Embed Size (px)
Citation preview
General Education Theme 3: Social and
Cultural Understanding
www.algonquincollege.com/PLAR
GED0013
2 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Table of Contents
Information Section .................................................................................................................... 3
Introduction ................................................................................................................................ 4
Step1: Awareness (What Is PLAR?) ....................................................................................... 5
Benefits of PLAR ................................................................................................................... 5
Step 2: Access (Is This Theme for You?) ............................................................................... 6
Theme 3: Social and Cultural Understanding (GED0013) ...................................................... 6
Theme Objectives ................................................................................................................. 6
Self-Assessment ................................................................................................................... 7
Step 3: Advisory (Meet with the PLAR Administrator) .......................................................... 9
Step 4: Assessment (Application Portfolio Submission Guidelines) ................................... 9
1. Cover Letter ...................................................................................................................... 9 2. Social & Cultural Understanding Experience or Accomplishments Summary Report ......... 9
3. Personal Reflection Essays ..............................................................................................10
Step 5: Achievement (Credit Recognition) ............................................................................10
For More Information ................................................................................................................10
PLAR Process Resources .........................................................................................................11
Appendix: Application Portfolio Assessment Rubric (Step 4) .....................................................12
Revision: June 2015
3 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
4 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Introduction
The purpose of this information section of the Student Resource Guide is to help you follow the
five steps in the Prior Learning Assessment and Recognition (PLAR) process for General
Education (GenEd) Theme 3 – Social and Cultural Understanding (GED0013) credit:
1. Awareness – Understand PLAR and how it can benefit you.
2. Access – Self-assess against theme requirements and review PLAR assessment criteria.
3. Advisory – Meet with PLAR Administrator to discuss questions, the application, and fees.
4. Assessment – Submit portfolio for evaluation or complete challenge process.
5. Achievement – Credit recognition granted if assessment is successful.
*Please Note: This Student Resource Guide is only for the Theme 3 – Social and Cultural Understanding (GED0013) PLAR. The other four GenEd Student Resource Guides are
available on the Resource page.
General Education
The purpose of General Education (GenEd) courses in the Ontario college system is to develop educated citizens who are aware of the diversity, complexity, and richness of the human experience and who are able to contribute thoughtfully, creatively, and positively to the society in which they live and work.
GenEd courses provide opportunities for learners to explore questions related to issues and values raised by the subject matter and their application to contemporary life, covering at least two of the following:
ethics and values historical context theoretical bases
Exemptions
If you have previously taken a course through a recognized post-secondary institution in this subject area, you may be eligible for a course exemption. This is different from the PLAR process. You must complete a request for an exemption through the Registrar’s Office. For more information visit the Registrar’s Office. http://www3.algonquincollege.com/ro/apply-to-college-and-program-eligibility/advanced-standingexemptions/
5 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
What is PLAR?
Step 1: Awareness – Explore PLAR
PLAR (Prior Learning Assessment and Recognition) is designed for people who have acquired
significant knowledge and skills in different learning settings and experiences outside of
traditional accredited post-secondary institutions. You should be able to use this knowledge and
these skills in a variety of new settings. If you have acquired such skills and knowledge, then
you have the opportunity to prove your learning that relates to the applicable course learning
requirements assessed and possibly recognized in the form of academic credit.
Other than in formal classroom situations, learning can be gained through:
Employment experience
Military training or service
Travel, study, or work abroad
Volunteer work or community service
Online learning, seminars, corporate training and workshops
Professional development, skills training, non-degree programs
Self-directed learning such as reading and research
Possible Benefits of PLAR
Accelerate program of study completion.
Save time by taking fewer classes.
Gain confidence and self-esteem from having your previous accomplishments
recognized.
Strengthen the links between your formal studies and your work and life experience.
May decrease time to graduation.
May reduce the cost of education.
Offers a reflective learning experience for future success.
