While reflecting on my own experiences at DePaul from the various perspectives as a student, elevator, and Chicago Quarter Mentor, it became clear to me that in some cases, students struggle with reflective writing within an academic context and negotiating the balance between formality and informality. In response to my own reflection, I decided to research this topic to find some more information about it and how writers can feel more comfortable with it for assignments.
The Research
I came across various articles and other universities’ handouts and websites. In addition, I interviewed one of my professors, Heather Smith, who teaches an experiential learning class in the geography department, to gain a faculty’s perspective on reflective writing. In the course of my research, Professor Smith emphasized the importance of connection to the class’s learning goals, readings, and most importantly, experience.
Gibbs, another professor, further emphasized the importance of experience, even alluding that, without reflection, learning from experiences could be lost. The concept of not being able to synthesize information from experiences and grow from them, unless time was taken to reflect on those experiences really resonated with me.
I believe that while intimidating at times, there are various approaches to reflective writing in the academic context. Using the University of Brigham and Salford’s online handout guides on reflective writing, I identified some models to use for written and face-to-face feedback at the DePaul’s University Center for Writing-based Learning (UCWbL). While most of their approaches were visual learning cycles and flowcharts composed of questions to drive reflection, and underlying tone of evaluation and synthesis was ever present, further reinforcing the academic context and its requirement of learning and evolution.
Takeaways
I believe that other tutors can look at writer’s reflective writing with a mindset of growth and question directed encouragement. Tutors, in the nature of writing center work can also strengthen their skills in tutoring for this genre by themselves keeping a reflective journal based on writing center experiences.