Personal Essay

assignment 4 personal essay 

Assignment

4: Personal Essay

DUE: Jul 21, 2013 11:55 PM

Grade Details

Grade N/A

Gradebook Comments None

Assignment Details

Open Date Jul 1, 2013 12:00 AM

Graded? Yes

Points Possible 100.0

Resubmissions Allowed? Yes

Remaining Submissions Unlimited

Attachments checked for originality? Yes

Assignment Instructions

Students: Please choose two of the four Learning Style Inventory sites listed below and answer the questions posed. Please collect and organize the results. Think about the information being shared with you about your learning style so that you can write about it in the Personal Essay assignment. Consider if you agree or disagree with the results.

List of Inventories

1. Learning Styles Online http://www.learning-styles-online.com/inventory/

Format for in-text citation (paraphrasing): (Advanogy.com, 2004)

Format for in-text citation (quotation – use page or paragraph numbers): (Advanogy.com, 2004, p. number) or (Advanogy.com, 2004, para. number)

Format for Reference page: Advanogy.com. (2004). Learning styles online. Retrieved from http://www.learning-styles-online.com/inventory/

2. Index of Learning Styles http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Format for in-text citation (paraphrasing): (Felder & Soloman, n.d.)

Format for in-text citation (quotation – use page or paragraph numbers): (Felder & Soloman, n.d., p. number) or (Felder & Soloman, n.d., para. number)

Format for Reference page: Felder, R. M., & Soloman, B. A. (n.d.). Index of learning styles. Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html

3. Learning Style Inventory http://www.personal.psu.edu/bxb11/LSI/LSI.htm

Format for in-text citation (paraphrasing): (Bixler, 2010).

Format for in-text citation (quotation – use page or paragraph numbers): (Bixler, 2010, p. number) or (Bixler, 2010, para. number)

Format for Reference page: Bixler, B. (2010). Learning style inventory. Retrieved from http://www.personal.psu.edu/bxb11/LSI/LSI.htm

4. The Center for New Discoveries in Learning http://www.howtolearn.com/learning-styles-quiz

Format for in-text citation (paraphrasing): (The Center for New Discoveries in Learning, 2012).

Format for in-text citation (quotation – use page or paragraph numbers): (The Center for New Discoveries in Learning, 2012, p. number) or (The Center for New Discoveries in Learning, 2012, para. number)

Format for Reference page: The Center for New Discoveries in Learning. (2012). Learning styles inventory. Retrieved from http://www.howtolearn.com/learning-styles-quiz

Put these ideas together by composing a short personal essay (500 – 600 words). Your essay should include the following:

An introductory paragraph sharing what the essay is about;

Your reasons for seeking a college degree;

Your learning style, as shared by the inventories taken (be sure to include which of the four you took and cite the source using the author and year);

Whether you agree or disagree with the results of those inventories and why; and

A strong concluding paragraph that summarizes the key points of the essay.

Your essay is to follow basic APA format. Therefore, please include a title page and be sure that your text is double spaced throughout. So that you can focus more on content and less on mechanics, please be sure use the template provided. Also, under each link above you will find the proper format for in-text citations and for the reference page. Provided are two sources that may help you with in-text citations and reference pages – OWL at Purdue In-Text Citations: The Basics and OWL at Purdue Reference List: Basic Rules. Again, the focus for this assignment is more content than mechanics, however, this is a good introduction to what we will be learning in subsequent lessons on formatting and writing for college level work. Due to the personal nature of this essay, you may use “I” statements without penalty.

Runninghead: WHY DO STUDENTS

1

Why do Students Take so Long to Complete College?

Student Name

Class Name

University Name

Instructor Name

WHY DO STUDENTS 2

Why do Students Take so Long to Complete College?

It is baffling how a five-year degree can take so long to complete. When going to school,

many extenuating circumstances caused a five year degree to take almost eight years. Much of

this was balancing work, school, and a family. However, there were other circumstances that

made completing college a problem. Two of the most common challenges that plagued my

progress, and still seem to be a problem for students today, are motivation and procrastination.

