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Relevant bibliographies by topics / Reflective writing

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Academic literature on the topic 'Reflective writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Reflective writing"

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McKinney, Pamela, and Barbara A. Sen. "Reflection for learning: understanding the value of reflective writing for information literacy development." Journal of Information Literacy 6, no. 2 (November 26, 2012): 110. http://dx.doi.org/10.11645/6.2.1747.

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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

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Soemantri, Diantha, Rita Mustika, and Nadia Greviana. "Inter-Rater Reliability of Reflective-Writing Assessment in an Undergraduate Professionalism Course in Medical Education." Education in Medicine Journal 14, no. 1 (March 30, 2022): 87–97. http://dx.doi.org/10.21315/eimj2022.14.1.8.

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Reflective writing is increasingly being used in the teaching of professionalism. Because assessment enhances the learning process, effective evaluation of students’ reflective writing is needed. The aim of this study was to examine the inter-rater agreement between two different reflective writing assessment rubrics, which categorised reflective writings into four level of reflection, in an undergraduate medical professionalism course. The reflective writing assignments from 63 medical students enrolled in the 2017 medical professionalism course in the Faculty of Medicine Universitas Indonesia were randomly selected and independently assessed by two raters in September 2019. Intraclass correlation (ICC) analysis (two-way mixed effect, single measure) was carried out to determine the inter-rater agreement of the reflective writing assessment. The less detailed instrument showed a low ICC score of 0.43, which was classified into poor inter-rater agreement, whereas the more detailed rubric showed poor to moderate reliability, with ICC scores of 0.50, 0.50, and 0.36 for the score of each criterion, the total score of each assessed criterion, and the overall score of reflection, respectively. Utilising a more detailed (analytic) rubric to assess students’ reflective writing produced a relatively higher score of interrater reliability, although the reliability achieved using this rubric was still categorised as moderate.

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Richardson, Helen C. "Reflective writing." BMJ 331, no. 7528 (December 3, 2005): gp239. http://dx.doi.org/10.1136/bmj.331.7528.sgp239.

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Kathpalia, Sujata S., and Carmel Heah. "Reflective Writing." RELC Journal 39, no. 3 (December 2008): 300–317. http://dx.doi.org/10.1177/0033688208096843.

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Fowler, John. "Reflective writing." Dental Nursing 14, no. 1 (January 2, 2018): 22–23. http://dx.doi.org/10.12968/denn.2018.14.1.22.

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Bouch, Joe. "Reflective writing." Advances in Psychiatric Treatment 18, no. 3 (May 2012): 161. http://dx.doi.org/10.1192/apt.18.3.161.

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Naeger, David M., Ethan W. Hua, Bren Ahearn, and Emily M. Webb. "Reflective Writing." Academic Radiology 22, no. 10 (October 2015): 1221–25. http://dx.doi.org/10.1016/j.acra.2015.07.006.

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 96. http://dx.doi.org/10.18438/b8pd1g.

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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes. Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis. Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.” Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%), allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain. Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes. Main Results – Practising reflection demonstrated benefits for individuals and groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1) Nature of reflection (2) Reflection seen as useful in providing support for a career and professional development (3) Reflective writing – benefits (4) Reflective writing – potential in future employment and workplace (5) Encouraging others to use reflective practice (6) Reflecting positively (7) Reflection applicable to both individuals and groups (8) Reflection in support of personal awareness (9) Exploration of different methods of reflection (10) Difficulties in focusing enough to be able to reflect deeply Conclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further. Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.

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Chan, Yee Cheun, Chi Hsien Tan, and Jeroen Donkers. "Impact of reflective writings on learning of core competencies in medical residents." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 65–79. http://dx.doi.org/10.29060/taps.2021-6-4/oa2447.

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Introduction: Reflection is a critical component of learning and improvement. It remains unclear as to how it can be effectively developed. We studied the impact of reflective writing in promoting deep reflection in the context of learning Accreditation Council for Graduate Medical Education (ACGME) competencies among residents in an Internal Medicine Residency programme. Methods: We used a convergent parallel mixed-methods design for this study in 2018. We analysed reflective writings for categories and frequencies of ACGME competencies covered and graded them for levels of reflection. We collected recently graduated residents’ perceptions of the value of reflective writings via individual semi-structured interviews. Results: We interviewed nine (out of 27) (33%) participants and analysed 35 reflective writings. 30 (86%) of the writings showed a deep level (grade A or B) of reflection. Participants reflected on all six ACGME competencies, especially ‘patient care’. Participants were reluctant to write but found benefits of increased understanding, self-awareness and ability to deal with similar future situations, facilitation of self-evaluation and emotional regulation. Supervisors’ guidance and feedback were lacking. Conclusion: We found that a reflective writing programme within an Internal Medicine Residency programme promoted deep reflection. Participants especially used self-reflection to enhance their skills in patient care. We recognised the important role of mentor guidance and feedback in enhancing reflective learning.

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Gholami, Hamid, and Reza Biria. "Reflective journal writing and learner autonomy." Journal of Language and Literature 5, no. 3 (August 30, 2014): 138–42. http://dx.doi.org/10.7813/jll.2014/5-3/25.

