Writing and Reflection

Article Summary

Walker, David. "Writing and Reflection." Reflection: Turning Experience into Learning. eds. David Boud, Rosemary Keogh, and David Walker. London: Kogan Page, 1985. 52-68.

The author describes his evolving use of portfolios in a program for teaching church and spiritual leaders in Australia. The portfolio as he designed and used it resembles a log and dialogic journal--he calls it a "work book." Students record whatever they choose during the course of their involvement in the program and are encouraged to return to what they have written and reflect on it more and discuss it with classmates. He refers to the portfolio as a "method." The article provides elaborate "how to" instructions and advice for keeping such a portfolio. We can distinguish this on-going, journal-like portfolio from the end-of-course collection of selected works often used for course or program assessment.

The author points in particular to the value of the portfolio's written nature. He identifies these values as objectivity, the ability to share experiences, and the ability to clarify. Here is a quote from one of his students: "Once you've written something down--one views it more clearly. Once it's brought out in the open it loses its power and you are able to look at it and say 'Well, there it is, this is part of me!'" (58). Writing helped bring a sense of distance and objectivity that helped the learner see that experience more clearly. Walker's notions here coincide directly with Phelp's discussion of "distantiation" achieved through reflection.

Another value of written reflection mentioned by participants was how writing about the subjects of their learning--reflecting in writing on a lecture or book--helped them to learn the content of the subject. This sounds like Write-to-Learn stuff. Walker believes is was the "personal appropriation of the material that was achieved through the portfolio" (59). He goes on to elaborate on how participants used the portfolio to make their learning more personally meaningful because they were able to record personal connections and express their feelings. Walker cites a number of participants who talk about the value of writing down their thoughts and feelings. Here's one he quotes, "Writing down my experiences, I became more conscious of what I am really feeling, and doing and 'being'--I have found words to describe myself and so it is much easier to speak about myself to others" (60). What Walker seems to be discussing here is the value of "articulation" that Eisner talks about to--getting into language what we think and feel helps to create and shape those thoughts and feelings. Language is epistemic in this way.

Interestingly, Walker ends his discussion by mentioning that this "method" doesn't work with everyone. There always seems to be a number of students for whom the portfolio and this ongoing reflective discipline doesn't work (for various reasons). He says, "Some saw it as a job to be done, so that it lost the aspect of creativity that was an important part of it" (62). To my mind, I am thinking about what the editors of this volume referred to in their first article and the notion of deep learning and surface learning. Reflection seems to help students access deep learning; however, some students seem stuck at surface learning.

Assessment
This article presents a different model of the portfolio that I find interesting. In terms of my focus on rhetorical reflection, I think its greatest value is what it has to say about the value of articulation--of writing down our reflections (as opposed to just speaking them). The article also lends added voice to the idea that reflection is not universally effective.