ACSK4001 Academic Skills Portfolio: Travel and Tourism, Semester 1

This academic skills portfolio, submitted for the ACSK4001 module, showcases a student's development in essential academic competencies. The portfolio is structured in two sections: Section A comprises portfolio evidence, including a self-evaluation checklist completed at the beginning and end of the course, a personal SWOT analysis, evaluation of sources, synthesizing information from various texts, outlining writing structures, analyzing data, a presentation outline, and editing/proofreading exercises. Section B features writing tasks, specifically a report or essay and a reflective summary, demonstrating the student's ability to apply the acquired skills. The portfolio reflects the student's engagement with course materials and their progression throughout the semester, highlighting strengths in learning, communication, and critical analysis within the context of a travel and tourism program. The student references various academic sources and demonstrates an understanding of academic writing conventions, including in-text citations and outlining techniques.

Spring 18
Academic Skills
Portfolio
(module code: ACSK4001)
Name:
Student number:
Degree studied:
Lecturer name:
Tutor name:
This is your Academic Skills Portfolio, which should be submitted by Thursday 26th April, 2pm via your student
portal.
Please save a copy on your computer and back it up regularly (e.g. by saving it on your computer / in the cloud
(e.g. Google Drive) / emailing it to yourself).
Please refer to suggested word counts for each task included within this portfolio.
Submission deadline: Thursday 26th April, 2pm

Table of Contents
Task Page Week LO
SECTION A: PORTFOLIO
EVIDENCE (These tasks
Portfolio evidence 1: Self-evaluation checklist 3 1 & 10 3&4
Portfolio evidence 2. Personal SWOT analysis 4 1 3&4
Portfolio evidence 3. Evaluating sources & critically engaging with texts 5 2 1&2
Portfolio evidence 4. Synthesising 7 3 & 5 1&2
Portfolio evidence 5. Structuring your writing 9 3, 4, 5, 6, 7 1&2
Portfolio evidence 6: Presenting & analysing data 10 4 1&2
Portfolio evidence 7: Presentation 12 7-9 1
Portfolio evidence 8: Editing & proofreading 14 9 & 10 1&3
SECTION B: WRITING
TASKS (These written tasks
Writing Task 1 (Report or Essay) 16 1-10 1
Writing Task 2 (Reflective Summary) 17 10 3&4
Word count (+/- 10%):
Section A: a minimum of 600 words in total.
Section B: Writing Task 1 (900 words), Writing Task 2 (300 words)
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SECTION A: PORTFOLIO EVIDENCE
Task 1: Self-evaluation Checklist (to be completed in weeks 1 & 10)
Below is a list of the skills you will need during your university and professional career. Tick ( )✓ the
appropriate box for each skill, according to how well you think you can do this. You should complete this
task twice; first, at the beginning of this course (week 1), and, second, at the end of this course (week 10).
Self evaluation checklist: Just as a good student of BSC (Hons) travel and tourism operator, I need
several skills and other self strengths which can assist me to develop my skills and knowledge level
within the during completion of my course within the university.
 Classroom environment: Properly set up classroom furnish effective services in which I can gain
more knowledge about my traveling course within the collage (Shapiro, 2011). I attend all
classes in order to gain more knowledge. Routine and procedure: Proper routine is backbone of the class-room life and appropriate
procedure of attending classes can furnish me to run my classroom smoothly during the course
time.
 Parent teacher relationship: Close relationship with my course parent teacher can furnish me
effective knowledge about traveling sector which can get me efficient knowledge about to the
course.
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SECTION A:
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PORTFOLIO
EVIDENCE
Task 2: Personal
SWOT analysis
(to be completed
in week 1)
Watch this video: https://www.youtube.com/watch?v=PBOtnyt7BP4 .
In-class activity: In pairs conduct interviews to create a personal SWOT analysis.
INTERNAL (coming from me)
STRENGTHS
[Things within my control]
WEAKNESSES
[Personal barriers; things stopping me, but still within my
control]
1. I have effective learning skills by which I can gain
proper knowledge of travel and tourism sector (Diamond
and Lee, 2011).
1. Some personal habits and traits can influence me to
not to attend class regularly.
2. I have certification of attending traveling campaign by
which I able to effective touch to the course details.
2. Poor financial background impact me on not to proper
focus on during the course.
3. I have also effective communication skills by which I
can effective connect with students in class-room.
3. Poor presentation skill.
EXTERNAL (coming from outside)
OPPORTUNITIES
[People, resources, opportunities]
1. I have several opportunities which I can get in the
future in traveling sector after completion the course.
1. The major threat is that several students wants to get
job in big traveling companies so that I need to take
proper attention on my course.
2. I can make connection with friends. 2. Competitive travelling market.
3. Get success in travelling sector. 3. Several external danger to achieving goals.
INTERNAL (coming from me)
STRENGTHS
[Things within my control]
WEAKNESSES
[Personal barriers; things stopping me, but still within my
control]
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SECTION A: PORTFOLIO EVIDENCE
Task 3: Evaluating sources & critically engaging with texts (to be completed after week 2)
In your study groups, evaluate 3 different texts from your reading list, or texts you have found yourselves. You can
also find texts on the Academic Skills area on GSM Learn page. Make notes below.
v
Resource type
(e.g. book, journal et.c.)
Books and journals
Citation/reference
Shapiro, E. S., 2011. Academic skills problems: Direct
assessment
and intervention. Guilford Press.
Diamond, A. and Lee, K., 2011. Interventions shown to
aid
executive function development in children 4 to 12
years old.
Science. 333. 6045. pp. 959-964.
Kraus, N. and Chandrasekaran, B., 2010. Music training
for the development of auditory skills. Nature reviews
neuroscience. 11. 8. p. 599.
Authority
Shapiro, E. S, Diamond, A. and Lee, K.,
Kraus, N. and Chandrasekaran, B.,
Currency (2011,2011, 2010)
Content
Academic skills problems: Direct assessment
and intervention,
Academic Skills Portfolio (ACSK4001) 8

