Homework answers / question archive / This journal is designed to encourage and teach you to think reflectively, critically and creatively about: yourself as a learner – what works for you and how you need to adapt to university study your discipline and your future professional life ideas introduced to you in the rest of your course You will need to select 4 texts that show a range of assumptions on the issue you have been allocated in class and then provide a critical reflection upon each of these texts

This journal is designed to encourage and teach you to think reflectively, critically and creatively about: yourself as a learner – what works for you and how you need to adapt to university study your discipline and your future professional life ideas introduced to you in the rest of your course You will need to select 4 texts that show a range of assumptions on the issue you have been allocated in class and then provide a critical reflection upon each of these texts

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This journal is designed to encourage and teach you to think reflectively, critically and creatively

about:

• yourself as a learner – what works for you and how you need to adapt to university study
• your discipline and your future professional life
• ideas introduced to you in the rest of your course

You will need to select 4 texts that show a range of assumptions on the issue you have been allocated in class and then provide a critical reflection upon each of these texts.

Curtin University, Faculty of Humanities Academic and Professional Communications Assignment 3: Critical Reflection Portfolio NAME: Example 4 STUDENT NUMBER: TUTOR: I declare that this is my own work, and that it has not been submitted in whole or in part for another unit. Students: Before attaching this to your assignment, please complete sections in purple above and below, and place a cross on each scale NEEDS WORK GETTING THERE COMPETENT STRONG EXCEPTIONAL Choice of four texts to challenge assumptions Does not include four texts; or texts are inappropriate for the issue. Includes four texts but some are inappropriate or represent a very narrow range of assumptions. Has chosen four appropriate texts, but they may not represent a wide range of assumptions on the issue. Has chosen four appropriate and sensible texts; the texts incorporate a range of assumptions. Has chosen four valuable and thoughtprovoking texts; the texts include a wide range of assumptions, within both their own portfolio and that of the overall group. ----------------------------------------------------------------------------------------------- ---------------X--------------------------------------------------------------------Critical reflection on four chosen texts Demonstrates little reflection on why they have chosen texts and on underlying assumptions; or under word count. Begins to reflect on why they have chosen each text, but shows little understanding of underlying assumptions. Begins to reflect on why they have chosen each text, and on how the texts work together to challenge assumptions on the issue. Reflects thoughtfully on the texts and on underlying assumptions; may include discussion of how the project has challenged their own thinking on the issue. Reflects critically on the texts and on underlying assumptions; sense of how all the group’s texts have worked together to challenge their own thinking on the issue. --------------------------------------------------------------------------------------------------------------------------- X---------------------------------------------------Contribution to the work of the group Contributes little to the work of the group; does not participate in decision making or make an effort to assist. May participate irregularly in group activities and to the final product, but does not take an active role in decision making or role allocation. Contributes throughout the group process, though perhaps sporadically; has some involvement in shaping the final product. Demonstrates ongoing commitment to the group and contributes throughout the process. Is an active participant in group work situations and plays a role in shaping final product. Develops and maintains a strong working relationship with group members, and contributes consistently to the work of the group; plays a key role in shaping the final product ----------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------X- Overall critical reflection on work and learning in the unit Does not write 500 words; or writes only a narrative of their work in the unit. Writes mainly a narrative of their work in the unit, with some limited reflection on themselves as a student; may focus on the failures of other students in their group rather than applying realisations to themselves. Begins to reflect on their own learning processes and understandings in this semester, but may show limited capacity to apply their understandings to future studies. Reflects thoughtfully on their learning experiences this semester, including experiences of group work, and applies