General Education Themes Available for PLAR
Depending on their length, programs typically include one or two general education online electives. General Education courses cover areas of general interest and are divided into five themes:
Theme 1 – Arts in Society Theme 2 – Civic Life Theme 3 – Social and Cultural Understanding Theme 4 – Personal Understanding Theme 5 – Science and Technology
Check your program of study to determine which of the above themes you are eligible to PLAR.
6 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Step 2: Access – Review Theme Objectives and Complete the Self-Assessment
Theme 3: Social and Cultural Understanding (GED0013)
Rationale: Knowing the patterns and precedents of the past provides the means by which people
may develop awareness of their place in contemporary culture and society. Such knowledge also
helps frame an understanding of the main currents of one’s own culture and that of others across
time in order to place one’s personal experience in the collective that constitutes culture at large.
Content: Courses in this area deal broadly with major social and cultural themes that define people
and events historically and geographically. Many focus on the various ways that historical and
contemporary events may be interpreted through available evidence. Students thus develop an
appreciation for and understanding of the impact of socio-cultural, ethnic, and religious forces on
individuals and groups. The following Objectives define the general learning outcomes of courses
in the Social and Cultural Understanding General Education Theme:
Theme Objectives
Past and Present—Here, There, and Everywhere
1. Identify the patterns and precedents of the past that provide the means by which people may
develop awareness of their place in contemporary culture and society.
2. Examine the main currents of one’s own culture and that of others across time in order to
place one’s personal experience in culture at large.
3. Outline the major social and cultural themes that define people and events historically and
geographically.
Making Sense of It All
4. Analyze the various ways that historical and contemporary events may be interpreted through
available evidence.
5. Evaluate the impact of socio-cultural, economic, ethical, ethnic, and/or religious forces on
groups, individuals, and yourself.
In Step 1, you determined which Theme(s) were eligible for PLAR based on your program of study. Out of those eligible Themes, you now need to determine which is the best match for your prior learning and experience according to your ability to meet most of its Theme Objectives. Complete the following self-evaluation to determine what you have done in the past that might qualify you for a Social and Cultural Understanding Theme (GED0013) PLAR credit.
7 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Self-Assessment
Before you devote your time and financial resources to a Theme 3 Social and Cultural
Understanding PLAR application, please complete this quick self-assessment survey to help
determine if your application is likely to succeed.
Answer Yes or No – Have you ever:
a. lived in a non-English-speaking country (e.g., for military service)?
b. taught diverse learners (e.g., ESL)?
c. lived and worked alongside indigenous populations?
d. studied history or other cultures on your own or academically?
If you answered Yes to any of the above, fill out the more detailed self-assessment survey on
the next page to ensure that your experience and prior learning is of suitable depth to complete
a full PLAR application. Your application has a good chance of succeeding if you are confident
that your social and cultural life experience:
lasted for months or years rather than a few days or weeks.
helped you reflect on new ideas about yourself, your community, and the world.
exposed you to new concepts, especially related to theory, history, and ethics.
provided you with a depth of life experience beyond mere facts and skills.
If your response to the first of the four above
considerations looks like the examples below,
then Social and Cultural Understanding is
probably not a good PLAR theme match.
If your response to the first of the four above
considerations looks like the examples below,
then the Social and Cultural Understanding
theme is possibly a good PLAR match for you.
Example A: “I backpacked around Australia for
a month when I was 24. Good times!”
Example B: “I was stationed in Khandahar
province for active duty from 2004 to 2006 as
part of Canada’s mission in Afghanistan. I
learned a lot about the various local tribes as we
helped them try to rebuild a country ravaged by
decades of war.”
Example C: “I’m into Japanese samurai stuff
and have, like, 4-5 manga comics and a few
anime DVDs.”
Example D: “Though born and raised in
Canada, I’m ethnically Nigerian. For years I’ve
studied West African history and culture in all of
its richness. I hope to visit one day.”
Example E: “I had a First Nations friend in high
school.”
