Presenting a united front: assessed reflective writing on a group experience.

Assessed reflective writing is increasingly common in UK higher education. Students writing in this mode are typically required to narrate their experiences, evaluate their performance, investigate associated emotions, and comment on what has been learned. In this paper I focus on assessed reflective writing by students on an MA TESOL course who are required to write individual reflections on a process of working in a group to produce teaching materials. This task places particular demands on the writer. Like other students writing reflectively, they need to manage complex self presentation: to appear honest about relative successes and failures, to show evidence of appropriate reflection, and to indicate desirable learning. Because they are reflecting on a group experience, they also need to differentiate themselves from their work group in their account, and to reflect critically on others as well as on themselves. My focus in this paper is on the ways they manage these additional demands. I first examine the relative frequency with which writers refer to themselves and their work group, and then examine the content of self-referential and group-referential statements. Finally, I examine semantic patterns in the data and draw conclusions regarding possible reasons behind student writers’ choices about how to represent themselves and others. [ABSTRACT FROM PUBLISHER]