NCO103 Tutor-Marked Assignment 02 , 2026
This assignment is worth 20% of the final mark for NCO103 Listen and be Heard: Effective Communication through Storytelling
This assignment consists of 1 task:
Task: a 900-word essay worth 20%
Due: 22 March 2026, Sunday 2355 hours (Week 10)
This is an individual assignment. You are required to upload a single essay (TMA02) via your respective seminar group site in Canvas. You are responsible for the timely upload of your assignment in Canvas.
Note to Students:
- You are to include the following particulars in your submission: Course Code, Title of the TMA, SUSS PI No., Your Name(s), and Submission Date.
- Please refer to the Student Handbook for details regarding plagiarism. The University has strict guidelines and will enforce severe penalties for direct and unacknowledged copying of course materials or the work of any other authors as this is regarded as cheating. You are required to use in-text citations and include a reference list at the end of your essay. Please do not include a cover page with plagiarism and collusion declaration or use footnotes and endnotes as this might impact your Turnitin scores.
- You are strongly encouraged to submit your assignments before the specified deadline. 10 marks will be automatically deducted via the grade-book system for each 24-hour block. There is strictly no extension of assignment deadlines. Please refer to the Student Handbook for more details.
TMA02 is an individual assignment consisting of two linked reflection tasks. In Task 1, you are asked to attend an external storytelling activity as an audience member and discuss your experiences as a listener and participant within a specific space and context. In Task 2, you are asked to use the event in Task 1 as a springboard to construct a self-narrative in which you reflect on and critically evaluate your values, beliefs, perspectives and/or relationships in light of a lived experience, and apply what you have learnt about narrative to your telling.
Write a single, 900-word essay (including in-text citations but excluding references). You should, using specific examples to illustrate your answer, do the following:
Task 1: (50 marks)
Discuss the external storytelling activity you attended by answering the following:
- Explain in brief what your chosen activity is about and identify the medium in which it is presented (10 marks)
- What were your expectations before attending the activity? (You may consider the following in your response: the content, medium and location of the event, your engagement as audience, the audience in general, the context, emotions about the activity.) (10 marks)
- Discuss your experience of the activity. Did it proceed according to your expectations, or not? In what ways? How did this activity compare with your prior experiences of such activities, if any? (15 marks)
- Which ideas encountered in the course were most useful or relevant in helping you understand and evaluate your chosen activity? Why? (15 marks)
Task 2: (50 marks)
Write a narrative about yourself in relation to the event that you attended. You can develop your account using the following prompts:
- Did you like or dislike the event, or neither? Why?
- Did the event challenge or reinforce your world views, perceptions, bias, understanding of official or current narratives?
- Did it change or reinforce the way you think about your relationship with society, family, race, community, religion, class, education, gender or success (or other relevant areas of your life)?
- How do the ideas you discuss in Task 1 connect to your self-narrative in Task 2?
(Important to note: The prompts are meant to stimulate your thinking. You are not expected to respond to all of them. In particular, the third prompt serves as a reminder of various areas of your life, rather than as an exhaustive list to cover in your response. Pick what resonates the most with you.) (50 marks)
Notes to students
1. For Task 1, there will be various activities to choose from. We will be updating about these on the LG NCO103 Announcements page. Activities for completing Task 1 include:
- Events curated for the NCO103 module
- External events happening around Singapore which we will suggest to you
- You may also pick an appropriate storytelling activity from the following site or similar sites: https://www.catch.sg/Event
- An event you have attended live and no earlier than December 2025, after consultation with your instructor.
If you choose the same activity for TMA02 that you have already chosen in TMA01, there will be a mark penalty.
2. Provide proper in-text citations and references for all sources you may have used. Any format (MLA, APA, CMS etc) is fine as long as you are consistent.
3. Please note that all deadlines are non-negotiable.
4. Your essay should not exceed 900 words. There is no 10% allowance in excess of 900 words.
5. All submissions must be of original work. Materials taken from other sources (e.g., film/sound clips, AI generative statements and images, illustrations, texts, etc.) should be acknowledged and cited in in-text citations, references and an appendix (if necessary). Please refer to the Student Handbook for details regarding plagiarism and on how to avoid it. Severe penalties will be applied to assignments found to be in violation of university regulations concerning plagiarism and the use of AI tools.
