1 10 1 https://writingresources.lakeheadu.ca/files/original/36dc7eeb1c866bf3074e9c69c20d0d7d.pdf e20f83d90f3ae2afd8dad7d71b24c3de PDF Text Text Reflective Writing Marking Scheme Reflective writing has long been used by many of the Humanities to get students to express their thoughts and feelings on oral and written information. The reflective writing assignment presented here is to give students some practice in recording their personal reactions to the science and policies underlying forest management. More specifically, this assignment should concentrate on three aspects: 1. The identification of your subject and why you chose to focus on this particular aspect; 2. A commentary on what you perceive as its relevance to forest management; 3. An account of how it relates to personal experiences gained through your involvement with forest related activities, i.e. jobs, volunteer work, outdoor ventures, past course lectures / projects, guest lectures, conferences, etc. Reflective writing differs from scientific writing in that students are encouraged to express themselves without first substantiating ideas with facts. A first oral presentation will be on Local Citizens’ committees, presented by Don Barnes, Commercial Fur Trapper Representative and member of the Forest Management Planning Team for the Dog River Matawin Citizens’ Advisory Committee. The other six will concentrate on the biology and management of select wildlife species—student groups will be responsible for delivering these presentations. These presentations will provide the focus for this reflection exercise. NOTE: The best three writing assignments will be used to arrive at a 15% value, i.e. 5% each. To keep this writing assignment as spontaneous as possible, we will be giving students a half-hour window of time at the end of the laboratory session to reflect on oral presentations— students will be expected to hand in the assignment before leaving the lab. Remember, that the intent of this style of writing is to promote the generation of ideas and thoughts on an aspect of the oral presentations. Here are some general directions to guide students in this writing assignment:  Throughout the presentation, students should take good notes. If there are one or two aspects which evoke a stir of emotional feelings or trigger past remembrances, then this aspect(s) should be expanded for the assignment.  Once the oral presentation is complete, these quick notes are jotted down will be invaluable when you are given the time to flush these ideas into solid prose.  Remain vigilant in ensuring that the commentary is structured with an opening, body, and conclusion. There are five marks for organization, five for content, five for writing style.  In the opening paragraph, you should explain clearly on what aspect(s) you have decided to base your reflection. Here you should remind your reader about its context and relevance in forest management. �  In the body, you should articulate your feelings, emotions, and ideas pertaining to your issues. Good reflective prose draws heavily on past experiences pertaining to the subject under consideration. In addition, knowledge gained through professional activities can also be used drive your points home to your reader. In the conclusion, you should summarize in a line or two the take home message you want to leave your reader. By way of example, let us assume that I am assigned to reflect on a presentation—Beavers and Forest Management. During the presentation, the speaker talked about dam building behaviour in beavers. I decide to use this as my focus for the assignment. For this writing assignment I have elected to focus on the dam-building behaviour of beavers. As a boy growing up in northwestern Ontario, I was always fascinated with the ability of beavers to construct with such engineering prowess. Oftentimes I would walk downstream from the dam and marvel at how small the stream truly was before being dammed. From the presentation, I can now appreciate that the presence of beavers can have a positive and negative effect on managers. The speaker showed that beavers have a real benefit to many forest animals, like the moose, otter, ducks, woodpeckers to mention a few. On the negative side, however, it is the beaver’s damming ability that causes forest companies a lot of grief. It was interesting to learn just how much of a negative impact on operations beaverinduced flood can have. In some cases the flow of wood out of the forest has been stopped cold by the flooding a haul road. A beaver’s effect on forest management is thus very profound. I can remember thinking about breaking dams and didn’t realize it ends up as a career for some operators! I have witnessed the washing out of roads, railway tracks, and farmer’s fields by beavers. In time I have come to realize the importance of the trapper as integral in controlling the beaver nuisance. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Reflective Writing Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Fundamental Instructions: Reflective Writing Reflective Writing