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代寫 BSC150 What is Science?

BSC150 What is Science?
Reflective Journal Assignment
Part 1: Word limit = 850; Weighting 5%
Part 2: Word limit = 2500; Weighting 15%
What is a reflective journal and what are the benefits of keeping one?
A reflective journal is an ongoing record that you keep of the things you are learning in your course, and your thoughts,
feelings, and intended actions in response to them. It is an opportunity to think about how the topics, activities and
experiences you encounter in BSC150 relate to other aspects of your life, including study but also other domains (e.g.,
work, family, friendship, travel), and other times (events from the past, your plans for and questions about the future).
Reflecting offers an opportunity for you to make the course content your own and to learn in a way that is personally
valuable. In a course such as BSC150, students come from very different backgrounds and are heading towards very
different futures. Consequently, what you learn from an activity in the unit, and the value you extract from it, may be
quite different from other students. The reflective journal encourages you to find the learning opportunities in the unit
that are valuable to you: you may gain knowledge of specific content, but you may also gain an understanding of how
you  learn  best,  an  understanding  of  other  people’s  perspectives,  a  chance  to  imagine  applying  your  current  learning  in 
broader contexts or future life.
How can I tell what I think till I see what I say? (Forster, 1927)
Writing down your reflections helps you to remember what you have learned, to identify concepts that are not yet clear
to you, and to plan how to resolve any confusion. Writing in your own words and making associations with your own
experience helps to consolidate your understanding. Observing your own responses (interest, enthusiasm, outrage,
disgust, boredom etc.) and reflecting on why they occurred fosters your independent and critical thinking. Regular
writing sessions provide good practice for developing your written expression: clarifying your own thoughts and finding
ways to express them in words forms the foundation of formal academic writing.
Instructions
? What do I do?
In all, you are expected to write one journal entry each teaching week from Week 1 to Week 12 (a total of 10
entries, excluding non-teaching  weeks).   It  is  important  that  you  set  aside  time  each  week  to  write.   Don’t  leave 
it all until the last minute. You should also write a brief introduction at the beginning of your journal, telling
your reader a little about yourself to set the context, and a conclusion at the end, summing up what you will
take away from BSC150. The assignment is submitted in two parts:
o Part 1
Part 1 of your Reflective Journal is your chance to get early feedback on your reflections. It should contain
an introduction and three (3) journal entries. Your introduction should be approximately 250 words and
each entry should be approximately 200 words. The total assignment word limit is 850 words.
o Part 2
This is your complete journal for the semester. You are expected to edit and resubmit your Reflective
Journal Part 1, using the feedback you received from your tutor. Along with your Part 1 resubmission, you
should also add a further seven (7) new entries and a conclusion. Each entry should be approximately 200
words, your introduction and conclusion should be approximately 250 words, each. The word limit for your
Part 2 submission (introduction, 10 entries, and conclusion) is 2500 words.
? Word document
Please submit as a word doc ONLY (editable file – not a PDF or other file types). Pleaseuse the following file
name: Student# SURNAME Firstname RJ Part X (e.g., 30123456 SMITH Albert RJ Part 1)
? What should I reflect on?
Topics for reflection may come from lectures, Q and A panel discussions, workshop activities, reading, online
discussion, or any other learning activity within BSC150. You may reflect on the course content itself or on the
manner in which it was presented, or your own approaches to learning. You should compare or contrast it with
previous experience or your expectations.
? Guidelines