Motivation is complex, as it entails both intrinsic and extrinsic motivation. Intrinsic

motivation is how one values and takes pride in learning while extrinsic motivation is solely

based upon the external reward such as grade, graduation, and eventual employment (Brownlow

& Reasinger, 2000). A good example of extrinsic motivation is in a study by Dunwoody and

Frank (1995) who found that students dropped courses for reasons such as not being happy with

their grade, not liking the professor, or not finding the subject of interest. These reasons for not

continuing a course are all based on the extrinsic motivation of grade completion that shows a

lack of intrinsic motivation.

Intrinsic motivation begins at a very young age with parents teaching children to take

pride in their own work. As children grow older and begin school, these motivators must

continue to be instilled as the children start to enter into extrinsic motivators such as token

economies and grades (Brownlow & Reasinger, 2000). Parents need to continue to encourage

their children to want to do well in school for their own pride and enjoyment rather than focusing

on grades as extrinsic rewards. A study completed of first-year freshmen showed that students

who have family involvement and support are better at completing college than those whose

families are not as involved in their children’s education (Pan, Guo, Alikonis, & Bai, 2008); thus,

WHY DO STUDENTS 3

continuing to encourage children to take pride in their work helps children at the college level to

stay motivated.

Still, extrinsic motivation can help students to complete college in a timely manner. A

study by Woosley (2000) determined that students who had a social network of other students

and instructors were more than likely to complete college within a set time period than those who

did not have connection with other students and instructors. The motivation sought by students

from their peers and instructors reward the students through praise and encouragement. Students

need feedback from instructors to encourage forward motion. Peers also give this same type of

motivation in social conversations and class discussions (Allen, 1999).

Procrastination almost goes hand in hand with motivation. A student is more likely to

procrastinate if there is no motivation. Procrastinators, according to Brownlow and Reasinger

(2000), have difficulty self-regulating. They need more extrinsic motivation in order to complete

their education. Parents and college professors often think grades are the best motivators for

students to complete educational goals, but they are not the most effective means of motivation

for the procrastinator. Procrastinators need the continuous extrinsic motivation that praise and

encouragement bring.

To complete a degree within the time allocations that a college sets is a challenge for any

student. It is even more of a challenge for a student who lacks motivation or for the student who

procrastinates. To help an individual complete college in the allocated time, a student needs to

establish a social network early in her college career and families need to be encouraging and

stay involved. Through the establishment of these support systems, students receive the

motivation they need to continue going to classes and to complete their educational career.

WHY DO STUDENTS 4

References

Allen, D. (1999). Desire to finish college: An empirical link between motivation and

persistence. Research in Higher Education, 40(4), 461-485.

Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done

today: Academic procrastination as a function of motivation toward college work.

Journal of Social Behavior & Personality, 15(5), 15-34.

Dunwoody, P. T., & Frank, M. L. (1995). Why students withdraw from classes. Journal of

Psychology, 129, 553.

Pan, W., Guo, S., Alikonis, C., & Bai, H. (2008). Do intervention programs assist students to

succeed in college?: A multilevel longitudinal study. College Student Journal, 42(1), 90-

98.

Woosley, S. A. (2003). How important are the first few week of college? The long term

effects of initial college experiences. College Student Journal, 37(2), 201.

Writing Rubric – Personal Essay

Exemplary Accomplished Developing Beginning No evidence
4 pts 3 pts 2 pts 1pt 0 pts

Academic Skill Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate assignment details to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.

Student exhibits above
average usage of subject
matter in assignment.
Student demonstrates above
average ability in relating
assignment details by
offering supporting evidence
by providing examples and
references. Student
provides a satisfactory
analysis of details, facts, and
concepts in a logical
sequence.

