Introduction
background statement:
the concepts of positive reinforcement what is the desire result
Thesis statement:
positive reinforcement has numerous benefits what are they.
The outline:
The pros and cons of positive reinforcement and if applying positive reinforcement in the incorrect manner often leads to negative results.
paragraph 1:
apply 1 reason
can reduce disruptive behaviour (provide evidence)
paragraph 2:
reason2-Encourage academic success
(Evidence for the reason)
paragraph 3:
Help develop a sense of responsiblity in the classroom
(Provide evidence)
paragraph 4:
reason-Negative effects of positive reinforcement (Provide resones)
Conclusion:
there must be the following:
Transitiom phrase Restante the position Banking statement
Category: Academic Literacy
The student’s ability to: select, organise, integrate and present information from various credible sources will be assessed. Furthermore, the student’s ability to write, develop an argument, present their position, present supporting evidence of their research on the topic and demonstrate their understanding of the subject matter will be assessed.
Instructions:
In this assignment, you will explore the topic of reflective writing and its benefits for students in developing their academic voice. To successfully complete this assignment, you should follow these steps:
1. Read the following three articles and source at least two additional articles on the topic “the benefits of reflective writing”:
Cannady, R. E., & Gallo, K. Z. (2016). Write now! Using reflective writing beyond the humanities and social sciences. Journal of Further and Higher Education, 40(2), 188-206.
Fierke, K. K., Lepp, G.A., Bastianelli, K., Vogelsang, L., & Tornabene, L.(2016). Using an intention/reflection practice to focus students towards future professions in a short-term international travel experience. Current Issues in Education, 19(2), 1-14.
Ziomek-Daigle, J. (2017). Using reflective writing practices to articulate student learning in counselor education. Journal of Creativity in Mental Health, 12(2), 262-270.
2. Write an essay that includes the following:
A discussion of the importance of reflective writing, using evidence from the literature to support your arguments.
A discussion of the benefits of reflective writing for students, citing examples from the literature.
A discussion of how reflective writing can assist students in establishing and developing their academic voice, with evidence from the literature.
What social identities influence your academic voice and identity?
What are your core beliefs and values that contribute to your academic voice?
What are the strengths and weaknesses of your academic voice?
When writing your essay, make sure to use credible sources and cite them properly using the APA 7 citation style. Your essay should be well-structured and clearly written, with a clear introduction, body, and conclusion. Finally, be sure to proofread your work and edit it thoroughly to ensure that it is free from errors and clearly communicates your ideas.
Students should:
Use the assessment template on MySACAP.
Use the prescribed readings and source other academic articles/books/readings not listed in the module outline.
Adhere to APA guidelines. Reference in-text and in the reference list.
Students must include a minimum of 5 references, only 3-4 from the recommended/prescribed reading list
,Essay needs to have an introduction and conclusion
Prescribed Reading:
Dube, C. (2016). Assignment writing. In L. Beekman, C. Dube, H. Potgieter, & J.
Underhill (Eds.), Academic literacy (2nd ed., Ch. 7). Juta and Company (Pty)
Siewierski, C. (2015). Planning your assignments. Introduction to scholarship:
Building academic skills for tertiary scholarship (Ch. 3). Oxford University
Press Southern Africa.
Underhill, J. (2016). Writing paragraphs. In L. Beekman, C. Dube, H. Potgieter, & J.
Underhill (Eds.), Academic literacy (2nd ed., Ch. 6). Juta and Company (Pty)
Ltd.
Recommended Reading:
Zhihui Fang. (2021). Demystifying academic writing: Genres, moves, skills, and
strategies (Ch 3). Routledge.
Zhihui Fang. (2021). Demystifying academic writing: Genres, moves, skills, and
strategies (Ch 4). Routledge.
Levin, P. (2009). The process of writing. Write great essays! (2nd ed., Part 3, Ch. 22).
McGraw-Hill Education.
