Reflective Essay Writing
by XXXX XXXXXX
Submission date: XX-XX-20XX 12:08AM (UTC+0000) Submission ID: XXXXXXXXX
File name: p2433498.docx (2.06M) Word count: 2376 Character count: 12357
DE MONTFORT UNIVERSITY LEICESTER
XXXXXX XXXXX
PXXXXXX
Assessment I:
Reflective Essay Writing
Word Count: 1854
Department of Management and Entrepreneurship
E TE3522
Module Coordinator: Dr. Huriye Yeroz
Faculty ofBusiness and Law
De Montfort University
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FINAL GRADE
XX/100
Reflective Essay Writing GRADEMARK REPORT
GENERAL COMMENTS
Instructor
A voice comment was left for this paper.
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Comment 1
constructive criticism?
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Comment 2
That is why Julia felt intimidated and so later resisted to your leadership in her way perhaps. I suspect if some gender issues are going on here.
Comment 3
THis reflection is critical for any given leadership quality
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Comment 4
Good reflection! Because you seemed to be task oriented! all along
Comment 5
You express major points very well!
Comment 6
This is called implicit leadership theories! Read this article in the resource list!
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RUBRIC: ENTE3522-REFLECTIVE ESSAY
INTRODUCTION (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
STRUCTURE (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
RELEVANCE (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
ANALYSIS (20%)
3.20 / 4
2 / 4
No Introduction
Introduction briefly introduces some of the practical/managerial or personal relevance
Introduction states practical/managerial or personal relevance
Introduction states practical/managerial and personal relevance as well as theoretical motivation/justification.
3 / 4
Clarity and structure in organizing and presenting the key themes of the chosen topic is poor. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately.
There is room for better Clarity and structure in organising and presenting the key themes of the chosen experience. There are frequent lapses in clarity and accuracy
Clarity and structure in organising and presenting the key themes of the chosen experience is good.Minor, infrequent lapses in clarity and accuracy.
The language is clear and expressive. The reader can create a mental picture of the experiental situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader.
4 / 4
Most of the reflection is irrelevant to student and/or assignment brief &learning goals
Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief &learning goals.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief & learning goals.
3 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
INTERCONNECTI (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
CRITICAL ART (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
FORMAT/REF (10%)
Reflection does not move beyond description of the learning experience(s).
Student makes attempts at applying the learning experience to understanding of self, others, and relevant leadership concepts but fails to demonstrate depth of analysis.
The reflection demonstrates student attempts to analyse the experience but analysis lacks depth.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and leadership frameworks/concepts.
4 / 4
No attempt to demonstrate connections to previous learning or experience.
There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences.
The reflection demonstrates connections between the experience and material from other research; past experience; and/or personal goals.
The reflection makes creative and rigorous connections between the experience and material from other research; past experience; and/or personal goals.
3 / 4
Not attempt at self-other-theoretical criticism.
There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal, contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions as well as contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and contextual and/or theoretical assumptions or biases, etc. which define new modes of thinking as a result.
4 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
Poor presentation throughout in terms of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Some consideration of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Proper application of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Excellent presentation throughout in terms of of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Recent Commemts