TY - JOUR
T1 - Improving reflective writing in higher education
T2 - A social semiotic perspective
AU - Ryan, Mary
PY - 2011/2
Y1 - 2011/2
N2 - Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a critical issue is that reflective writing is complex, and has high rhetorical demands, making it difficult to master unless it is taught in an explicit and systematic way. This paper argues that a functional-semantic approach to language (Eggins 2004), based on Halliday's (1978) systemic functional linguistics (SFL) can be used to develop a shared language to explicitly teach and assess reflective writing in highereducation courses. The paper outlines key theories and scales of reflection, and then uses SFL to develop a social semiotic model for reflective writing. Examples of reflective writing are analysed to show how such a model can be used explicitly to improve the reflective writing skills of higher-education students.
AB - Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a critical issue is that reflective writing is complex, and has high rhetorical demands, making it difficult to master unless it is taught in an explicit and systematic way. This paper argues that a functional-semantic approach to language (Eggins 2004), based on Halliday's (1978) systemic functional linguistics (SFL) can be used to develop a shared language to explicitly teach and assess reflective writing in highereducation courses. The paper outlines key theories and scales of reflection, and then uses SFL to develop a social semiotic model for reflective writing. Examples of reflective writing are analysed to show how such a model can be used explicitly to improve the reflective writing skills of higher-education students.
UR - http://www.scopus.com/inward/record.url?scp=78751626658&partnerID=8YFLogxK
U2 - 10.1080/13562517.2010.507311
DO - 10.1080/13562517.2010.507311
M3 - Article
AN - SCOPUS:78751626658
SN - 1356-2517
VL - 16
SP - 99
EP - 111
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 1
ER -