Journal Guidelines And Rubric

Journal Guidelines And Rubrichtmlol 668 Journal Guidelines And Rubric

Journal Guidelines and Rubric.html OL 668 Journal Guidelines and Rubric Journals are private and between you and the instructor only. Approach these activities as (a) an opportunity to reflect upon and apply what you learn each week based on the assigned readings, discussions, and activities; and (b) an opportunity to share your knowledge and expertise based on your educational and professional experiences in the past. As a successful professional, you will need good reflective and writing skills. Journal activities offer you the opportunity to further develop these skills. The journal assignments in this course are graded separately.

What to Submit Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Your journal assignment should be 3–4 paragraphs in length.

Journal Rubric Criteria

• Exemplary (100%) – Assignment supports claims with relevant examples of personal experience, previous learning, or logical thought process
• Proficient (90%) – Assignment supports claims with mostly relevant examples of personal experience, previous learning, or logical thought process
• Needs Improvement (70%) – Assignment supports claims with somewhat relevant personal experience, previous learning, or logical thought process
• Not Evident (0%) – Does not support claims with reflection on relevant personal examples

Integration and Application: Assignment shows excellent or good depth of knowledge of the module content and considers the topic carefully. Limited or no exploration indicates needs for further review or understanding.

Voice: The writing style is appropriate for the audience, with a consistent voice throughout. Attempts at audience consideration are noted but not fully developed; or, the voice is inconsistent and difficult to recognize; or, there is no attempt to consider the audience or develop the author’s voice.

Articulation of Response: Submission is free of major errors in citations, grammar, spelling, syntax, and organization, and is formatted professionally. Major errors that impair readability are evident, including critical errors that prevent understanding of ideas.

Paper For Above instruction

Reflective journal assignments are an essential component of professional growth and development in academic courses. They serve not only as a means for students to consolidate their understanding of course material but also as an avenue for personal reflection and application of learned concepts within real-world contexts. The guidelines for composing such journals emphasize clarity, coherence, and professionalism, ensuring that students demonstrate critical thinking, integration of knowledge, and effective communication skills.

Fundamentally, journal entries should be composed as three to four paragraphs, adhering to specific formatting requirements: double spacing, 12-point Times New Roman font, and one-inch margins. These formatting standards cultivate readability and professionalism, preparing students for clear academic and professional writing. The content of these journal reflections should focus on personal experiences, prior learning, or logical reasoning that supports the claims made. Effective reflection involves providing relevant examples that illustrate how the course concepts have influenced personal or professional understanding or practice. Demonstrating depth of thought and critical engagement with the material is vital to achieving higher rubric scores, especially in the "Exemplary" and "Proficient" categories.

Evaluation of journal submissions hinges on several core criteria. Support for claims must employ relevant examples—whether from personal experience, previous educational endeavors, or logical reasoning processes—to substantiate observations. For example, a student might reflect on how a particular module's content has affected their approach to problem-solving or decision-making in their professional life. Such integration demonstrates a thorough understanding of the material and its practical implications. Furthermore, the depth of knowledge shown in the reflection signifies the extent to which the student has engaged with the module content, going beyond superficial summaries to explore underlying concepts and relationships.

Another vital aspect of the journal assessment is voice. The writing should be appropriate for the intended audience; professional tone, clarity, and consistency are key. An authentic, confident voice enhances reader engagement and exemplifies polished academic writing. The writer should avoid abrupt shifts or inconsistent tone, fostering a cohesive narrative. Similarly, articulation must be free of grammatical errors, spelling issues, and organizational flaws that could hinder comprehension. Proper citations are essential when referencing external sources or course materials; errors in citations can undermine credibility and academic integrity.

To exemplify, a student might describe how a particular discussion on leadership styles influenced their understanding of team dynamics. They could include specific instances from their experience, such as applying transformational leadership principles in a recent work project, and reflect on the outcomes. This demonstrates not just knowledge absorption but meaningful application. Additionally, articulate expression supported by appropriate citations from scholarly literature reinforces the credibility of the reflection. Overall, quality journal entries are instrumental in fostering self-awareness, critical thinking, and effective professional communication.

References

• Cottrell, S. (2019). Critical Thinking Skills: Developing Effective Analysis and Argument. Palgrave Macmillan.
• Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. RoutledgeFalmer.
• Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Polytechnic.
• Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. Basic Books.
• Brookfield, S. (2017). Becoming a Critically Reflective Teacher. John Wiley & Sons.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley.
• Taylor, E. W. (2008). Toward Impact and Sustainability of Adult Learning. Canadian Journal for the Study of Adult Education, 22(2), 1–16.
• Mezirow, J., & Taylor, E. W. (Eds.). (2009). Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education. Jossey-Bass.