realisations to future studies. Reflects thoughtfully on their learning experiences this semester, including experiences of group work, and gives a strong sense of how realisations will apply to future studies. ----------------------------------------------------------------------------------------------------------------------------- -----X------------------------------------------------Format and online submission Formatting does not follow guidelines; and online submission has been poorly handled. Formatting does not follow guidelines, or problems in online submission. Formatting guidelines followed for the most part, and online submission handled correctly and on time. Formatting guidelines followed accurately and online submission handled correctly and on time. ----------------------------------------------------------------------------------------------------------------------------- -----------------------X------------------------------YOUR COMMENTS: I enjoyed this group project and believe I worked really well with the rest of the group. It was interesting to see the range of texts our group members found, and they made us all think about how assumptions change in different contexts. I think I chose a good range of texts but may need help with how to reflect on them more deeply. I found it very difficult to keep my reflections to the required 150 words, so need to practise writing more succinctly. TUTOR’S COMMENT: For tutor’s comment on this assignment, see online rubric 2 CRICOS Provider Code 00301 Academic and Professional Communications Assignment 3: Critical Reflection Portfolio Overall project title: Attitudes to children My course/discipline: Education Text 1: YouTube video: Malala Yousafzai's Nobel Peace Prize Speech YouTube video: https://www.youtube.com/watch?v=MOqIotJrFVM Text 1 Reflection I have chosen Malala Yousafzai’s speech accepting the Nobel Peace Prize in 2014, because it expresses her determination to fight for girls’ education in Pakistan, despite being shot by Taliban fighters for her work. She insists on girls’ rights to education, and tells of situations in developing countries in Asia and Africa where girls are deprived of education and married young. Yousafzai’s assumption in this speech is that the denial of education to girls in particular, due to poverty and social stigmas, is at the heart of many of the social issues faced in our world today. She also challenges the assumption that young people are not articulate or able to meaningfully participate in discussions about important, complex issues like this. . This text links with my own Text 2, below, which describes 1 CRICOS Provider Code 00301 how English governments in previous centuries struggled to provide free education for young people; however, the violence against girls’ education shown against Malala Yousafzai has not been known in Britain or Australia. Text 2: The English Elementary Education Act, 1870 Elementary Education Act [England]. (1870). Retrieved from http://www.educationengland.org.uk/documents/acts/1870-elementary-educationact.html from Chapter 75 As to attendance of children at school 74. Every school board may from time to time, with the approval of the Education Department, make byelaws for all or any of the following purposes: (1.) Requiring the parents of children of such age, not less than five years nor more than thirteen years, as may be fixed by the byelaws, to cause such children (unless there is some reasonable excuse) to attend school: (2.) Determining the time during which children are so to attend school; provided that no such byelaw shall prevent the withdrawal of any child from any religious observance or instruction in religious subjects, or shall require any child to attend school on any day exclusively set apart for religious observance by the religious body to which his parent belongs, or shall be contrary to anything contained in any Act for regulating the education of children employed in labour: (3.) Providing for the remission or payment of the whole or any part of the fees of any child where the parent satisfies the school board that he is unable from poverty to pay the same: 2 CRICOS Provider Code 00301 (4.) Imposing penalties for the breach of any byelaws: (5.) Revoking or altering any byelaw previously made. Provided that any byelaw under this section requiring a child between ten and thirteen years of age to attend school shall provide for the total or partial exemption of such child from the obligation to attend school if one of Her Majesty's inspectors certifies that such child has reached a standard of education specified in such byelaw. Text 3 Reflection This text deals with compulsory education in England, the model for the Australian education system. In 1870, English children were required to attend school only until they were 13 years old, and 10 years old if they had reached the educational standard required in their district. An interesting assumption in this Act is that all children must receive education, regardless of their social status: the Act exempted parents from paying school fees if they were in poverty. This text challenges my assumptions because I cannot imagine a 10-year-old child having enough education to be a productive community member and to lead a satisfying life; nevertheless, I am impressed that 150 years ago children in poverty were given free education and it suggests that even then the government saw education as vital. This text links with Text 1 in underlining the importance of education. However, I am aware that educational opportunities in Australia are still not equitable, particularly among indigenous children and some from refugee backgrounds. 