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Communication Skills
ASSIGNMENT INSTRUCTIONS
Assessment: Coursework–Reflective writing
Assessment code: 010
Academic year: 2023/24
Trimester: 2
Module title: Communication Skills
Module code: MOD008861
Level: 3
Module leader: Jonathan McAra
Word limit: 1,500 words
This excludes bibliography and other items listed in rule 6.83 of the
Academic Regulations.
Assessment weighting 50%
Assessed learning outcomes: 1–4
Submission deadline: Week 13 – Monday, April 22nd at 2pm
WRITINGYOURASSIGNMENT:
• This assignment must be completed individually.
• You must use the Harvard referencing system.
• Your work must indicate the number of words you have used. Written assignments must not exceed the specified
maximum number of words. If your work is 10% above the word count, i.e. more than 1650 words, you will
receive a penalty of 10% on Task Fulfilment.
• Assignment submissions are to be made anonymously. Do not write your name anywhere on your work.
• Write your student ID number at the top of every page.
• You must number all pages.
SUBMITTINGYOURASSIGNMENT:
• You must submit your work as a Microsoft word document.
• In order to achieve full marks, you must submit your work before the deadline.
• Work that is submitted late –if your work is submitted on the same day as the deadline by midnight, your mark
will receive a 10% penalty. If you submit your work up to TWO working days after the published submission
deadline it will be accepted and marked. In this instance, your mark will be capped at 40%.
• Work cannot be submitted if the period of 2 working days after the deadline has passed (unless there is an
approved extension). Failure to submit within the relevant period will mean that you have failed the assessment.
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• Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by
the Director of Studies Team. Please contact DoS@london.aru.ac.uk.A request
must normally be received and agreed by the Director of Studies Team in writing at least 24 hours prior to the
deadline. See rules 6.64-6.73:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
• Exceptional Circumstances: The deadline for submission of exceptional circumstances in relation to this
assignment is no later than five working days after the submission date of this work.
Please contact the Director of Studies Team- DoS@london.aru.ac.uk. See rules
6.112–6.141:http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf ASSIGNMENTQUESTION
Produce a 1500-word reflective writing that describes, evaluates, and analyses an aspect of your student life in
ARUL.
Choose only one of the following aspects of your ARUL student life for your reflective writing:
1. Unexpected difficulties you faced in relation to your studies
2. Your relationships with your classmates/ lecturers/ ARUL staff
Following Gibbs’ 6-element reflective model, students are expected to reflect on the chosen aspect discussing the six
elements, namely description, feelings/thoughts, evaluation, analysis, conclusion, and action plan.
ASSIGNMENT OUTLINE
Sections Approx. word count
Title page containing
Module name and code, essay title, SID and
word count
NA
Contents page NA
Introduction 150 words
Description of the chosen aspect of ARUL
student life
225 words
Feelings/thoughts 225 words
Evaluation 225 words
Analysis 225 words
Conclusion 225 words
Action plan 225 words
References NA
ASSESSMENT CRITERIA
Your work will be scored based on the following criteria:
• Task fulfillment (40%): Response with relevant, supportive ideas; evidence of reflective practice/elements;
evidence of learning and development and how this is/will be put into practice.
• Coherence and cohesion (25%): Organization with clear and logical progression; linking and signposting;
paragraph development and focus.
• Language (25%): Range and accuracy of academic vocabulary; appropriateness of language to topic, genre,
and formality.
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• Academic conventions (10%): Evidence of research and use of sources linked to the assignment undertaken
with a complete reference list
CONTENTS OF THE ASSIGNMENT
Your reflective writing should contain the following, each of which will be covered in more detail in class:
– An introduction – Introducing and explaining the topic.
– Description – Describe the experience you had in relation to the chosen aspect of your ARUL student life.
– Feelings and thoughts you had before, during and after the experience and how they may have impacted that
experience.
– Evaluation of the experience –what was good and bad, what worked well and what did not in relation to that
experience.
– Analysis of the experience –why some things worked well, and some things did not work.
– Conclusions about your learning and development and what changes you would make to improve the
outcome of the aspect/experience in the future.
– Action plan about what you would do differently in a similar or related situation in the future, how you will
put them into practice and how you will ensure that your plan actually works.
You should also use at least THREE sources/references in your work as a minimum requirement and provide a
reference list of these sources.
SUGGESTED READINGS
You are expected to use at least three references in your reflective writing. You may use the following or any of your
own sources relevant to the work.
Bubnys, R. & Zydziunaite, V., (2010). ‘Reflective learning models in the context of higher education: Concept
analysis.’ProblemsofEducationin21stCentury.20(1),pp.58-66.
Franco, R.S., Franco, C.A.G. dos S., Severo, M., Ferreira, M.A. and Karnieli-Miller, O. (2022). ‘Reflective writing in the
teaching of communication skills for medical students—A systematic review
’Patienteducationandcounselling,105(7),pp.1842–1851.