代寫 BSC150 What is Science?
o  For  this  assignment,  you  are  allowed  to  use  the  word  “I.”   These  are  your  reflections;  take  ownership.
o  Write about a small number of specific things in each entry (even just one) rather than trying to cover
everything from that week. Aim for depth of discussion within entries.
o  Write about different learning activities in different weeks – e.g. don’t  make  all  of  your  reflections  about 
lectures. Aim for breadth of discussion between entries.
o  Your entries will need to include some description of your focal activity or topic, but it is important that
they go beyond this to include reflection. See Prompt Questions below for suggestions on how to achieve
this.
o  It  is  appropriate  to  describe  any  salient  feelings  you  have  about  activities,  but  don’t  stop  there.   Reflect  on 
why you might be experiencing those feelings, how you might manage similar feelings in the future (if they
need managing), whether people different from yourself respond the same way and why that might be etc.
o  Although your writing should reflect your voice and may be less formal than for an academic essay,
remember that your journal will be read by others. Write in full sentences that other people will
understand. You may express your negative feelings as well as positive ones, but defamatory comments
and abusive language are not allowed.
? Prompt questions for journal entries
Use these as  a  menu.   Don’t  try  to  answer  all  the  questions  every  week.   Do  try  to  answer  most  of  them  at  some 
point in semester, including the ones that you find difficult.
Describing:
o What did I do this week in BSC150?
o What did I learn this week in BSC150?
Reflecting:
o What thoughts did I have in response to the topic or activity? Why?
o What memories did this activity evoke for me? Why?
o What feelings did I have in response to the topic or activity? Why?
o What actions might I take in response to the topic or activity? Why?
o What thoughts did (or might) others (students, teaching staff, authors, historical figures etc.) have in
response to the topic or activity? Why?
o What feelings did (or might) others (students, teaching staff, authors, historical figures) have in
response to the topic or activity? Why?
o What actions did (or might) others take in response to the topic or activity? Why?
o What was new to me about the topic or activity? What was familiar to me?
o What was new to others about the topic or activity? What was familiar to them?
o Why might the teaching staff have included this topic or activity in BSC150? What did they intend me to
learn?
o What did I do to help myself learn this week? How well did it work?
o What did I do to participate in the activity this week? How well did it work?
o How well do I understand the topic? How can I tell whether I have understood the topic?
o What aspects of the topic are not clear to me?
o What actions could I take to improve my understanding or get more out of the activity?
o What is the most valuable lesson that I can take away and apply to my university study in the future?
o What is the most valuable lesson that I can take away and apply to my career in the future?
o What is the most valuable lesson that I can take away and apply in my future life?
o What have I learned about myself through this topic or activity?
o What have I learned about other people through this topic or activity?
You will be assessed on:
?  The relevance of your entries to the course material and learning activities in BSC150.
?  The breadth of your discussion. A journal that discusses a variety of activities and answers a range of prompt
questions will be assessed more favourably than a narrowly focused and repetitive journal.
?  The depth of your discussion. A journal that simply describes activities and topics will be assessed less
favourably  than  a  journal  that  demonstrates  its  author’s  ability  to  extract  personal  meaning  from  the  learning 
experience, to make connections, and  to  address  the  “why?”  question.  
The feedback rubric below will help you to position yourself well on the major criteria.
Reflective Journal Feedback Rubric
Inadequate
Adequate
Good
Very Good
Excellent
Reflection and
insight
Entries are
consistently
superficial and/or
purely descriptive.
Some attempts at
reflection but entries
tend to be superficial
and lacking insight or
reflection.
Consistent attempts
to reflect on
experiences but
tends to lack insight.
Demonstrates
capacity for
independent,
insightful reflection,
but not consistently.
Consistently
reflective and
insightful journal.
Awareness of what
you have learned in
BSC150
Neglects to mention a
significant proportion
of activities, includes
large amounts of
material irrelevant to
BSC150, or
inadequately
identifies learning
activities.
Utilises a limited
range of activities,
includes some
material irrelevant to
BSC150, or provides
only limited
identification of the
learning activity or
resource to be
discussed.
Adequately describes
a range of activities
and identifies the
learning activity or
resource to be
discussed in in most
entries.
Addresses a diverse
range of activities,
topics and issues and
clearly identifies the
learning activity or
resource to be
discussed in most
entries.
Discusses a diverse
range of activities,
topics and issues
across entries and
clearly identifies the
learning activity or
resource to be
discussed in each
entry.
Evaluation of
different concepts
and ideas
Does not address
prompt questions.
Addresses a narrow
range of ideas and
prompt questions.
Responds to a range
of prompt questions
about feelings/
thoughts but may not
to  the  “why?” 
question.
Selects a diverse
range of prompt
questions and
responds to them
completely.
Responds to diverse
range of prompt
questions, analyses
activities and ideas,
and responds to
specific aspects.
Understanding of
concepts and ideas
and their relevance
to science and
society.
Identification of the
implications of your
experience
Entries consistently
show scant
understanding of
concepts and ideas or
their relevance. Fails
to draw conclusions
from reflection.
Delivers some
recognition of
concepts and ideas,
but only in isolation.
Draws minimal useful
conclusions from
reflection.
Reflects on a range of
concepts and ideas.
May tend to focus on:
the specifics in a
piecemeal fashion
without making
broader connections;
the here and now
without
consideration of the
past or future; or on
own point of view
and not consider
alternatives.
Draws some useful
conclusions from
reflection.
Recognisable
attempts to link unit
activities to past and
future situations, and
to make links
between different
components of the
unit, but not
consistently.
Demonstrates
capacity to draw
useful conclusions
from reflection for
future actions, but
not consistently.
Links unit activities
meaningfully to past
and future situations,
and makes
connections between
different components
of the unit.
Drawing meaningful
conclusions from
reflection for future
actions as a student,
a scientist, and a
citizen.
Writing and
communication,
including grammar
and spelling
Communicates
poorly. May use
inappropriate
language, defamatory
comments, abusive
language or
demonstrate general
difficulty conveying
meaning.
Communicates
ineffectively.
Meaning is conveyed,
but not clearly.
Communicates
meaning but writing
needs some
improvement.
Communicates clearly
with correct spelling
and use of grammar.
Consistently
communicates
clearly, writes
accurately, and
engagingly.
Addressing
assessment
instructions,
including word
count, number of
entries, introduction
and referencing (if
necessary)
Assessment
instructions
disregarded. Very
poor or missing
introduction and/or
conclusion. Much
longer or shorter
than the word limit.
Assessment
instructions
disregarded on
multiple counts. Poor
or missing
introduction and/or
conclusion.
Noticeably longer or
shorter than the
word limit.
Assessment
instructions followed.
Introduction and
conclusion included.
Mostly concise, with
correct number of
entries.
Assessment
instructions utilised
well. Well written
introduction and
conclusion sections,
placing journal in
context. Mostly
concise, with correct
number of entries.
Assessment
instructions utilised
well. Excellent,
engaging introduction
and conclusion,
placing journal in
context. Concise
writing with correct
number of entries.
代寫 BSC150 What is Science?
 

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