3 CRICOS Provider Code 00301 Text 3: Film: To Sir With Love (1967) Clavell, J. (Director, Producer & Screenplay Writer), & Braithwaite, E.R. (Writer). (1967). To sir with love [Motion picture]. London, UK: Columbia Pictures. Still image from To sir with love (The ace black blog, 2015) Text 3 Reflection This film is set in a difficult inner-city school in London where a teacher wins over a tough group of students. In one scene the teacher is so disgusted with the crude behaviour of the students that he loses his temper and lashes out at them. When he decides to treat them as adults and with respect, he gradually wins them over and they slowly progress from being hooligans to reasonable students. 4 CRICOS Provider Code 00301 The film challenged my assumption that ‘tough’ students could not be won over easily by being treated with respect as adults. However, this text may been seen as naïve and I question whether the film is a reflection of reality – many films such as this suggest that difficult social issues can be overcome with relative ease. This text links with Text 1 and 2 by reinforcing the idea that all students are entitled to an education. It also challenges Bruno’s text of the child soldier, which shows the impact of brutalising children. Text 4: Dr Perelman’s guide to a top scoring NAPLAN essay Robinson, N. (2018). NAPLAN's writing test is 'bizarre' but here's how kids can get top marks. ABC News. Retrieved from http://www.abc.net.au/news/2018-04-09/naplan-writing-test-bizarre-heres-how-kids-can-get-top-marks/9625852 This 2018 ABC news item reports on the criticisms of the Australian NAPLAN test by Dr Les Perelman, retired Professor of Education from MIT in the United States. One part of the news item contains the following table: 5 CRICOS Provider Code 00301 6 CRICOS Provider Code 00301 Text 4 Reflection While the other three texts I have chosen portray in different ways how education impacts young people and their world, this text focuses much more specifically on how children should be taught to write. The attitude of Dr Perelman is that children should learn to write simply and strongly. He also argues that the Australian NAPLAN test does not support student learning, and actually rewards children for poor writing skills. I have been interested in educational testing throughout my education studies, particularly in whether they can enhance learning for young people. I had come to the conclusion that standardised testing was indeed important and could give students and teachers useful feedback. However, this text challenges those beliefs by pointing out the arbitrary way the NAPLAN test rewards students. This text has made me focus 7 CRICOS Provider Code 00301 more strongly on the quality of the tests themselves – I realise that if the tests are not well constructed and marked thoughtfully they can do harm rather than good for students. Final Reflection As an education student, I have found researching primary texts on education has both confirmed and challenged my attitudes to children’s education. I am strongly committed to compulsory primary and high school education for all young people, to help them empower themselves in society. I was overwhelmed to listen to Malala Yousafzai’s speech. I cannot imagine how brave she needed to be to maintain her commitment, despite the dangers she experienced. She challenged the assumption that youth is a barrier to being able to participate in complex social discussions about important issues. I was also personally challenged to consider the way that Yousafzai was able to retain some of the innocence of her youth, for example, when she humorously commented on her relationship with her little brothers – often we expect that being a strong public speaker means that we need to behave as an adult. The historical text (Text 2) really surprised me. I did not realise that English children were given free public education 150 years ago, and that being in school until the age of around 13 was considered sufficient. I was amazed that the film (Text 3) was largely autobiographical and, despite its sentimentality, showed that even students who come from tough and deprived backgrounds can achieve their best when they work with sympathetic and committed teachers. Text 4 addresses my interest in compulsory testing, and leads me to question the value of NAPLAN testing. I have many questions about both formative and summative testing, which I will continue to ask over the rest of my studies and my professional career. [Note: the rest of this reflection (about 250 words) would reflect on this student’s response to the unit as a whole and thoughts about how she would like to apply her realisations to her future studies, answering some of the questions in the list provided.] 