Music training
for the development of auditory skills
Accuracy
Moderate level
Audience Out of 30 student in the class
Further, notes/ comments
This Model very helpful for me in examination of
academic
skills furnish the course and also helpful for
identification of
My strength and weaknesses.
SECTION A: PORTFOLIO EVIDENCE
Task 4: Synthesising (to be completed in
weeks 3 - 5)
Part I: Identifying key ideas
Read the 3 texts you used in the previous task.
Think about the extent to which the authors of those 3 texts agree or disagree with each other.
Write (in note form/bullet points) the key ideas of those 3 texts. Use your own words (paraphrase). Don’t forget to
complete the references information.
Text A:
Key ideas:
Academic skills is most necessary part of each student in order to effectively
completion of their learning process during the course (Shapiro, 2011). Each student
must have proper knowledge of some academic skills for reflective learning in the
course.
 In-text
citation/Oscola
footnote (Law)
 reference list
Shapiro, E. S., 2011. Academic skills problems: Direct assessment and intervention.
Guilford Press.
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Text B:
Key ideas:
According to my opinion, the academic skills does not require as mush as you are
sating because of several times, it has been seen that without skilled person also
completing their course in the universities effectively (Diamond and Lee, 2011.).
 In-text
citation/Oscola
footnote (Law)
 reference list
Diamond, A. and Lee, K., 2011. Interventions shown to aid executive function
development in children 4 to 12 years old. Science. 333. 6045. pp. 959-964.
Text C:
Key ideas:
According to my ideas, I have seen that academic skills play important role while
learning process during the course in the university (Kraus and Chandrasekaran,
2010.). Apart from it, class-room environment, routine of class and relationship with
parent teacher also make great impact on learning process of your course.
 In-text
citation/Oscola
footnote (Law)
 reference list
Kraus, N. and Chandrasekaran, B., 2010. Music training for the development of
auditory skills. Nature reviews neuroscience. 11. 8. p. 599.
Part II: Synthesising (suggested word count: 200 words)
Think about the areas the authors of the 3 texts you made notes on agree or disagree.
Write up a paragraph which synthesises (combines) the main points of the 3 texts you used in Part I and shows
how the authors agree or disagree.
Remember to include in-text citations or OSCOLA footnote (Law) and link your ideas using linking words!
 During the BSC (Hons) course in travelling and tourism sector, I need to implement variety of learning and
reading strategy in order to gain proper knowledge about travelling and tourism sector effectively (Erling
and Richardson, 2010). Proper focusing in class-room and preparing class notes can furnish me efficient
experiences by which I can get appropriate understanding of this course efficiently.
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SECTION A: PORTFOLIO EVIDENCE
Task 5: Structuring your writing (to be completed in weeks 2,3,4,5,6,7)
During your lecture and tutorial you will learn how to organise your academic writing in section B.
This is more or less the way you should structure your academic writing in section B:
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