MD4058 Study Skills: Reflective Presentation on Essay Process

This document presents a student's reflective presentation on the process of writing an academic essay, specifically focusing on the completion of a study skills assignment. The presentation covers various aspects, including the introduction, the main body with detailed analysis of the essay writing stages, and a conclusion summarizing the key takeaways. The student discusses the stages of writing, incorporating feedback, and the application of reflective cycles to improve their writing skills. The presentation analyzes the student's experience, including what went well, how it made them feel, and what they learned from the process. An action plan is also included, outlining steps to address identified drawbacks and enhance academic performance. The presentation is structured with slides covering the introduction, main body, and conclusion, using bullet points, in-text citations, and a comprehensive reference list. The overall goal is to demonstrate self-reflection and improvement in academic competencies.

Research and
academic skills
Student id:

Introduction
• Discusses the process of reflective writing on MBA
Residential
• Following structure will be followed:
• Introduction
• Main part as it is associated with the reflective writing on MBA
Residential
• Conclusion

Experience of undertaking an
academic essay
•Process of academic essay writing (Becker, et al., 2014).
•Compare of the previous knowledge with existing knowledge
•Discusses impact of prior knowledge on the task performance
•Describes the significance of the study (Fuhs, et al., 2014).
• 0

Extent to which your
understanding of the process
• Describes stages of writing of understanding the
assignment
• Receiving feedback (Bailey, 2014).

Process of writing an
academic essay
• what went well (Galloway, and Uccelli, 2015).
• How it made you feel and why
• What did you learn from this (Huy, 2015).

The reflective cycle (Kolb, 1984)

Create an action plan
• Action plan is effective for improving the drawback of an
individual (York, Gibson, and Rankin, 2015).
• 6 months of time period is determined for social
interaction issue
• 9 months of time period is decided to improve the
communication (Wilkes, Godwin, and Gurney, 2015).
• 3 Months of time period for personal attributes

CONCLUSION
• Concluded that reflective report demonstrates the past
experience
• Summarised that prior knowledge impact on the exiting
activity
• Feedback collection demonstrates the drawback of an
individual
• Action plan leads to improve the weakness of an individual

References
• Fuhs, M.W., Nesbitt, K.T., Farran, D.C. and Dong, N., 2014. Longitudinal associations between executive functioning and academic
skills across content areas. Developmental Psychology, 50(6), p.1698.
• Bailey, S., 2014. Academic writing: A handbook for international students. Routledge.
• Huy, N.T., 2015. Problems affecting learning writing skill of grade 11 at Thong Linh High School. Asian Journal of Educational
Research, 3(2).
• Pineteh, E.A., 2014. The Academic Writing Challenges of Undergraduate Students: A South African Case Study. International
Journal of Higher Education, 3(1), pp.12-22.
• York, T.T., Gibson, C. and Rankin, S., 2015. Defining and Measuring Academic Success. Practical Assessment, Research &
Evaluation, 20.
• Wilkes, J., Godwin, J. and Gurney, L.J., 2015. Developing information literacy and academic writing skills through the collaborative
design of an assessment task for first year engineering students. Australian Academic & Research Libraries, 46(3), pp.164-175.
• Galloway, E.P. and Uccelli, P., 2015. Modeling the relationship between lexico-grammatical and discourse organization skills in
middle grade writers: insights into later productive language skills that support academic writing. Reading and Writing, 28(6),
pp.797-828.
• Becker, D.R., Miao, A., Duncan, R. and McClelland, M.M., 2014. Behavioral self-regulation and executive function both predict
visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), pp.411-424.