8 CRICOS Provider Code 00301 References The ace black blog. 2015, August 22. Movie review: To sir with love (1967). Retrieved from http://www.theaceblackblog.com/2015/08/moviereview-to-sir-with-love-1967.html 9 CRICOS Provider Code 00301 Curtin University, Faculty of Humanities Academic and Professional Communications Assignment 3: Critical Reflection Portfolio NAME: Example 2 STUDENT NUMBER: TUTOR: I declare that this is my own work, and that it has not been submitted in whole or in part for another unit. Students: Before attaching this to your assignment, please complete sections in purple above and below, and place a cross on each scale NEEDS WORK GETTING THERE COMPETENT STRONG EXCEPTIONAL Choice of four texts to challenge assumptions Does not include four texts; or texts are inappropriate for the issue. Includes four texts but some are inappropriate or represent a very narrow range of assumptions. Has chosen four appropriate texts, but they may not represent a wide range of assumptions on the issue. Has chosen four appropriate and sensible texts; the texts incorporate a range of assumptions. Has chosen four valuable and thoughtprovoking texts; the texts include a wide range of assumptions, within both their own portfolio and that of the overall group. ----------------------------------------------------------------------------------------------- ---------------------------X--------------------------------------------------------Critical reflection on four chosen texts Demonstrates little reflection on why they have chosen texts and on underlying assumptions; or under word count. Begins to reflect on why they have chosen each text, but shows little understanding of underlying assumptions. Begins to reflect on why they have chosen each text, and on how the texts work together to challenge assumptions on the issue. Reflects thoughtfully on the texts and on underlying assumptions; may include discussion of how the project has challenged their own thinking on the issue. Reflects critically on the texts and on underlying assumptions; sense of how all the group’s texts have worked together to challenge their own thinking on the issue. ----------------------------------------------------------------------------------------------------------------------------- ----------------X---------------------------------Contribution to the work of the group Contributes little to the work of the group; does not participate in decision making or make an effort to assist. May participate irregularly in group activities and to the final product, but does not take an active role in decision making or role allocation. Contributes throughout the group process, though perhaps sporadically; has some involvement in shaping the final product. Demonstrates ongoing commitment to the group and contributes throughout the process. Is an active participant in group work situations and plays a role in shaping final product. Develops and maintains a strong working relationship with group members, and contributes consistently to the work of the group; plays a key role in shaping the final product ----------------------------------------------------------------------------------------------------------------------------- ----------------------------X---------------------- Overall critical reflection on work and learning in the unit Does not write 500 words; or writes only a narrative of their work in the unit. Writes mainly a narrative of their work in the unit, with some limited reflection on themselves as a student; may focus on the failures of other students in their group rather than applying realisations to themselves. Begins to reflect on their own learning processes and understandings in this semester, but may show limited capacity to apply their understandings to future studies. Reflects thoughtfully on their learning experiences this semester, including experiences of group work, and applies realisations to future studies. Reflects thoughtfully on their learning experiences this semester, including experiences of group work, and gives a strong sense of how realisations will apply to future studies. ----------------------------------------------------------------------------------------------------------------------------- ---------------------X--------------------------------Format and online submission Formatting does not follow guidelines; and online submission has been poorly handled. Formatting does not follow guidelines, or problems in online submission. Formatting guidelines followed for the most part, and online submission handled correctly and on time. Formatting guidelines followed accurately and online submission handled correctly and on time. ----------------------------------------------------------------------------------------------------------------------------- -------------------------------X----------------------YOUR