Example F: “I worked at CBC North in
Yellowknife from the late ’90s to early ’00s and
made a lot of friends living and working closely
with the Dene First Nations folk.”
If you answered NO to all of the above, then visit the PLAR website at http://www.algonquincollege.com/plar/resources/ to find
a more appropriate General Education Theme to PLAR.
8 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Instructions: If you answered “Yes” to any of the preliminary questions on the previous page, check ( ) any of the combined survey questions below that you can also answer “Yes” to. For instance, if you can answer “Yes” to questions C and C-1 with regard to the Impact question, then check the box intersecting row C-1 and the Impact column. If you can check at least 16 out of 20 boxes for any one section (A, B, C, or D), you may proceed to Step 3.
Has your social and cultural experience affected you in ways that:
Duration lasted for months or years rather than a few days or weeks?
Impact helped you reflect on new ideas about yourself, your community, and the world?
Learning exposed you to new concepts, especially related to theory, history, and ethics?
Experience provided you with a depth of life experience beyond mere facts and skills?
Have you ever:
Du
rati
on
Imp
act
Lea
rnin
g
Ex
pe
rie
nc
e
To
tal
A. lived in a non-English-speaking country? If so, can you:
1. explain how the experience influenced your outlook on life?
2. explain which of its cultural forces shaped your current values?
3. identify historical and present cultural figures and events there?
4. defend the importance of exposing oneself to a different culture?
Total
B. taught (e.g., ESL) in another country? If so, did you consider:
1. how linguistic differences affect cultural attitudes and outlooks?
2. the influence of history on language development and teaching?
3. how news/entertainment media influence national cultural character?
4. the social and cultural factors that influence one’s ethical values?
Total
C. lived & worked alongside indigenous populations? If so, did you:
1. discover alternative systems of exchange for goods and services?
2. come to respect alternative frameworks of knowledge?
3. alter the way you communicated with others then and since?
4. get a sense of how a history of colonialism permeates the present?
Total
D. studied history or other cultures? If so, were you able to:
1. discern how bias inheres in any view on of history or culture?
2. replace your prejudices with a deeper understanding of differences?
3. appreciate cultural practices radically different from your own?
4. connect the collective past to your personal present?
Total
Scoring Scale
16-20 You are a good candidate to proceed with the PLAR process. Continue to Step 3.
8-15 You may want to meet with the PLAR administrator to discuss what additional prior learning you would need to be successful in completing the PLAR process.
0-7 You are unlikely to be successful in completing the PLAR process.
9 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Meet with the PLAR Administrator
If you completed Step 2’s Self-Assessment Response Survey and found that your experience
and prior learning are similar in spirit to Examples B, D, or F on p. 7 above and that you
checked 16 or more boxes in one of the four tables on p. 8, make an appointment to discuss
your results with the PLAR Administrator ([email protected] or 613-727-4723 x7027).
The PLAR Administrator will provide further details on completing the application, fees, and the
assessment process.
Application Portfolio Submission Guidelines
There are three essential components in the Application Portfolio that you must submit for the
Social and Cultural Understanding GenEd theme PLAR.
1. Cover Letter
Your cover letter must:
a) open with a paragraph that states the purpose of the application (i.e., to obtain credit in
GED0013: General Education Theme 3 – Social and Cultural Understanding) and
introduces yourself by explaining what you are doing now and what ultimate goal this
application will help you achieve.
b) in your main body paragraph, explain why you feel that you qualify for this PLAR theme
by summarizing how you have the applicable learning and prior experience to meet the
Social and Cultural Understanding Theme Objectives listed on p. 6 above.
c) conclude with a statement verifying that you are the rightful owner of all evidence
included in the enclosed Portfolio and by thanking the PLAR Administrator.
d) follow the standard cover letter format recommended by Algonquin’s Employment
Support Centre (3rd floor of the Student Commons, E Building) and the more detailed
instructions in the Appendix below.
e) be written in a narrative form (no bullet points) and proofread for spelling and grammar.
f) not exceed one 8.5x11” page in length.