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NCO103 TMA 02 Rubric
You will be assessed holistically using the following rubric:
| Task 1 | 50-41 marks Excellent | 40-31 marks Very Good | 30-21 marks Fair | 20-11 marks Borderline | 10-0 marks Fail | |||||
| General rubric | ||||||||||
|
the
ling you d by ng ng |
^The account is very clear with a strong and distinctive personal voice, clear and critical understanding
of the content, ideas, context and setting of the event, with very relevant and impactful details. The student is also able to incorporate relevant holistic or metacognitive elements in their discussion.
^The answer is entirely non-AI generated and is student’s own. |
^The account is clear with a distinct personal voice, clear understanding
of the content, ideas, context and setting of the event, with some critical insight and relevant details. However, the response is not as insightful, holistic or metacognitive as an excellent answer.
^The answer is entirely non-AI generated and is student’s own. |
^The account is clear but may not always have a distinct personal voice. The discussion of the content, ideas, context and setting of the event may not be clear, or inconsistencie s are present. There is little critical insight, and the account is mostly descriptive. Details may not always be relevant or are superficial.
^The answer is AI generated, though minimal (depending on how AI is used, marks may or may not be deducted as long as percentage is kept below 50%) |
^The account is poorly constructed, and there is no personal voice. The discussion of the content, ideas, context and setting of the event is unclear, or there are major inconsistencie s. There is no critical insight. Details are sparse and may be
irrelevant or superficial.
^The answer is mostly AI generated (50% and above) |
^The account is disorganised and there is no personal voice. The discussion of the content, ideas, context and setting of the event is
confused and difficult to understand, or the account is inconsistent, and difficult to reconstruct. Details are not included or irrelevant or trivial.
^Student did not engage in the activity.
^The answer is primarily/entirel y AI generated (70% and above) |
||||
| external storytel activity attende answeri the followi | ||||||||||
| Section 1 | 10-9 marks | 8-7 marks | 6-5 marks | 4-3 marks | 0-2 marks | |||||
| ^ | Explain | in
osen the |
^Excellent, concise articulation of the main content, idea/message | ^Clear, articulation of the main content, idea/message and medium | ^Adequate
articulation of the main content, idea/message |
^Inadequate or irrelevant articulation of main content of the activity.
May misread |
^Provides peripheral information. Does not articulate the main content or | |||
| medium in which it is
presented
|
and medium
of the activity. |
of the activity.
|
and medium of the activity.
^May be a little protracted.
|
or not mention the idea/message.
^Lacks conciseness.
^Medium may not be mentioned.
|
idea/message of the event.
^Medium is not mentioned. |
||
| Section 2 | 10-9 marks | 8-7 marks | 6-5 marks | 4-3 marks | 0-2 marks | ||
| What were your expectations before attending the activity? | ^An excellent answer that clearly considers and discusses expectations consistent with the genre, synopsis, medium, context and setting of the activity. | ^A good answer that considers and discusses expectations consistent with the genre,
synopsis, medium, context and setting of the activity, though there may be minor gaps in understanding .
|
^An adequate answer but there are inconsistencie s between expectations and the genre,
synopsis, medium, context and setting of the activity.
^There may be trivial or irrelevant factors mentioned. |
^A poor answer where the expectations mentioned are trivial and insignificant in relation to the
genre, synopsis, medium, context and setting of the activity.
|
^Expectations mentioned are irrelevant to the genre, synopsis, medium, context and setting of the activity.
^Does not address the task. |
||
| Section 3 | 15-13 marks | 12-10 marks | 9-7 marks | 6-4 marks | 3-0 marks | ||
| ^
|
Discuss | ^Excellent comparison and contrast of experience to expectations with use of significant and very illustrative details, and the ability to offer unique insights and out of the box thinking in the context of watching or participating in storytelling activities.
^Strong awareness |
^Good comparison and contrast of experience to expectations with good use of details.
The discussion includes the broader context of watching or participating in storytelling activities, though it may not be as strong as an excellent answer.
|
^Compares
and contrasts experience to expectations and includes details, though some details may be irrelevant or insignificant. The discussion on the broader context of watching or participating in storytelling activities may be superficial or perfunctory.
^Shows some awareness of |
^There is some comparison and contrast of experience to expectations, but details are irrelevant or insignificant. The discussion does not address the broader context of watching or participating in storytelling activities.
^Student does not show awareness of their own positionality |
^Perfunctory discussion of the activity, with no details.
The discussion does not address the broader context of watching or participating in storytelling activities.
^Does not show awareness of own positionality as audience. |
|
| your experience of the activity.
