The self-editor: a strategy for improving reflective writing.
Howarth, Mike (2010) The self-editor: a strategy for improving reflective writing. In: Engaging the digital generation in academic literacy 10th annual learning and teaching conference. , 29th June 2010, Middlesex University, London. (Unpublished)
A strategy to help students meet reflective writing and critical self-analysis required in Work Based Learning courses, using a strategy based on ‘tricks of the trade’ by professional writers, as an alternative to a ‘basics skills’ approach. Students invariably submit early drafts with ‘All the right content, but not necessarily in the right order!’ - to take a theme from a well-known comedian. The strategy proposes a framework for student feedback given by staff: first, the use of ‘call out’ notes in Adobe PDF, illustrates how students are guided to re-cast copy; second, the Self-Editor, a staged framework for improving writing offers students a practical method to encourage self-awareness of what is good practice. Mike Howarth draws on his editing, scripting and creative writing experience. The paper summaries eye search and neuroscience theories that inform the Self –Editor strategy.
|Item Type:||Conference or Workshop Item (Paper)|
The event has sparked off a train of ideas for another paper suggested by Molly Bellamy building on the metaphorical concepts surrounding story. I will be proposing a method of supporting students in their reflective writing through metaphorical structures illustrated with 'maps of the journey' stimulated by my ropework and implications of the metaphors surrounding 'to thole' - relating to the Irish thole pins on the curraghs referred to by Seamus Heaney in the preface to Beowulf.
|Research Areas:||Institute of Work Based Learning > Work Based Learning|
|Deposited On:||02 Aug 2010 09:55|
|Last Modified:||22 Feb 2011 12:34|
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