2. Social and Cultural Experience or Accomplishments Summary Report
This key Portfolio component showcases your cultural experience or interests and
demonstrates your ability to distinguish between workplace/life experience (the mere act of
doing something) and the significant learning that results from it. To address Theme 3
Objectives (p. 6), this section must include a title, introduction, and either:
a) a photo essay with at least ten items showcasing your experience of another culture
abroad or within Canada (e.g., an indigenous population), each featuring you and
accompanied by a written summary of learning derived from the particular experience;
OR
b) evidence of a strong interest in or study of history or other cultures in the form of five
10 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
past or present written commentaries (e.g., on news items; provide a bibliographical
reference for each source, e.g., in APA style), blogs, analytical essays, critical reviews,
correspondence (e.g., your part of an email exchange), or links to other media that you
have produced, along with a written summary of learning derived from each.
3. Personal Reflection Essays
a) Write a two-page essay explaining the role and impact of the type of experience you
showcase in your Social and Cultural Experience or Accomplishments Summary Report
in culture and society, focusing especially on addressing Theme 3 Objectives 1, 3, and 4
(see p. 6 above).
b) Write a one-page reflection on how your social and cultural interests have affected you
over time. To focus on addressing Theme 3 Objectives 2 and 5, summarize:
i. how your cultural experience has affected your worldview or general outlook on life
ii. the influence that your cultural experience has had on your own self-awareness
iii. the influence that history and culture has had on your personal and professional
development
iv. how you participate in the main currents (e.g., economic, ethnic) of culture at large
Follow the more detailed instructions in the three Application Portfolio assessment
rubrics in the Appendix on pp. 12-18 below.
Submission: once you have completed your Application Portfolio, submit a print copy to the
PLAR office for assessment while keeping an electronic copy or original pieces for possible
future use.
Credit Recognition
An evaluator will review your Portfolio and contact you with your results within two
weeks of submission. Credit recognition will be granted for the Theme 3 GenEd
(GED0013) if all assessment criteria in Step 4 are met. See the Appendix for details.
For More Information:
PLAR Administrator Phone:(613) 727-4723 x7027 [email protected]
General Education Information:
http://www3.algonquincollege.com/gened/
http://www3.algonquincollege.com/directives/policy/general-education/
PLAR Information:
http://www3.algonquincollege.com/plar/
http://www3.algonquincollege.com/directives/policy/prior-learning-assessment-and-
recognition/
11 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
12 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Appendix: Application Portfolio Assessment Rubric
If completing the Self-Assessment survey on pp. 7-8 above convinced both you and the PLAR Administrator that you qualify for the Theme 3 GenEd PLAR, assemble the three parts of your Application Portfolio (Cover Letter, Social and Cultural Experience or Accomplishments Summary Report, and Personal Reflection Essays) according to the general guidelines given on pp. 9-10 above. For more detail, follow the instructions given under the “Excellent” column for each part (row) of the three Portfolio component rubrics below. Avoid the mistakes detailed in the lower levels of achievement (“Unsatisfactory” etc.). The success of your application depends on achieving a minimum score as noted at the bottom of each of the three individual component rubrics, as well as a minimum total of 65 out of 130 possible points for all three combined.
1. Cover Letter Levels of Achievement
Components Excellent Satisfactory Improvable Unsatisfactory
Format
1. Your street address 2. Date line 3. Recipient address 4. Subject line 5. Recipient salutation 6. Body: three blocked
paragraphs 7. Closing goodwill 8. Your signature and
full printed name 9. All on one 8.5x11”
page with single-spaced lines, double between items 1-8, and a consistent font.