^Did it proceed according to your expectations , or not? In what ways? ^How did this compare with your prior experiences of such activities, if any? |
|||||||
| and unique insights of student’s own positionality as audience. Clear demonstration of metacognitive analysis. | ^Awareness and some
insights of student’s own positionality as audience, though not as metacognitive as an excellent answer. |
student’s own positionality as audience, though the discussion includes trivial or irrelevant points. | as audience, or discussion is trivial and irrelevant. | ||
| Section 4 | 15-13 marks | 12-10 marks | 9-7 marks | 6-4 marks | 3-0 marks |
| ^Which ideas encountered
in the course were most useful or relevant in helping you understand and evaluate your chosen activity? Why? |
^Particularly insightful and creative application of ideas from in the course to the specificities of the activity.
^The application may be outof-the-box but very relevant, original, and refreshing. No errors in understanding of ideas. |
^Good understanding and application of ideas from the course to the specificities of the activity.
^There are only minor errors in understanding or application.
|
^Ideas from the course reflect a standard bythe-book understanding and may not be particularly flexible in being applied ideas to the specificities of the activity.
^Alternatively , the application of ideas are mostly relevant, but may be superficial or inconsistent.
|
^Provides a laundry list of ideas with insufficient explanation of how these ideas are applied to the specificities of the activity.
^There are significant errors in understanding or applying ideas that impact the meaning conveyed.
|
^Little, confusing or no application of ideas from the course to the specificities of the activity.
^Provides only a laundry list of ideas with no elaboration.
^There are significant errors in understanding or applying ideas. |
| Task 2 | 50-41 marks Excellent | 40-31 marks Very Good | 30-21 marks Fair | 20-11 marks Borderline | 10-0 marks Fail |
| General rubric | |||||
| Write a narrative about yourself in relation to the event that you attended.
^Coherence between Task 1 and Task 2. |
^The selfnarrative is
insightful, showing synthesis of ideas beyond the level covered in the module.
^The account is clear with a strong and distinctive personal voice, clearly |
^The selfnarrative is good but not as strong, consistent, or insightful as an excellent piece.
^The selfnarrative has a distinct personal voice, clear themes, clear |
^The selfnarrative is clear but may not always have a distinct personal voice. The
themes may not be clear, or there are inconsistencie s in the organisation of time and/or events. Details may |
^The selfnarrative is poorly constructed, and there is no personal voice. The themes are unclear, or there are major inconsistencie s in the organisation of time and/or events. Details | ^The selfnarrative is disorganised and there is no personal voice. The themes are unclear or not present, and the account is inconsistent,
difficult to follow and incoherent in the organisation of time and/or events. Details |
| articulated themes, clear organisation of time and/or events with seamless transitions and contains very relevant and impactful details that illuminate the main themes.
^The connection between Task 1 and Task 2 is clear and seamless.
^The answer is entirely non-AI generated and is student’s own. |
organisation of time and/or events, with relevant details that contribute to the main themes, though they may not always be impactful.
^There is a clear connection between Task 1 and Task 2.
^The answer is entirely non-AI generated, and is student’s own. |
not always be relevant to the
main themes or are superficial.
^The connection between Task 1 and Task 2 is clear but the transition may be awkward.
^The answer is AI generated, though minimal (depending on how AI is used, marks may or may not be deducted as long as percentage is kept below 50%)
|
are sparse and may be
irrelevant or superficial.
^The connection between Task 1 and Task 2 is unclear and forced.
^The answer is mostly AI generated (50% and above) |
are not included or irrelevant or trivial.
^There is no connection between Task 1 and Task 2.
^The answer is primarily/entirel y AI generated (70% and above) |
|
| Section 1 | 15-13 marks | 12-10 marks | 9-7 marks | 6-4 marks | 3-0 marks |
| ^Narrative | ^Demonstrate
s an excellent control of the narrative, with a clear narrative arc, seamless transitions, and impactful use of language, narrative devices and rhetorical devices. |
^The
narrative arc is clear, with a good flow, and relevant use of language, narrative devices and rhetorical devices, though the overall narrative may not be as engaging as an excellent answer. |
^Narrative arc is clear, though there may be abrupt or poor transitions, while use of language, narrative devices and rhetorical devices is pedestrian or may be inconsistent with the topic or tone of the narrative. | ^The narrative is meandering or inconsistent, with poor
transitions between sections, and the language, narrative devices and rhetorical devices disrupt the topic or tone of the narrative. |
^The narrative arc and flow are confusing, with
little or no connection between parts of the telling. The use of language, narrative devices and rhetorical devices disrupt the topic or tone of the narrative. |
| Section 2 | 20-17 | 16-13 | 12-9 marks | 8-5 marks | 4-0 marks |
| ^Body of reflection | ^The
reflection clearly and seamlessly springboards |
^There is a clear transition from discussion of | ^The
transition from discussion of external event |
^The connection between the discussion of external event | ^There is no connection between the discussion of external event |
| from discussion of external event
to selfnarrative addressing personal worldviews and/or relationships.