Gibbs, G. (1988). Learning by Doing. A Guide to Teaching and Learning Methods. Oxford Centre for Staff and
Learning Development. Oxford Brooks University Press: Oxford, UK.
Quinton, S., and T. Smallbone. (2010). ‘Feeding Forward: Using Feedback to Promote Student Reflection and Learning
–A Teaching Model.’ Innovations in Education and TeachingInternational10(1):pp.125–135.
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Ryan, M. (2011). ‘Improving reflective writing in higher education: a social semiotic
perspective.’Teachinginhighereducation,16(1),pp.99–111.
Schön, D. (1991). The Reflective Practitioner: How Professionals Think in
Action. Avebury Publishing: Aldershot.
Williams, K., Woolliams, M., and Spiro,J. (2020) Reflective writing. Bloomsbury Publishing: London
MARKING CRITERIA
This is where you make the ARU generic criteria specific to your assignment i.e. add your rubric. See RUBRIC EXAMPLE.
0-29
Failing
30-39
Limited
40-49
Adequate
50-59
Sound
60-69
Good
70-79
Excellent
80-89
Outstanding
90-100
Exceptional
Task fulfillment (40%):
Response with
relevant, supportive
ideas; evidence of
reflective
practice/elements;
evidence of learning
and development and
how this is/will be put
into practice.
Deficient attempt
to evidence
reflective practice.
No evidence of
learning
and
development and
how it will
be implemented.
Limited attempt to
evidence reflective
practice.
Limited evidence of
learning and
development and
how it will be
implemented.
Adequate attempt to
evidence reflective
practice.
Adequate evidence of
learning and
development and how it
will be implemented.
Sound attempt to
evidence reflective
practice.
Sound evidence of
learning and
development and
how it will be
implemented.
Good attempt to
evidence reflective
practice.
Good evidence
of learning and
development and
how it will be
implemented.
Excellent
attempt to
evidence reflective
practice.
Excellent
evidence
of learning
and development
and how it will be
implemented.
Outstanding
attempt
to
evidence reflective
practice.
Outstanding
evidence
of learning
and development
and how it will be
implemented.
Exceptional
attempt
to
evidence reflective
practice.
Exceptional
evidence of
learning and
development and
how it will be
implemented.
40 Marks 0-11 12-15 16-19 20-23 24-27 28-31 32-35 36-40
0-29
Failing
30-39
Limited
40-49
Adequate
50-59
Sound
60-69
Good
70-79
Excellent
80-89
Outstanding
90-100
Exceptional
Coherence and
cohesion (25%):
Organization with
clear and logical
progression; linking
and signposting;
paragraph
development and
focus.
Little or
no
organization with
no clear and logical
progression;
linking and
signposting absent;
paragraph
development and
focus
deficient.
Limited
organization with
a lack of clear and
logical progression;
linking and
signposting are
limited; paragraph
development and
focus are poor.
Adequate organization
with a elements of clear
and logical progression
that could be improved;
linking and signposting
are adequate; paragraph
development and focus
are to an acceptable
standard.
Sound organization
with a generally
clear and logical
progression;
linking and
signposting are
sound; paragraph
development and
focus are to a sound
standard.
Good organization
with clear and
logical progression;
linking and
signposting are
good; paragraph
development and
focus are to a good
standard.
Excellent
organization with
clear and logical
progression;
linking and
signposting are
excellent;
paragraph
development and
focus are to an
excellent standard.
Outstanding
organization with
clear and logical
progression;
linking and
signposting are
outstanding;
paragraph
development
and focus are to
an outstanding
standard .
Exceptional
organization with
clear and logical
progression;
linking and
signposting are
exceptional;
paragraph
development and
focus are to
an exceptional
standard .
25 Marks 0-7 8-10 11-12 13-14 15-17 18-19 20-22 23-25
0-29
Failing
30-39
Limited
40-49
Adequate
50-59
Sound
60-69
Good
70-79
Excellent
80-89
Outstanding
90-100
Exceptional
Language (25%):
Range and accuracy of
academic vocabulary;
appropriateness of
language to topic,
genre and formality.
Deficient use of
appropriate
academic language
relevant to the
topic. Deficient
range and
accuracy of
language and
formality
Limited use of
academic language
relevant to the
topic. Limited
range and
accuracy of
language and
formality
Adequate use of
academic language
relevant to the topic.
Adequate range and
accuracy of language
and formality but this
could be better utilized.
Sound use of
academic language
relevant to the
topic. Sound range
and accuracy of
language and
formality.
Good use of
academic language
relevant to the
topic. Good range
and accuracy of
language and
formality utilized
well throughout.
Excellent use of
academic language
relevant to the
topic. Excellent
range and accuracy
of
language and
formality utilized
excellently
throughout
Outstanding use of
academic language
relevant to the
topic.