All 9 format components are included completely in the required order. 5 points
Some of the 9 format components are absent, presented in the wrong order, or incomplete. 3-4 points
Many of the 9 format components are absent, presented in the wrong order, or incomplete. 1-2 points
No cover letter provided or none of the 9 format components followed. 0 points
Opening Paragraph
States (i) the purpose of the application (i.e., to obtain credit in GED0013: General Education Theme 3 – Social and Cultural Understanding) and (ii) introduces yourself by explaining what you are doing now and (iii) what ultimate goal this application will help you achieve.
All three of the required points (i-iii) are stated clearly in the given order. 5 points
Two or three of the three required points are stated clearly, but one or two are unclear, in the wrong order, and/or mixed with some irrelevant, redundant, or repeated detail, perhaps in an unnecessarily long lead-in. 3-4 points
One or two of the three required points are stated clearly, but the others are absent, unclear, in the wrong order, and/or mixed with some irrelevant, redundant, or repeated detail, perhaps in an unnecessarily long lead-in. 1-2 points
Cover letter omits an opening paragraph or it covers none of the three required points. 0 points
13 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Main Body Paragraph
Summarizes how you have the applicable learning and prior experience to meet most of the five Social and Cultural Understanding Theme Objectives (see p. 6 above).
Paragraph convincingly, clearly, concisely, and coherently summarizes how your prior learning and experience meet most (4-5) of the five Social and Cultural Understanding Theme Objectives (see p. 6 above). 9-10 points
Paragraph summarizes how your prior learning and experience meet some (3-4) of the five Social and Cultural Understanding Theme Objectives.
There may also be minor problems with the clarity, coherence, and concision.
6-8 points
Paragraph summarizes how your prior learning and experience meet 1-2 of the five Social and Cultural Understanding Theme Objectives.
The paragraph may also be incoherent (e.g., sentences jump around and run off-topic), too short, or too long with off-topic details and a general lack of clarity.
3-5 points
There is no discernable main body paragraph or it barely summarizes how your prior learning and experience meet any of the five Social and Cultural Understanding Theme Objectives.
Most of the sentences lack clarity and coherence, and/or are riddled with off-topic details.
0-2 points
Closing Sentences
Clear statement verifying that you are the rightful owner of all materials included in the enclosed portfolio, as well as a goodwill expression of thanks to the PLAR Administrator for considering your application.
Closing sentences clearly and concisely state that you are the rightful owner of all materials included in the enclosed portfolio, as well as thank the PLAR Administrator for considering your application. 5 points
Closing sentences state that you are the rightful owner of all materials included in the portfolio and thank the PLAR administrator, but there are minor problems with the clarity and concision of expression. 3-4 points
Closing sentences state that you are the rightful owner of all materials included but don’t thank the PLAR administrator, or vice versa.
Problems with the clarity and concision of expression.
1-2 points
Closing is either absent or doesn’t clearly and concisely state that you are the rightful owner of all materials included in the enclosed portfolio, nor does it express thanks to the PLAR Administrator for considering the application. 0 points
Quality of Writing
Letter content is correct in spelling, grammar, punctuation, syntax, and mechanics, and is generally professional in style throughout.
Well written with few-to-no spelling, grammar, punctuation, syntax, mechanical, or stylistic errors. 5 points
Generally well written but with some spelling, grammar, punctuation, syntax, mechanical, and/or stylistic errors. 3-4 points
Several spelling, grammar, punctuation, syntax, mechanical, and/or stylistic errors. 1-2 points
Too many errors in spelling, grammar (e.g., comma splice), punctuation (e.g., missing or misplaced commas), syntax (e.g., wrong word order), mechanics (e.g., capitalization), and/or stylistic errors (e.g., too colloquial). 0 points
Points Total To gain a PLAR credit, the Cover Letter must score a minimum of 15 / 30 points. / 30
14 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
2. Social and Cultural
Experience or Accomplishments Summary Report
Levels of Achievement
Components Excellent Satisfactory Improvable Unsatisfactory
Format
All work is contained in a short booklet of 8.5x11”-sized pages with a descriptive title, Introduction, and pages that combine learning summary statements and photos or writing samples on each page, with the font type/size, document title, and headings all professional in appearance and consistent throughout.