^The response shows excellent awareness of self, positionality and context, with an insightful synthesis of different elements.
^Handling of specificities: Examples and illustrations are relevant and significant. If the reflection focuses on a single example, its implications and possible contradictions are addressed clearly. If there is more than one example used, they are wellscaffolded and reinforce each other.
^In general, the significance, meaning and depth of an excellent answer is |
external event
to selfnarrative addressing personal worldviews and/or relationships.
^The response shows awareness of self, positionality and context but is not as self-aware as an excellent answer. Nor does it show a clear understanding of the connections between disparate elements.
^Handling of specificities: Examples and illustrations are relevant, though not always significant. If the reflection focuses on a single example, its implications are addressed, though not to the depth of an excellent answer. If there is more than one example used, they are scaffolded and useful but not necessarily impactful. |
to selfnarrative addressing personal worldviews and/or relationships is awkward.
^ The response shows some awareness of self, positionality and context but there are obvious inconsistencie s or blindspots. A clear understanding of the connections between disparate elements is not demonstrated.
^Handling of specificities: Examples and illustrations are relevant but generally pedestrian. If the reflection focuses on a single example, its implications are not clearly articulated. If there is more than one example used, they are not scaffolded. They may be useful but not necessarily impactful. |
and the selfnarrative addressing personal worldviews and/or relationships is unclear and may be forced.
^ The response shows little awareness of self, positionality and context. There are major inconsistencie s or blindspots. The connections between different parts of Task 2 are unclear.
^Handling of specificities: Examples and illustrations are irrelevant and/or trivial. If the reflection focuses on a single example, no implications are stated. If there is more than one example used, they are not scaffolded and may be irrelevant and/or trivial. |
and the selfnarrative addressing personal worldviews and/or relationships.
^ The response shows no awareness of self, positionality and context. There are major inconsistencies or blindspots. There are no clear connections between different parts of Task 2.
^Handling of specificities: Examples and illustrations are irrelevant, disorganised and/or trivial. If the reflection focuses on a single example, no implications are stated. If there is more than one example used, they may be irrelevant and/or trivial.
^No specificities are given. |
|
| where the whole is greater than the sum of its parts. | |||||
| Section 3 | 15-13 marks | 12-10 marks | 9-7 marks | 6-4 marks | 3-0 marks |
| ^Use of ideas from module | ^Excellent development and application of ideas from Task 1.
^There may also be inclusion of other relevant ideas from the module, showing a deeper insight and ability to synthesise ideas.
^Particularly insightful and creative application of ideas from in the module to the specificities of the reflection, with out of the box but relevant and original insights.
^ No errors in understanding of ideas. Examples provided are significant, meaningful, and specific. |
^Good
application of ideas from Task 1. There may also be inclusion of other relevant ideas from the module, but the reflection may not be as insightful, wellsynthesised, or creative as an excellent answer.
^Demonstrate s the application of ideas to the specificities of the reflection. Examples provided are interesting and specific.
^There are only minor errors in understanding or application. |
^Adequate application of ideas from Task 1, though application may be
superficial or pedestrian. There may be inclusion of other ideas from the module, but the connection between ideas may not be clearly articulated or synthesised.
^May not be particularly flexible in applying ideas to the specificities of the reflection, or the ideas may be inconsistent with the reflection.
^There may be significant errors in understanding or application of ideas, though overall meaning has still been conveyed. |
^Poor application of ideas from Task 1. There may be inclusion of other ideas from the module, but the connection between ideas is unclear or the ideas appear only as a laundry list.
^Insufficient explanation of how ideas are applied to the specificities of the reflection. Alternatively, ideas are not connected to the specificities of the reflection.
^There are significant errors in understanding or application of ideas that impact the meaning conveyed. |
^No application of ideas from Task 1, There may be inclusion of other ideas from the module, but their relevance is not shown, or the ideas appear only as a laundry list.
^Little, confusing or no application of ideas to the specificities of the reflection.
^There are significant errors in understanding or application of ideas.
Task is not addressed. |
— END OF TMA 02 Jan 2026—
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