5. Self-reflectionPaper: The purpose of the self-reflection essay is forstudents to examine how their history, values, emotions, and/or beliefscontribute to their understanding of class material or concepts. One ofthe primary requirements is the ability to look at oneself openly and honestlyand to convey such awareness in the essay. Students are to address thefollowing:
Withreference to research and theorists, describe your relationships with principlecare givers in your life and with the environment in which you were raised andhow these have affected your development as a person. How has yourexperience changed as you have become an adult? What is your understandingof how your experience and development differs from your parents’, children’s,and/or grandparents’ experience?
Bringin material from the readings and peer-reviewed research (please use your text and four to five peer reviewed journals) and illustrate it withyour developmental experience as case material. The paper should be 7-9pages in length.
Grading Rubric for theself-reflection paper:
SELF-REFLECTION/OPINION ESSAY RUBRIC
Directions:Rate the critical elements of the essay by circling the appropriate number inthe key.
Content and Structure
Key: 5 = excellent, 4 = good, 3 = adequate, 2 = needs improvement, 1 = unsatisfactory
Opinion
Weight X5
(max points = 25)
Points earned =
5 Opinion contains sophisticated concepts and goes well beyond material presented in class.
4 Opinion contains well-constructed concepts and adds to the material presented in class.
3 Opinion is adequately constructed and is based primarily on material presented in class.
2 Opinion is vague or unclear and is based solely on the material presented in class.
1 Opinion is disjointed and based on inaccurate information.
Insight
Weight X5
(max points = 25)
Points earned =
5 Student explores in-depth how his/her own history or values contribute to holding the opinion; identifies and discusses life situations with great insight.
4 Student explores how his/her own history or values contribute to holding the opinion; identifies and discusses life situations with some insight.
3 Student superficially explores how his/her own history or values contribute to holding the opinion; identifies and discusses life situations with little insight.
2 Little exploration of the way in which his/her values contributes to opinion; identifies life situations but relationship to the opinion is tangential or unclear.
1 Student does not explore how his/her own history or values contribute to holding the opinion; unable to identify how life history contribute to opinion.
Self-reflection
Weight X5
(max points = 25)
Points earned =
5 Shows a sophisticated understanding of self and a willingness to explore and reveal personal values, emotions, and/or beliefs.
4 Shows a clear understanding of self and a willingness to explore personal values, emotions, and/or beliefs.
3 Shows an adequate understanding of self and some willingness to explore values, emotions, and/or beliefs.
2 Shows a limited understanding of self and very little willingness to explore values, emotions, and/or beliefs.
1 Reflection not self-revealing and does not explore values, emotions, and/or beliefs.
Content and Structure
Key: 5 = excellent, 4 = good, 3 = adequate, 2 = needs improvement, 1 = unsatisfactory
Organization
Weight X2
(max points = 10)
Points Earned =
5 Organization is logical and coherent with seamless flow across paragraphs.
4 Organization is logical with good flow across paragraphs.
3 Organization is adequate but lack clarity; problems with transition across paragraphs
2 Flow of ideas is awkward, causing reader to struggle with logical connections
1 Ideas are often unrelated and lack adequate transition that interferes with the ability to understand material presented.
Grammar and Spelling
Weight X3
(max points = 15)
Points earned =
5 Mastery in the use of Standard English; sentences vary in structure; no mechanical or spelling errors.
4 Good use of Standard English; some variation in sentence structure; few minor mechanical or spelling errors.
3 Adequate use of Standard English; little variation in sentence structure; minor mechanical or spelling errors that do not detract from understanding of material.
2 Poor use of Standard English; awkward sentence structure; serious mechanical errors impede clear understanding of material.
1 Serious recurring errors in mechanics, spelling, and usage that impede understanding of material.
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