Reflecting on the Writing Process

Assignment Rubric Details
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Rubric
MSW501 Discussion Guidelines and Grading Rubric (3)
MSW501 Discussion Guidelines and Grading Rubric (3)
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome
Answers the initial graded discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the module.

8.0 pts
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all modular concepts. AND, Posts initial response to the discussion no later than Wednesday of the week.

7.0 pts
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the modular concepts. AND, Posts initial response to the discussion no later than Wednesday of the week. (Maximum of 2 points if initial response is posted to the discussion AFTER Wednesday of the week.)

6.0 pts
Addresses minimal aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the modular concepts.

0.0 pts
Does not address the initial discussion question(s).

8.0 pts
This criterion is linked to a Learning Outcome
Integrates evidence to support discussion. Sources are credited.*
(APA format not required.)

8.0 pts
Integrates evidence to support your discussion from • assigned readings** or online lessons AND • at least one outside scholarly source.*** Sources are credited.*

7.0 pts
Integrates evidence to support discussion from • assigned readings ** or online lesson BUT, • No outside scholarly sources are integrated into the discussion. Sources are credited.*

6.0 pts
Integrates evidence to support discussion only from an outside source, with no mention of assigned readings or lesson. Sources are credited.*

0.0 pts
Does not integrate any evidence.

8.0 pts
This criterion is linked to a Learning Outcome
Engages in meaningful dialogue with classmates or instructor before the end of the week.

8.0 pts
Responds to a classmate or instructor\’s post furthering the dialogue by providing more information and seeking clarification, thereby adding significant depth to the discussion.

7.0 pts
Responds to a classmate or instructor\’s post furthering the dialogue by providing more information or seeking clarification, thereby adding limited depth to the discussion.

6.0 pts
Responds to a classmate or instructor but does not further the discussion.

0.0 pts
No response post to another student or instructor before the close of the week.

8.0 pts
This criterion is linked to a Learning Outcome
Communicates in a professional manner.

6.0 pts
Presents information using clear and concise language in an organized manner (NO errors in English grammar, spelling, syntax, and punctuation).

5.0 pts
Presents information in an organized manner (minimal, meaning fewer than 3, errors in English grammar, spelling, syntax, and punctuation).

4.0 pts
Presents information using understandable language but is somewhat disorganized (more than 3 errors in English grammar, spelling, syntax, and punctuation).

0.0 pts
Presents information that is not clear, logical, professional, nor organized to the point that the reader has difficulty understanding the message (significant errors in English grammar, spelling, syntax, and punctuation).

6.0 pts
Total Points: 30.0

Module 3: Reflecting on the Writing Process (graded)
What do you find most challenging about organizing your ideas for a paper?
Review the Discussion grading rubric by clicking on the ellipsis (3 dots) on top right corner of this page.

You will need to reference your discussion by finding an article within 8 years to support what you are saying. Please provide the link of the article reference ….

from professor:

Lorena Fulton
Saturday
May 16 at 7:05pm

Manage Discussion Entry

Starter Post
Graduate students have a variety of responses to written assignments. Students who have experience and feel competent with academic writing tend to have a positive response and those who have been away from academic writing or otherwise lack confidence, tend to have a negative initial response. In a qualitative study of graduate students, Aydin and Baysan (2018), categorized nine primary perceptions about academic writing. The list of categories, excluding “other” includes the following:
a long / challenging/difficult process
a process of producing / discovering new things
an action that requires composition / analysis-synthesis / interpretation skill
an action that requires expert support
a multi-threaded action
an action requires care in language and expression
an unpleasant action
an action that gives joy
This list illustrates the diversity of confidence and curiosity among the sampled students.
Undertaking academic writing can be daunting for students who are learning the writing process simultaneous to learning the course concepts based on their major of study. This is often remediated by curriculum that separates writing mastery from field-based theory. This course is and example of such remediation. While you are choosing a topic based on the field of social work, the primary focus of this course is for you to think about the writing process. With writing mastery under your belt, you will be able to apply metacognitive and critical thinking to future writing.
Critical thinking is the process of objectively analyzing an issue based on facts that may involve bias that creates two differing paradigms. This is critical in social work because we address social problems that are often defined differently by different groups. Metacognition is simply ‘thinking about thinking’ and requires the student to consider their existing views considering new information from course learning. This is critical to the development of independent thinking that is based on accepted scientific theory and research (Ramadhanti, Ghazali, Hasanah, & Harsiati, 2019). All of your written work, throughout this program, requires you to look at both sides of an issue, examine your current thinking, and grow in your understanding based on sound research.

Aydın, G., & Baysan, S. (2018). Perceptions of postgraduate students on academic writing skills: a metaphor analysis study. Journal of Language and Linguistic Studies, 14(2), 212-239.
Ramadhanti, D., Ghazali, A., Hasanah, M., & Harsiati, T. (2019). Students’ metacognitive weaknesses in academic writing: A preliminary research. International Journal of Emerging Technologies in Learning. Vol. 14 Issue 11, p41-57.