Prescribed Reading:
Siewierski, C. (2015). Critical analysis and argumentation. Introduction to
scholarship: Building academic skills for tertiary scholarship (Ch. 7). Oxford
University Press Southern Africa.
Siewierski, C. (2015). Problems, persuasion and argument. Introduction to
scholarship: Building academic skills for tertiary scholarship (Ch. 8). Oxford
University Press Southern Africa.
Recommended Reading:
Zhihui Fang. (2021). Demystifying academic writing: Genres, moves, skills, and
strategies (Section II). Routledge.
Underhill, J. (2016). Understanding academic argument. In L. Beekman, C. Dube, H.
Potgieter, & J. Underhill (Eds.), Academic literacy (2nd ed., Ch. 4). Juta and
Company (Pty) Ltd.
Resource:
Essay terms explainedSouth African College of Applied Psychology (Pty) Ltd
Prescribed Reading:
Singh, A. A., & Lukkarila, L. (2017). Developing your own writing identity.
Successful academic writing: A complete guide for social and behavioral
scientists (Ch. 3, pp. 51-76). Guilford Publications.
Zhihui Fang. (2021). Demystifying academic writing: Genres, moves, skills, and
strategies (Ch. 11). Routledge.
Recommended Reading:
Flowerdew, J., & Wang, S. H. (2015). Identity in academic discourse. Annual
Review of Applied Linguistics, 35, 81-99. Research Gate.
https://www.researchgate.net/publication/292447606_Identity_in_Acade
mic_Discourse
Hussain, M. A., Elyas, T., & Nasseef, O. A. (2013). Research paradigms: A slippery
slope for fresh researchers. Life Science Journal, 10(4), 2374-2381.
Research Gate.
https://www.researchgate.net/publication/259068562_Research_Paradig
ms_A_Slippery_Slope_for_Fresh_Researchers
Prescribed Reading:
Siewierski, C. (2015). Oral presentations. Introduction to scholarship: Building
academic skills for tertiary scholarship (Ch. 11). Oxford University Press
Southern Africa.
Bourne, P. E. (2007). Ten simple rules for making good oral presentations. PLoS
Computational Biology, 3(4), e77.
Recommended Reading:
Mai, C. L., Minehart, R. D., & Pian-Smith, M. C. (2019). Seven tips for giving an
engaging and memorable presentation. BJA education, 19(9), 274–275.
https://doi.org/10.1016/j.bjae.2019.05.002. BJA Education.
https://www.bjaed.org/article/S2058-5349(19)30083-6/fulltext
Sander, P., Sanders, L., & Stevenson, K. (2002). Engaging the learner: Reflections
on the use of student presentations. Psychology Teaching Review, 10(1),
76-89. ERIC. https://eric.ed.gov/?id=EJ876451
Additional Resources:
Improving your presentation skills: Checklists
The OCR guide to presentation skills
Session 10 Examination, Assessment and Study Skills
The student will explore the need for effective study and examination skills. Topics
the student will engage with include:
▪ Strategies for dealing with examination and assessment stress and anxiety;
▪ Developing a realistic study schedule for examinations and assessments;
▪ Practical techniques for effective and efficient studying; and
▪ Working with a variety of examination formats.
Prescribed Reading:
Siewierski, C. (2015). Examination skills. Introduction to scholarship: Building
academic skills for tertiary scholarship (Ch. 12). Oxford University Press
Southern Africa.
Potgieter, H. (2016). Study skills. In L. Beekman, C. Dube, H. Potgieter, & J.
Underhill (Eds.), Academic literacy (2nd ed., Ch. 8). Juta and Company (Pty)
Ltd.
Recommended Reading:
Beekman, L. (2016). Examination skills. In L. Beekman, C. Dube, H. Potgieter, & J.
Underhill (Eds.), Academic literacy (2nd ed., Ch. 9). Juta and Company (Pty)
Ltd.