Self Reflection Exercise Multiliteracies Assignment 1

Assignment 1

Part 1: Language Timeline 

Plot on a timeline various ages at which your use of language changed in some way. Annotate the timeline, showing how it changed and what you think caused the change to occur. N.B There is no specific word count for Part 1. 

Think about how your language use changed over time, possibly due to such things as: 

• changes in technology 
• changes in popular culture 
• migrating to another country 
• social contexts, e.g. family/friends/employment/gaming – online communities/hobbies 
• maturation, e.g. expanding your vocabulary 
• reading and writing. 

Part 2: Explanation of Timeline

Draw on knowledge and concepts introduced in the units so far (topics 1 – 5) and undertake further reading around these concepts (e.g. multiliteracies) to explain why some of these changes occur(ed). You may want to focus on one or two aspects from the list in Part 1. Ensure to define and explain the term multiliteracies and show how it is connected to the linguistic changes in your life. What is important is that you discuss the key issues in depth. Support your discussion with reference to the unit and any appropriate additional reading.

How to present your work: 

• Only submit one document. Both Part 1 and Part 2 must be in the same document uploaded. 
• Your timeline needs to have minimum font size 10 so it is readable. If you have handwritten/drawn your timeline you will need to scan it and embed it in a word doc before you submit.
• Give your work a title (s). E.g., Assignment 1: Self Reflection Exercise-Multiliteracies 
• Add a reference list at the end 
• Number your pages 
• Put your name and student ID in the header or footer 

Broad marking criteria; 

• Drawn meaningfully on the timeline and annotations 
• Definition and explanation of multiliteracies
• Coherent and cohesive explanation of why changes occur/ed 
• Discussion supported by relevant unit content and other references. 

Brief Summary of Assessment Requirements

Assignment 1: Self-Reflection Exercise Multiliteracies requires students to critically reflect on their personal language development across different stages of life and explain these changes using key concepts from the unit.

The assessment is divided into two integrated parts, submitted as a single document:

Part 1: Language Timeline

Students must create a timeline showing key ages or stages where their language use changed. Each stage should be annotated to explain:

• What kind of language change occurred
• Possible reasons for the change

Key influencing factors may include:

• Technological changes
• Popular culture
• Migration or exposure to new environments
• Social contexts (family, friends, education, work, online communities)
• Personal maturation and vocabulary growth
• Reading and writing experiences

There is no fixed word count for this section, but clarity and meaningful annotation are essential.

Part 2: Explanation of the Timeline

Students must provide a theoretical explanation of the language changes shown in the timeline by:

• Drawing on unit concepts (Topics 1–5)
• Defining and explaining the concept of multiliteracies
• Demonstrating how multiliteracies relate to their personal linguistic development
• Supporting discussion with unit materials and additional academic sources

Presentation and Formatting Requirements

• Both parts submitted in one document
• Readable timeline (minimum font size 10 or scanned and embedded)
• Appropriate title
• Page numbers
• Student name and ID in header or footer
• Reference list at the end

Key Assessment Focus Areas

• Meaningful timeline construction and annotations
• Clear definition and application of multiliteracies
• Coherent, well-supported explanation of language change
• Use of relevant academic sources

Academic Mentor’s Step-by-Step Approach

The academic mentor guided the student through a structured and supportive process to ensure all assessment criteria were met effectively.

Step 1: Understanding the Task and Learning Outcomes

The mentor first clarified the purpose of the assignment helping the student understand that this was not just a personal reflection, but an academic analysis of lived language experiences using theory.

Step 2: Planning the Language Timeline

The student was guided to:

• Identify key life stages (childhood, schooling, adolescence, adulthood)
• Reflect on moments where language use changed significantly
• Link these changes to real-life influences such as technology, education, or social environments

The mentor emphasized quality of annotation, ensuring each timeline entry clearly explained both the change and its cause.

Step 3: Selecting Focus Areas for Part 2

Rather than discussing every change, the mentor advised focusing on one or two major influences (e.g., technology and education) to allow for deeper analysis, as required by the marking criteria.

Step 4: Explaining Multiliteracies

The mentor helped the student:

• Define multiliteracies clearly using unit concepts
• Understand how language extends beyond traditional reading and writing
• Connect multiliteracies to digital communication, social media, academic writing, and everyday interactions

Step 5: Linking Theory to Personal Experience

The student was guided to directly connect theoretical ideas to their own timeline examples, ensuring:

• Logical flow between reflection and theory
• Use of academic language
• Proper referencing of unit content and additional readings

Step 6: Structuring and Formatting the Final Document

The mentor ensured that:

• Both parts were well integrated in a single document
• Presentation requirements were followed precisely
• The reference list and formatting met academic standards

Final Outcome and Learning Objectives Achieved

Outcome Achieved

• A clear, well-annotated language timeline reflecting meaningful linguistic changes
• A coherent, theory-driven explanation connecting personal experience with multiliteracies
• A professionally presented academic document meeting all submission requirements

Learning Objectives Covered

• Critical self-reflection on language development
• Understanding and application of multiliteracies
• Ability to link theory with real-life experiences
• Academic research and referencing skills
• Clear written communication and structured argumentation

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