MISS6000 SML Journal – Due 20 May
Due: 30 April
Value: 50%
Type of assessment: individual
Length: 3000 words
Rationale: This piece of assessment examines your engagement with the prayer practices that comprise the spirituality of missionary leadership. This spirituality undergirds your ministerial practice and engagement in mission.
Task description: Keep a journal of your experiences of prayer during (and after) Intensive 2 (the March retreat). The entries in the journal should reflect:
- your personal engagement in intensive 2 with the Ignatian examen,
- and your engagement with other prayer practices such as Lectio Divina, Ignatian meditation, and/or the Field Hospital Exercises.
- Your personal engagement with St Ignatius’ rules of discernment concerning consolation and desolation (from the First Week of The Spiritual Exercises)
Format: The journal should be submitted as a series of entries as above. You should pay attention to grammar and spelling, but bibliography and referencing is not required for this reflective piece of assessment.
Submission: Submit your work as a single document via the Areté Classroom (Areté Learning Management System (LMS)).
Marking criteria for this task:
| Grade | High Distinction | Distinction | Credit | Pass | Conceded Pass | Fail |
| Criteria | Exceptional Performance | Excellent Performance | Good Performance | Adequate Performance | Inadequate Performance | Inadequate performance |
| Mark | 80-100 | 70-79 | 60-69 | 50-59 | 48-49 | 0-49 |
| Understanding of the Topic | The essay demonstrates an exceptional understanding of the topic | The essay demonstrates an excellent understanding of the topic | The essay demonstrates a strong understanding of the topic | The essay demonstrates an adequate understanding of the topic | The essay demonstrates an inadequate understanding of the topic | The essay demonstrates an inadequate understanding of the topic |
| Personal Appropriation of the Topic | The essay engages in an in-depth application of the topic to the student’s faith experience | The essay engages in some depth when applying the topic to the student’s faith experience | The essay engages in a reasonable reflection upon the student’s faith experience in the light of the topic | The essay engages in an adequate reflection upon the student’s faith experience in the light of the topic | The essay provides an inadequate reflection upon the student’s faith experience in the light of the topic | The essay provides an inadequate reflection upon the student’s faith experience in the light of the topic |
| Language and writing style | The writing style is clear and concise – enjoyable to read | The writing style is easy to read | The writing style is easy to read but confusing at some points | The writing style is adequate | The writing style is difficult to read and confusing for the marker | The writing style is difficult to read and confusing for the marker |
| Spelling and Grammar | Excellent – few if any errors | Very few errors | Some errors | Quite a few errors | Frequent grammatical and spelling errors | Frequent grammatical and spelling errors |
| Analysis of Question or Topic | The essay analyses the question well, and clearly and coherently develops its structure from the question itself | The essay analyses the question and is organises on the basis of reflection on the essay question | The essay attempts to analyse the question and uses this analysis to organise the essay | The essay fails in its analysis of the question, or fails to grasp the relationship of the various parts of the essay question | The essay fails to provide a coherent analysis of the question at all | The essay fails to provide a coherent analysis of the question at all |
| Paragraph structure and flow of argument | The essay flows from paragraph to paragraph throughout the essay. Each paragraph is well structured, containing one argument or discussion topic | The essay generally flows from paragraph to paragraph. Each paragraph is given structure and has well defined limits | The essay contains some sense of flow Each paragraph generally contains one argument or topic | The essay has some internal flow; however it is not necessarily clear or coherent Paragraphs have some structure | The essay does not flow at all. Paragraphs have more than one argument or have no unified topic | The essay does not flow at all. Paragraphs have more than one argument or have no unified topic |
| Conclusion and answer to question | The conclusion states the essay’s overall answer, and unifies all of its parts | The conclusion clearly posits an argument which is linked to the preceding parts of the essay | The conclusion provides a stated answer and attempts to justify this by reference to preceding parts of the essay | The conclusions provides an answer that is loosely connected to the preceding parts of the essay | The conclusion fails to provide an answer or the argument is not justified by the preceding parts of the essay | The conclusion fails to provide an answer or the argument is not justified by the preceding parts of the essay |
Assessment feedback:
Feedback on this task will be available through both the Areté LMS and via email, usually within two weeks of the due date.