Rutter, L., 2004. Meeting academic and reflective requirements for written assignments: an integrated response. In: 10th Annual Conference: Writing Development in Higher Education (WDHE) 2004 - Valuing and Evaluating Writing in HE, 11-12 May 2004, Sheffield. (Unpublished)
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This discussion of a new initiative addresses the theme of academic reflective writing within the BA (Hons) Practice Learning and Assessment - a Post Qualifying Social Work (PQSW) programme. There has been excellent work on reflective writing but few instructional texts show how it can be integrated with literature to show application of theory into practice. This has been shown to be a problem for many students in health care education. There have also been calls to integrate learning and writing skills within the curriculum to enhance their value. Our response to these issues has been to introduce students to an understanding and valuing of academic writing alongside their learning about critical reflection. This is achieved through an exploration of their assignment requirements and criteria to provide a holistic and integrated approach. A flexible learning handbook and a short introductory workshop provide time-effective instruction and learning activities. Together they cover assignment structure and content; academic style using first person; critical reflection on learning with integration of theory; plus the development of written expression of the latter as a staged process.
|Item Type:||Conference or Workshop Item (Paper)|
|Uncontrolled Keywords:||Reflective writing, Post Qualifying Social Work, health care, education, critical reflection|
|Subjects:||Social Sciences > Education|
Social Sciences > Social Work
|Group:||School of Health and Social Care > Centre for Social Work and Social Policy|
|Deposited By:||Ms MJ Bowden|
|Deposited On:||01 Jun 2007|
|Last Modified:||07 Mar 2013 14:40|
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