COMMENTS: I was really surprised how many different assumptions about children our group members found, especially among older texts and texts from countries other than Australia. I feel I did really well on my written reflections, but of course I still have a lot to improve on. I’m still not sure about how to reference artworks in the APA system. I’m looking forward to presenting our texts to the rest of the class next week. TUTOR’S COMMENT: For tutor’s comment on this assignment, see online rubric 2 CRICOS Provider Code 00301 Overall project title: Treatment of children My course/discipline: Fine Art Text 1: Goya, Family of the Duke and Duchess of Osuna, 1787-88 Francisco Goya, Family of the Duke and Duchess of Osuna Goya, F. (1787-88). Family of the Duke and Duchess of Osuna [Painting]. Museo del Prado, Madrid. Retrieved from https://www.museodelprado.es/en/the-collection/art-work/theduke-and-duchess-of-osuna-and-their-children/09085b96-441d-40e3-90929230bbe1fa99 1 CRICOS Provider Code 00301 Text 1 Reflection I have chosen this painting because it depicts assumptions about children among the rich in 18th century Europe. Children were seen as miniature adults, who would carry their family’s position and wealth to future generations. The children are dressed in smaller versions of their parents’ clothes, the older boy wielding a baton, the younger boy pulling a toy carriage and the two girls holding fans as women would do. The family members are painted as a tight and cohesive group, with the parents clearly in control. This text is a strong contrast to Bruno’s choice of the Kahlil Gibran poem “On children”, which insists that parents have no right to shape children in their image. In my 21st century Australian sociocultural context, I feel more comfortable with Gibran’s portrayal; however, my Texts 3 and 4 below show some possible extreme impacts of this less-controlled parenting, where the children are shown to be in danger when unsupervised. Text 2: Mabel Lucie Attwell illustrations of children Mabel Lucie Attwell, Selected drawings, 1911 From left: Peter Pan [Painting]. Retrieved from http://www.mabellucieattwell.co.uk/mabel-lucieattwell-peter-pan/ Alice in Wonderland [Book cover]. Retrieved from http://www.mabellucieattwell.co.uk/mabel-lucieattwell-alice-in-wonderland/; Sh-u-sh [Painting]. Retrieved from http://www.artnet.com/artists/mabel-lucie-attwell/ 2 CRICOS Provider Code 00301 Text 2 Reflection These three illustrations from early 20th century English artist Mabel Lucie Attwell are a strong contrast with the Goya painting, Text 1. In almost all her paintings she shows children without parental supervision. The children are almost always cute (overly cute to my taste), with round cheeks, large eyes and smiling faces. The first two images above are interesting comparisons with other, more well known, depictions of Peter Pan and Alice in Wonderland, which portray the children in a much less sanitised way and often in dangerous situations. The third image is typical of a lot of Attwell’s work, showing children in loving relationships with each other, in this case a young girl parenting her brother. This image contrasts sharply with the implications of family violence in David Davies’ Text 3, the news report on the death of Jon-Benet Ramsay, and the much more overt violence of Bruno’s Text 2, the story of the boy soldier of Sierra Leone. Text 3: McCubbin, Lost McCubbin, F. (1886). Lost. National Gallery of Victoria. Retrieved from https://www.ngv.vic.gov.au/explore/collection/work/5975/ 3 CRICOS Provider Code 00301 Text 3 Reflection This painting provides a contrast to the other three texts I have chosen in this portfolio because the Australian bush is shown as more dominant than the child who is lost – it is almost a character in itself, with its hazy colours and tree branches entrapping the child. McCubbin was one of a group of Australian painters who were learning to paint the Australian landscape differently from their European predecessors, and in this painting he shows it as a dangerous environment for a lone child. It works to reinforce assumptions about children as in need of protection. My group members have shared texts that deal with children in a range of situations, from highly protected and cared for at one end, to exploited, endangered and brutalised at the other. This painting does not give me a sense of malign evil, but instead a sense that adults need to respect this ‘foreign’ world (as it was to McCubbin’s generation) and to protect their children in it. Text 4: Protest painting from Somero, Uganda (artist unknown) Children shouldn’t work in bars. (n.d.) Retrieved from https://streetchildrenandme.wordpress.com/2013/11/24/paintings-from-somero/ 4 CRICOS Provider Code 00301 Text 4 Reflection I have chosen this text as an example of art as social protest. The artist is unknown, and the style is naïve, like the kind of poster a child might produce at school – ironic in this context. In this painting, young children are being shown as oppressed by