Outstanding range
and accuracy of
language and
formality utilized
outstandingly
throughout
Exceptional use of
academic language
relevant to the
topic.
Exceptional range
and
accuracy of
language and
formality
utilized
exceptionally
throughout
25 Marks 0-7 8-10 11-12 13-14 15-17 18-19 20-22 23-25
Academic conventions
(10%): Evidence of
research and use of
sources; inclusion of a
list of references
The essay
is largely
unsupported by
evidence of
research and there
is no evidence of a
reference list
related to the topic
under
discussion
There is limited
research
conducted
related to
the topic. There
may be limited
relevance
in terms of sources
chosen to
support ideas and
the
reference list is
limited
Adequate evidence of
research conducted
related to the topic.
Adequate relevance in
terms of sources chosen
to support ideas and the
reference list is
generally relevant
Sound evidence
of research
conducted related
to the topic. A
sound
level of relevance
in
terms of sources
chosen to support
ideas and the
reference list is
generally sound
Good evidence of
research conducted
related to the
topic. A good level
of
relevance in
terms of sources
chosen to support
ideas and the
reference list is put
together well in
general
Excellent
evidence of
research
conducted related
to the topic. An
excellent level of
relevance in terms
of sources chosen
to support ideas
and the
reference list is put
together
excellently
Outstanding
evidence of
research conducted
related to the
topic. An
outstanding level
of relevance in
terms of sources
chosen to support
ideas and the
reference list is put
together with
precision
Exceptional
evidence of
research conducted
related to the
topic. An
exceptional level of
relevance in terms
of sources chosen
to support ideas
and the reference
list is put together
with precision
10 marks 0-2 3 4 5 6 7 8 9-10
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS ARU GENERIC
ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 3
Level 3 (Access) prepares students to function effectively at Level 4. Criteria for assessment at Level 3 reflect the preparatory nature
of these modules. Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed
learning in an HE context. Students are expected to demonstrate that they have acquired the underpinning discipline-specific skills,
knowledge and understanding necessary to undertake an HE course.
Mark
Bands Outcome
Characteristics of Student Achievement by Marking Band for ARU’s Generic Learning
Outcomes (Academic Regulations, Section 2)
Knowledge & Understanding
Intellectual (thinking), Practical, Affective and Transferable
Skills
90-
100%
Achieves
module
outcome(s)
Exceptional information base
and understanding of ethical
issues
Exceptional management of learning resources.
Exceptional leadership and contributions to teams. Structured and
accurate expression. Demonstrates intellectual originality and
imagination. Exceptional practical/professional skills
Outstanding management of learning resources. Provides an
exemplar of leadership and contributions to teams. Structured and
accurate expression. Demonstrates intellectual originality and
imagination. Outstanding practical/professional skills
80-
89%
Outstanding information base
and understanding of ethical
issues
70-
79%
Excellent information base and
understanding of ethical issues
Excellent management of learning resources. Contributes well to
teams. Structured and largely accurate expression. Excellent
academic/intellectual skills and practical/professional skills
Good management of learning resources. Expression is structured
and mainly accurate. Good academic/intellectual skills and
team/practical/professional skills
60-
69%
Good information base covering
all major/ ethical issues
50-
59%
Sound information base
covering most major issues and
their ethical dimension
Sound use of learning resources. Expression shows some lack of
structure and/or accuracy. Acceptable but undistinguished skill sets.
Sound team/practical/professional skills
40-
49%
A marginal pass
in
module
outcome(s)
Adequate information base;
adequate understanding of
major/ ethical issues of discipline
Adequate use of learning resources, with significant lack of structure
and/or accuracy in expression. Some issues with
academic/intellectual skills. Adequate team/practical/ professional
skills
30-
39%
A marginal fail
in module
outcome(s).
Satisfies default
qualifying
mark
Limited information base; limited
understanding of discipline and
its ethical dimension
Limited use of learning resources with little contribution to
teamwork. Weak academic/intellectual skills and difficulty with
expression. Insecure practical/ professional skills
20-
29%
Fails to achieve
module
outcome(s).
Qualifying mark
not
satisfied
Little evidence of an
information base; little
evidence of understanding of
discipline and its ethical
dimension
Little evidence of use of learning resources with little evidence of
contribution to teamwork. Very weak academic/intellectual skills and
difficulty with expression. Little evidence of practical/professional
skills
10-
19%
Deficient information base;
deficient understanding of
discipline and its ethical
dimension.
Deficient use of learning resources with Inadequate contribution to
teamwork. Deficient academic/intellectual skills and difficulty with
expression. Deficient practical/professional skills
1-
9%
No evidence of any information
base; no evidence of any
understanding of discipline and
its ethical dimension.
No evidence of use of learning resources with no evidence of
contribution to teamwork. No evidence academic/ intellectual skills
and incoherent expression. No evidence of practical/ professional
skills
0%
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to
address the assignment brief (e.g.: answers the wrong question) and/or related learning outcomes
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