The Social and Cultural Summary Report booklet is 8.5x11” in size, titled descriptively, has an Introduction page followed by pages that combine titled learning summary statements and photos or writing samples; the booklet appears professional with a consistently applied font type and size, heading styles, and spacing throughout. 5 points
The Social and Cultural Summary Report booklet has a title that is not very descriptive, the Introduction is not on a page of its own, and/or the booklet has some minor inconsistencies in the font type and size, heading styles, spacing, and/or organization of learning summary statements and photos or writing samples. 3-4 points
The Social and Cultural Summary Report booklet’s title is misleading or absent, the Introduction is not on a page of its own, and the booklet has many inconsistencies in the font type and size, heading styles, and spacing, and lacks organization in its presentation of combined learning summary statements and photos or writing samples. 1-2 points
The Social and Cultural Summary Report is not presented as an 8.5x11”-sized booklet, lacks a title, has too many inconsistencies in the font type and size, heading styles, and spacing, and lacks organization in its combination of learning summary statements and photos or writing samples. 0 points
Introduction
A brief (at least a paragraph and no more than one-page) introduction that explains the purpose of the Report and the occasion for its being written, and gives a brief overview of its contents.
The Social and Cultural Summary Report booklet has an introductory page with a clear title (“Introduction”) and at least a paragraph that clearly and concisely explains the purpose of the Report and the occasion for its being written, and gives a brief overview of its contents. 5 points
The Social and Cultural Summary Report booklet’s Introduction is not appropriately titled and doesn’t clearly and concisely explain either the purpose of the Report, the occasion for its being written, or its contents. 3-4 points
The Social and Cultural Summary Report booklet’s Introduction is not titled, not on a page of its own, and/or does not clearly and concisely explain the purpose of the Report, the occasion for its being written, and its contents. 1-2 points
The Social and Cultural Summary Report booklet omits an Introduction or includes one that meets none of the requirements. 0 points
15 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Learning Summary
Statements
Above each photo or writing sample (see below), a title and introductory 1-2 paragraph summary explaining the context and learning that resulted from social and cultural experience or accomplishment, with learning that relates to the Social and Cultural Understanding Theme Objectives stated on p. 6 above.
Above each of the 10 photos or 5 writing samples is a title and 1-2 paragraph summary explaining the context (time, place, people involved, occasion, importance, etc.) and learning that resulted from the social and experience or accomplishment, and the learning described relates to at least 4-5 of the Social and Cultural Understanding Theme Objectives. 16-20 points
The summary paragraphs introducing each photo or writing sample are titled and good but there are slightly less than the number required, or they are all there but they lack clarity and focus when describing the context and learning that resulted, and they relate to only 1-2 of the Social and Cultural Understanding Theme Objectives. 11-15 points
The summary paragraphs introducing each photo or writing sample are good but are untitled, there are too few of them, or they are mostly there but don’t clearly describe the context and learning that resulted, they do only one of these, and/or they relate to only one or so of the Social and Cultural Understanding Theme Objectives. 6-10 points
There are no summary paragraphs introducing each photo or writing sample, or they are untitled and so thin that they describe neither the context nor the learning that resulted, nor do they relate in any way to the Social and Cultural Understanding Theme Objectives. 0-5 points
Photo Essay or Writing Samples
A photo essay chronicling your experience of another culture abroad or within Canada (e.g., an indigenous population), each featuring you (one photo per page); OR
Writing samples showcasing your strong interest in or study of history or other cultures in the form of five past or present written commentaries, blogs, analytical essays, critical reviews, correspondence, or links to other media that you have produced.
A photo essay with 9-10 photos chronicling your experience of another culture abroad or within Canada (e.g., an indigenous population), each featuring you (one photo per page); OR
At least 5 writing samples showcasing your strong interest in or study of history or other cultures (e.g., past or present analytical essays, critical reviews, commentaries, blog postings, or links to other media).