adults, especially because they are working in a bar, where they will mix with alcohol and sexual behaviours. Implied within the poster is the existence of child labour. In many places in the world, children are expected to work to support their families, and at its worst, this work becomes slavery and sexual exploitation. This text challenges assumptions about the innocence of children and forces us to acknowledge that many children are not afforded the privileges and rights that we expect in Australia. The painting contrasts with Alice’s Education Act, which showed that by 1870 the English were legislating the age that children were required to attend school. Final Reflection Fine Art studies are a passion from me, but I have always taken a ‘traditional’ view of what constitutes art. Through this project I have realised that art encompasses a broad range of creative works, from what we would traditionally call ‘art’ (for example, the works of Goya and McCubbin), to protest art (e.g the street art of Banksy) and community art (like the video Haas and Hahn: How painting can transform communities that we watched in the tutorial). The texts that I have chosen each present childhood and children in ways that challenge assumptions about a child’s place in the world. Text 1 depicts them as ‘mini adults’ who are moulded to emulate their parents (despite the likelihood that those parents had very little to do with their actual upbringing!). Text 3 portrays a child in a potentially frightening and dangerous position, and suggests that children are in need of protection. Text 4 again depicts children in adult positions, and challenges the intended viewer to change their attitudes about child labour. Text 2 differs from these other texts in that it presents childhood as being extremely naïve, to the point of being saccharine. I found it difficult to accept Attwell’s depictions of childhood, even though they were much more appealing that that presented by the other texts! I seem to be able to accept (though not enjoy) the negative depictions of childhood that my group’s texts present, but I’m less able to swallow those that are more 5 CRICOS Provider Code 00301 positive. I wonder whether this means that I am cynical, that I can’t accept the depiction of innocence and happiness as being realistic somehow? It makes me worry that my exposure to so much ‘reality’ through movies, television and so on has made me expect the worst of all situations. [Note: the rest of this reflection (about 200 words) would reflect on this student’s personal reflection on the unit as a whole and thoughts about how she would like to apply her realisations to her future studies, answering some of the questions in the list provided.] 6 CRICOS Provider Code 00301 Name: Student ID: Curtin College Academic and Professional Communications Assignment 3: Critical Reflection Portfolio NAME: STUDENT NUMBER: TUTOR: I declare that this is my own work, and that it has not been submitted in whole or in part for another unit. Students: Before attaching this to your assignment, please complete sections in purple above and below, and place a cross on each scale NEEDS WORK GETTING THERE COMPETENT STRONG EXCEPTIONAL Choice of four texts to challenge assumptions Does not include four texts; or texts are inappropriate for the issue. (2 marks) Includes four texts but some are inappropriate or represent a very narrow range of assumptions. (4 marks) Has chosen four appropriate texts, but they may not represent a wide range of assumptions on the issue. Has chosen four appropriate and sensible texts; the texts incorporate a range of assumptions. (6 marks) (8 marks) Has chosen four valuable and thoughtprovoking texts; the texts include a wide range of assumptions, within both their own portfolio and that of the overall group. (10 marks) ----------------------------------------------------------------------------------------------------------------------------- -----------------------------------------------------Critical reflection on four chosen texts Demonstrates little reflection on why they have chosen texts and on underlying assumptions; or under word count. (2 marks) Begins to reflect on why they have chosen each text, but shows little understanding of underlying assumptions. (4 marks) Begins to reflect on why they have chosen each text, and on how the texts work together to challenge assumptions on the issue. (6 marks) Reflects thoughtfully on the texts and on underlying assumptions; may include discussion of how the project has challenged their own thinking on the issue. (8 marks) Reflects critically on the texts and on underlying assumptions; sense of how all the group’s texts have worked together to challenge their own thinking on the issue. (10 marks) ----------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------- 1 Name: Student ID: Contribution to the work of the group Contributes little to the work of the group; does not participate in decision making or make an effort to assist. May participate irregularly in group activities and to the final product but does not