and clarified so that understanding is not seriously impeded by omissions.
Thesis presented with supporting statements. Information is considered critically, stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.
Analysis – minor problems
flow, higher order thinking and valuing.
Information is considered on the surface without critical analysis, stated without clarification or description.
Information is inaccurate or lacks attempt at critical analysis.
/ 20Discussion Question10 points
Single question is open-ended, thoughtful, and relevant. Question’s approach invites others to think deeply on the topic.
Single question is open-ended,
thoughtful, relevant. Invites responses that may or may not tap into the depth of the topic.
Question is relevant, and open-ended, and could be more thoughtful.
Question is relevant, but not open-ended
(i.e., it is closed-ended). More than one question is posed.
Question is absent, irrelevant, or
/ 10Writing Mechanics: Grammar, Spelling, Formatting10 points
Uses graceful language that skillfully communicates meaning with clarity and fluency; is virtually free of grammar, spelling, and formatting errors.
Uses straightforward language that generally conveys meaning; writing (grammar, spelling, and formatting) has few errors
Uses language that generally conveys meaning but lacks clarity; writing (grammar, spelling, and formatting) includes some errors.
Uses language that sometimes impedes meaning because of errors in usage. Moderate issues with grammar,
spelling and formatting.
Pervasive language and usage errors prevent a meaningful understanding of writing.
/ 10Rubric Total ScoreTotal/ 50
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