For more support and opportunities to practise English, please refer to the services below:
The university’s Writing Advisory Service (WAS) offers one to one tutorials with our expert English tutors to discuss your writing.
The Departmental Language Programme offers in-department support and lessons for students who would like to develop their academic English and communication skills.
The Dyslexia/SpLD tutorial service is a one‐to‐one specialist tutorial service for students who have a formal identification of a specific learning difference, like dyslexia. Students who use this service may come from any department, and any type of course offered by The University of Sheffield.
Our English Language Support (ELS) courses are provided for foundation, undergraduate and postgraduate students at The University of Sheffield who would like to develop their academic literacy, English language and communication skills. If you scored a 6.5 or less on your latest IELTS, you will benefit from additional English language support.
Other useful links and resources related to reflective writing:
Anonymised, (2020). Reflective account on learning disabilities using Gibbs model of reflection. Sheffield: University of Sheffield. [Unpublished item]. (the student has given the ELTC permission to use their work)
Atkins & Murphy (1993)
Driscoll, J., (2007). Practising Clinical Supervision: A Reflective Approach. London: Bailliere Tindall.
Foote, S., Quinney, A., and Taylor, M., (2013). The Social Work Assignments Handbook. Harlow: Pearson Educations Ltd.
Gibbs, G., (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit at Oxford Polytechnic.
Johns, C., (2006). Engaging Reflection in Practice – A Narrative Approach. Oxford: Blackwell Publishing.
Kolb, D. A., (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
McVarish, J., (2009). Pattern and order: a mathematical lens for reflective writing. Reflective Practice [online]. 10(4), 465-476. [Viewed 6 May 2021]. Available from: 10.1080/14623940903138324
Weldeana, H.N. and Abraham, S.T., (2014). The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics. Journal of Mathematics Teacher Education [online]. 17, 303-330. [Viewed 6 May 2021]. Available from: https://doi-org.sheffield.idm.oclc.org/10.1007/s10857-013-9266-z