University Academic Skills Module: Reflection Presentation Analysis

This presentation provides a reflective analysis of the process of completing an academic essay, as part of a university module on academic skills. The presentation outlines the student's experience, comparing past and present experiences, and discussing the impact of study skills classes and feedback. The Gibbs Model is used to analyze the writing process, highlighting what went well, the emotional impact, and lessons learned. An action plan is developed, incorporating models for emotional intelligence and writing skills, to address areas for improvement. The conclusion emphasizes the importance of writing skills, feedback, and action planning for effective writing and academic success. References include various academic sources supporting the presentation's points.

Research and
academic
skills
Student Id:

Introduction
– Discusses the procedure of completing task 1
– The following things are discussed
– Introduction
– Past experience
– Conclusion

Discusses the experience of
undertaking an academic
essay
– Discusses the experience of mine
– Compare prior experience with present experience (Cameron, et al., 2016).

The extent to which your understanding
of the process
– Attending Study Skills classes (York, Gibson, and Rankin, 2015).
– Receiving feedback from peers and Module Tutor (Löfgren, 2014).

Process of writing an academic essay
– Discusses process of writing an academic essay (Cuellar, 2014).
– What went well
– How it made you feel and why?
– What did you learn from this?
–

Gibbs Model

Create an action plan
– Models for Emotional intelligence (6 Months)
– Trait method
– A mixed method of Self-awareness
– Ability Understanding (Marsh, 2014).
– Self-Control Model of Empathy
– Models for writing skills (6 Months)
– Attending seminar
– Use Online Classes and Guides
– Write like we speak (Suárez-Álvarez, Fernández-Alonso, and Muñiz, 2014).

CONCLUSION
– Concluded that writing skills could leads to effective writing
– Summarized that feedback is effective to improve the drawbacks of an
individual
– Concluded that action plan leads to improve the drawbacks of an individual in
specified time (Wang and Neihart, 2015).

References
– Allan, N.P., Hume, L.E., Allan, D.M., Farrington, A.L. and Lonigan, C.J., 2014. Relations between inhibitory control and the development of
academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), p.2368.
– Cameron, C.E., Cottone, E.A., Murrah, W.M. and Grissmer, D.W., 2016. How are motor skills linked to children's school performance and
academic achievement?. Child Development Perspectives, 10(2), pp.93-98.
– Cuellar, M., 2014. The impact of Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs on Latina/o academic self-concept. The
Review of Higher Education, 37(4), pp.499-530.
– Löfgren, O., 2014. Routinising research: academic skills in analogue and digital worlds. International Journal of Social Research
Methodology, 17(1), pp.73-86.
– Marsh, H.W., 2014. Academic self-concept: Theory, measurement, and research. In Psychological Perspectives on the Self, Volume 4 (pp.
71-110). Psychology Press.
– Suárez-Álvarez, J., Fernández-Alonso, R. and Muñiz, J., 2014. Self-concept, motivation, expectations, and socioeconomic level as
predictors of academic performance in mathematics. Learning and Individual Differences, 30, pp.118-123.
– Wang, C.W. and Neihart, M., 2015. Academic self-concept and academic self-efficacy: Self-beliefs enable academic achievement of twice-
exceptional students. Roeper Review, 37(2), pp.63-73.
– York, T.T., Gibson, C. and Rankin, S., 2015. Defining and Measuring Academic Success. Practical Assessment, Research & Evaluation, 20.