20-25 points
You may only have 6-8 photo essay photos chronicling your experience of another culture abroad or within Canada (e.g., an indigenous population), or you have 9-10 but they don’t all feature you (perhaps you were behind the camera).
You may only have 3-4 writing samples or you have five but they don’t all convincingly demonstrate a strong interest in the study of human development.
13-19 points
You may only have 3-5 photo essay photos chronicling your experience of other cultures, or you have 6-8 but they don’t all feature you or clearly illustrate what you describe in your accompanying Learning Summary Statements.
You may only have 1-2 writing samples or you have 3-4 but they don’t all convincingly demonstrate a strong interest in the study of history or other cultures.
6-12 points
There is no representative selection of evidence of social and cultural experience, accomplishment, or interest; or evidence is minimal and presented in a manner that defies evaluation and thus Social and Cultural Understanding Theme Objectives. 0-5 points
16 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
Quality of Writing
The Social and Cultural Understanding Summary Report is correct in spelling, grammar, punctuation, syntax, and mechanics, and is professional in style throughout.
Well written with few-to-no spelling, grammar, punctuation, syntax, mechanical, or stylistic errors. 5 points
Generally well written but with some spelling, grammar, punctuation, syntax, mechanical, and/or stylistic errors. 3-4 points
Several spelling, grammar, punctuation, syntax, mechanical, and/or stylistic errors. 1-2 points
Too many errors in spelling, grammar (e.g., comma splice), punctuation (e.g., missing or misplaced commas), syntax (e.g., wrong word order), mechanics (e.g., capitalization), and/or stylistic errors (e.g., too colloquial). 0 points
Points Total To gain a PLAR credit, the Summary Report must score a minimum of 30 / 60 points. / 60
17 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
3. Personal Reflection Essays
Levels of Achievement
Components Excellent Satisfactory Improvable Unsatisfactory
Format
The Personal Reflection Essays fill three single-spaced 8.5x11”-sized pages, have a title as given above, and a subheading for each of the two sections named below.
The Personal Reflection Essays fill three single-spaced 8.5x11”-sized pages with 1” or 3cm margins, the title given above, and a subheading for each of the two sections named below; the font type and size, heading styles, and spacing are all consistent throughout. 5 points
The Personal Reflection Essays deviate slightly from the format requirement (e.g., the title is not the same as that given above) or has minor inconsistencies in the margin sizes, font type and size, heading styles, or spacing. 3-4 points
The Personal Reflection Essays aren’t single-spaced and are inconsistent in font type and size, heading styles, and spacing. 1-2 points
The Personal Reflection Essays are absent or disorganized with too many format errors such as no title or section headings, multiple line spacing, or inconsistencies in font type or size, heading styles, or character spacing. 0 points
A. Cultural Role and Impact
A two-page original essay on (i) the role that the type of cultural experience you showcase in your Social and Cultural Experience or Accomplishments Summary Report generally plays in culture at large, and (ii) its impact on society historically and today, addressing Theme 3 Objectives 1, 3, and 4.