The submission reveals that
the student has a general,
fundamental understanding
of the assignment. However,
there are areas of some
concern in the linkages
provided between facts and
supporting statements.
Student generally explains
concepts, but only meets the
minimum requirements in
this area.

Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation and
does not perceive to have a
logical sequencing of ideas.

The student does not
attempt to explain concepts,
and does not seem to grasp
the material even in the
most basic way.

Communication Student demonstrates an
excellent command of
grammar, as well as presents
research in a clear and
concise writing style.
Presents a thorough,
extensive understanding of
word usage. Assignment is
error-free and reflects
student’s ability to prepare a
high-quality academic
assignment.

Student provides an
effective display of good
writing and grammar.
Assignment reflects
student’s ability to select
appropriate word usage and
present an above average
presentation of a given topic
or issue. Assignment appears
to be well written with no
more than 3-5 errors.
Student provides a final
written product that covers
the above-minimal
requirements.

Assignment reflects basic
writing and grammar, but
contains more than 5 errors.
Key terms and concepts are
somewhat vague and not
completely explained by
student. Student uses a basic
vocabulary in assignment.
Student’s writing ability is
average, but demonstrates a
basic understanding of the
subject matter.

Topics, concepts, and ideas
are not coherently discussed
or expressed in assignment.
Student’s writing style is
weak and needs
improvement, along with
numerous proofreading
errors. Assignment lacks
clarity, consistency, and
correctness. Student needs
to review and revise
assignment.

Assignment is completely
unclear or unrelated to the
expectations of the
assignment.

Critical Thinking Student provides a strategic

approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
which are not immediately
obvious. Student provides
well-supported ideas and
reflection with a variety of
current and/or world views
in the assignment. Student
presents a genuine
intellectual development of
ideas throughout
assignment.

Student exhibits a good
command of critical thinking
skills in the presentation of
material and supporting
statements. Assignment
demonstrates the student’s
above average use of
relating concepts by using a
variety of factors. Overall,
student provides adequate
conclusions.

Student takes a common,
conventional approach in
guiding the reader through
various linkages and
connections presented in
assignment. However,
student presents a limited
perspective on key concepts
throughout assignment.
Student appears to have
problems applying
information in a problem-
solving manner.

Student demonstrates
beginning understanding of
key concepts, but overlooks
critical details. Learner is
unable to apply information
in a problem-solving fashion.
Student presents confusing
statements and facts in
assignment. There is little
evidence of critical thinking
skills.

The student demonstrates
no evidence of
understanding key concepts
or critical thinking skills.

Information
Literacy

Student demonstrates an
exemplary working
knowledge of computer
applications. Resources used
in the assignment are
satisfactory and exceed
assignment requirements.

Student demonstrates a
good working knowledge of
computer applications.
Resources used in the
assignment are satisfactory
and meet assignment
requirements.

Student demonstrates a
basic knowledge of
computer applications.
Resources used in
assignment are limited.
Student may need to obtain
further help in the use of
computer applications and
Internet research.

Student demonstrates a
basic knowledge of computer
applications. Research and
resources presented in the
assignment are limited.
Student needs to expand
research scope.

Student demonstrates
minimal knowledge of
computer applications. The
research presented is
unrelated, inappropriate, or
misappropriated.

Lifelong
Learning
(preparation for)

The student seems to invest
significant effort in learning.
The student makes
exemplary use of their
resources and acquired
knowledge to produce this
assignment.

The student makes good use
of their resources and
acquired knowledge to
produce this assignment.

The student uses easily
available resources to
complete the assignment but
does not make the effort to
strive for superior academic
work.

The student makes little
effort to use readily available
resources and appears to
have put minimal effort into
the assignment.

The student has not made
any effort to complete the
assignment or has been
irresponsible in some way
with regard to scholarship,
assessment practices, and/or
use of data.

Final score for Personal Essay Assignment: Total number of points earned from rubric above times five = Pts x 5 =

(Final score out of 100 possible)