take an active role in decision making or role allocation. Contributes throughout the group process, though perhaps sporadically; has some involvement in shaping the final product. Demonstrates ongoing commitment to the group and contributes throughout the process. Is an active participant in group work situations and plays a role in shaping final product Develops and maintains a strong working relationship with group members, and contributes consistently to the work of the group; plays a key role in shaping the final product (2 marks) (4 marks) (6 marks) (8 marks) (10 marks) ----------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------Overall critical reflection on work and learning in the unit Does not write 500 words; or writes only a narrative of their work in the unit. Writes mainly a narrative of their work in the unit, with some limited reflection on themselves as a student; may focus on the failures of other students in their group rather than applying realisations to themselves. (2 marks) (4 marks) Begins to reflect on their own learning processes and understandings in this trimester, but may show limited capacity to apply their understandings to future studies. Reflects thoughtfully on their learning experiences this trimester, including experiences of group work, and applies realisations to future studies. (6 marks) Reflects thoughtfully on their learning experiences this semester, including experiences of group work, and gives a strong sense of how realisations will apply to future studies. (8 marks) (10 marks) ----------------------------------------------------------------------------------------------------------------------------- -----------------------------------------------------Format and online submission Formatting does not follow guidelines; and online submission has been poorly handled. (1 mark) Formatting does not follow guidelines, or problems in online submission. Formatting guidelines followed for the most part, and online submission handled correctly and on time. Formatting guidelines followed accurately, and online submission handled correctly and on time. (2 marks) (3 marks) (5 marks) ----------------------------------------------------------------------------------------------------------------------------- -----------------------------------------------------YOUR COMMENTS: [What you feel you are doing well; what you need to work on; what you would like help with; etc. Delete this text and replace it with your comments] TUTOR’S COMMENT: For tutor’s comment on this assignment, see online rubric 2 Name: Student ID: Curtin College Academic and Professional Communications Assignment 3: Critical Reflection Portfolio Overall project title: __________________________ My course/discipline (e.g. Journalism, Fine Art, Fashion): __________________________ Text 1: [Title] [Delete this line and include the text itself, or a link to it that will allow your reader to locate it, both with appropriate citation] Text 1 Reflection [Delete this line and write a 150-word reflection on why you have chosen this text and how it challenges your assumptions. Include discussion of how it fits within your portfolio as well as the group’s overall portfolio] 3 Name: Student ID: Text 2: [Title] [Delete this line and include the text itself, or a link to it that will allow your reader to locate it, both with appropriate citation] Text 2 Reflection [Delete this line and write a 150-word reflection on why you have chosen this text and how it challenges your assumptions. Include discussion of how it fits within your portfolio as well as the group’s overall portfolio] Text 3: [Title] [Delete this line and include the text itself, or a link to it that will allow your reader to locate it, both with appropriate citation] Text 3 Reflection 4 Name: Student ID: [Delete this line and write a 150-word reflection on why you have chosen this text and how it challenges your assumptions. Include discussion of how it fits within your portfolio as well as the group’s overall portfolio] Text 4: [Title] [Delete this line and include the text itself, or a link to it that will allow your reader to locate it, both with appropriate citation] Text 4 Reflection [Delete this line and write a 150-word reflection on why you have chosen this text and how it challenges your assumptions. Include discussion of how it fits within your portfolio as well as the group’s overall portfolio] Final Reflection 5 Name: Student ID: [Delete these lines and write a 500-word final reflection on your work and learning in the unit. Examine how your thinking has changed over the semester. What have you learned? What are you satisfied with and what would you like to have done better? In what ways have you changed your attitudes to yourself as student, to your discipline, and to issues that you have been studying? Then reflect forward on where you would like to take your communications processes in your future studies and professional life: What processes will you build on in your future studies and what will you do differently?] 6 Name: Student ID: Reference List: 7