The Personal Reflection Essays document begins with a full, two-page original essay with the subheading “The Role and Impact of [Your Chosen Type of Cultural Experience—e.g., living abroad] in Culture” and explanation of (i) the role that the type of cultural experience you showcase plays in culture at large and (ii) its impact on culture historically and today; the essay addresses Theme 3 Objectives 1, 3, and 4 (see p. 6 above). 16-20 points
The Cultural Role and Impact essay is closer to 1.5 pages in length, may not identify your chosen type of cultural experience in the subheading, covers topic (i) in more depth than (ii) or vice versa, covers contemporary but not historical aspects for topics (i) or (ii) or vice versa, runs slightly off-topic, and/or addresses only 2 of Theme 3 Objectives 1, 3, and 4 given on p. 6 above. 11-15 points
The Cultural Role and Impact essay is slightly more or less than a page in length, discusses culture in general rather than the specific type of experience you focus on in your Social and Cultural Summary Report, fails to follow the required subheading name, covers topic (i) but not (or barely) topic (ii) or vice versa, fails to clearly address historical or contemporary aspects for either topic, runs off-topic, and/or addresses only one of Theme 3 Objectives 1, 3, or 4 given on p. 6 above. 6-10 points
The Personal Reflection Essays document omits the Cultural Role and Impact essay or it is less than a page in length, vaguely discusses cultural experience in general rather than the type you focus on in your Social and Cultural Summary Report, omits a subheading, vaguely addresses only topic (i) or (ii), fails to discuss the historical and contemporary aspects of either, largely ignores Theme 3 Objectives, runs off topic, and/or is plagiarized in whole or in part. 0-5 points
18 PLAR Resource Guide - Theme 3: Social and Cultural Understanding (GED0013)
B. Personal Meaning
A one-page personal reflection on how your social and cultural experience or interests have affected you over time, addressing Theme 3 Objectives 2 and 5 by summarizing (i) how your cultural experience has affected your worldview or general outlook on life, (ii) the influence that your cultural experience has had on your own self-awareness, (iii) the influence that history and culture has had on your personal and professional development, and (iv) how you participate in the main currents (e.g., economic, ethnic) of culture at large.
The Personal Meaning essay fills one full page with a reflection on how your cultural interests and/or experience have affected you over time, addressing Theme 3 Objectives 2 and 5 by summarizing (i) how your cultural experience has affected your general outlook on life, (ii) the influence that your experience has had on your own self-awareness, (iii) the influence of history and culture on your personal and professional development, and (iv) what role you play in culture at large. 9-10 points
The Personal Meaning essay fills less than a page with a reflection on how your cultural interests and/or experience have impacted your life and addresses Theme 3 Objectives 2 and 5 by clearly and coherently summarizing three of the four topics suggested in the guidelines on p. 10 above, though the fourth topic and Theme Objective 2 or 5 may be unclear or crowded by off-topic digressions that may even bring the essay to the required length or more. 6-8 points
The Personal Meaning essay fills around half a page with a reflection on how your cultural interests and/or experience have impacted your life and addresses only Theme 3 Objective 2 or 5 by clearly and coherently summarizing at least half of the four topics suggested in the guidelines on p. 10 above, though some of the topics and the Theme Objective may be unclear or crowded out by off-topic digressions that may even bring the essay to the required length or more. 3-5 points
The Personal Reflection Essays document omits the Personal Meaning reflection on how your cultural interests and/or experience have impacted your life or it falls short of half a page in length, barely addresses Theme Objective 2, 5, or the four topics suggested in the guidelines on p. 10 above, adds off-topic digressions that may even bring the essay to the required length or more, and/or is plagiarized in whole or in part. 0-2 points
Quality of Writing
The Personal Reflection Essays are correct in spelling, grammar, punctuation, syntax, mechanics, paragraph organization and professional style throughout.
Well written with few-to-no spelling, grammar, punctuation, syntax, mechanical, organizational, or stylistic errors. 5 points
Generally well written but with some spelling, grammar, punctuation, syntax, mechanical, organizational, and/or stylistic errors. 3-4 points
Several spelling, grammar, punctuation, syntax, mechanical, organizational, or stylistic errors. 1-2 points
Too many errors in spelling, grammar (e.g., comma splice), punctuation (e.g., missing or misplaced commas), syntax (e.g., wrong word order), mechanics (e.g., capitalization), organizational (e.g., paragraphs without topic sentences and 3-part coherence), and/or stylistic errors (e.g., too colloquial). 0 points
Points Total To gain a PLAR credit, the Reflection Essays must score a minimum of 20 / 40 points. / 40
Portfolio Points Total
To gain a PLAR credit, your Portfolio must score a minimum of 65 / 130 points. / 130
