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dc.contributor.authorGibby, Nadine
dc.date.accessioned2013-02-05T13:35:35Z
dc.date.available2013-02-05T13:35:35Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10369/3800
dc.description.abstractIt is widely recognized that experiential learning is a valuable tool for learners. So this study sets out to share my own experience gained whilst as an undergraduate student at Cardiff Metropolitan University (UWIC), within my second year of study on the BA HONS Dance Degree programme. At the beginning of the academic year we as students were assessed on a module called 'The Buddy Scheme', which formed as part of the learning within our core performance technique. This assessment provided me with the opportunities to observe and feedback on my buddy, these observations were then rewarded and later formed as a reflective report. Having previously always struggled with writing, I was awarded 62% for this piece of work. So this auto-ethnography reflects on my academic journey and how my struggles with writing and more importantly, how I think about writing, have dramatically improved.en_GB
dc.formatThesisen
dc.languageEnglishen
dc.publisherUniversity of Wales Institute Cardiffen_GB
dc.titleHOW EXPERIENTIAL LEARNING CAN IMPROVE AN INDIVIDUALS WRITING SKILLSen_GB
dc.typeThesis


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