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Dissertations / Theses on the topic "Reflective writing"

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Tsang, Elza Shuk Ching. "A teacher's reflection : using journal writing to promote reflective learning in the writing classroom." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437647.

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Ferguson, Yuna L. "Internalizing introjected goals through reflective writing." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4996.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 3, 2008) Includes bibliographical references.

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Gibson, Andrew P. "Reflective writing analytics and transepistemic abduction." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106952/1/Andrew_Gibson_Thesis.pdf.

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This thesis presents a model of Reflective Writing Analytics which brings together two distinct ways of knowing: the human world of individuals in society, and the machine world of computers and mathematics. The thesis presents a specialised mode of reasoning called Transepistemic Abduction which provides a way of justifying intuition and heuristic approaches to computational analysis of reflective writing.

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Wicks, Cayce M. "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1918.

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The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.

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Croft, Julia. "Seeking constructive alignment of assessment in teacher education : locating the reflection in reflective writing." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581897.

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The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.

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Genua, Jo Anne. "Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing." Thesis, NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/61.

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Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.

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Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.

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As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.

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Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.

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Chick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.

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Within the profession of nursing, reflective journal writing is enthusiastically endorsed as an essential pedagogical strategy for producing reflective practitioners. Despite a lack of empirical evidence to substantiate the claims associated with reflective journaling, the prevailing belief in contemporary nursing education reflects an assumption that this practice is essential in the production of critically engaged nurses. This has resulted in a totalizing discourse that presents the adoption of reflective journaling within nursing curricula as unproblematic. This study combines the methodological principles of grounded theory, along with a poststructuralist approach, to explore the experience of reflective journaling from the perspective of university nursing students. Application of a Foucauldian analysis demonstrates how assumptions related to the utility of reflective journal writing are embedded within a variety of powerful discourses that shape how we think and speak about this practice. Of particular relevance is Foucault's exploration of the impact of surveillance, observation and disciplinary power. Reflective journaling is identified as a ritual of confession that produces self-regulating and compliant students. This study reveals that journal writing is largely viewed as a prescribed activity and assumptions are made by nurse educators regarding the ability of journals to facilitate critical reflection. The discourses that emerged from this analysis reflect different aspects of the socialization process that ultimately results in the construction of an "authentic" nurse. In closing, students and nurse educators are encouraged to develop alternative discourses that challenge the uncritical acceptance of reflective journal writing within contemporary nursing education.

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Hays, Elaine. "The genres of tutor training : searching for reflective practice /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248229.

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Books on the topic "Reflective writing"

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Williams, Kate. Reflective writing. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0.

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Reflective Writing: A Reflection upon a Team Work Experience. München: GRIN Verlag GmbH, 2011.

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Reflective writing for language teachers. U.K: Equinox Pub. Ltd, 2012.

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Teaching writing as reflective practice. New York: Teachers College Press, 1995.

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Wright, Jeannie. Reflective writing in counselling and psychotherapy. London: SAGE, 2012.

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Reflective practice: Writing and professional development. London: Paul Chapman, 2001.

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L, Gradin Sherrie, ed. Writing as reflective action: A reader. New York: Longman, 2001.

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Reflective practice: Writing and professional development. 3rd ed. Los Angeles: Sage, 2010.

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Jasper, Melanie Ann. The development of reflective writing strategies in nursing education. Portsmouth: University of Portsmouth, School of Health and Social Care, 1999.

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Book chapters on the topic "Reflective writing"

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Using a framework for reflection: Gibbs’ reflective cycle." In Reflective Writing, 90–102. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_16.

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Greetham, Bryan. "Reflective Writing." In How to Write Better Essays, 278–84. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29336-7_39.

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Bailey, Stephen. "Reflective Writing." In Academic writing for international students of business and economics, 252–54. 3rd edition. | Abingdon, Oxon; New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429299278-5_5.

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Greetham, Bryan. "Reflective Writing." In How to Write Better Essays, 243–48. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-352-00115-0_37.

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Bailey, Stephen. "Reflective Writing." In Academic Writing for University Students, 141–44. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-24.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "About reflection." In Reflective Writing, 2–4. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_1.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Reflection in research." In Reflective Writing, 52–54. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_10.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Linking theory and practice." In Reflective Writing, 56–59. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_11.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Writing a critical review or annotated bibliography." In Reflective Writing, 60–62. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_12.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "That ‘reflective’ quality in writing." In Reflective Writing, 63–72. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_13.

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Conference papers on the topic "Reflective writing"

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Shum, Simon Buckingham, Ágnes Sándor, Rosalie Goldsmith, Xiaolong Wang, Randall Bass, and Mindy McWilliams. "Reflecting on reflective writing analytics." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883955.

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Ullmann, Thomas Daniel. "Reflective writing analytics." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3027394.

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Gibson, Andrew, Adam Aitken, Ágnes Sándor, Simon Buckingham Shum, Cherie Tsingos-Lucas, and Simon Knight. "Reflective writing analytics for actionable feedback." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3027436.

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Alrashidi, Huda, Thomas Daniel Ullman, and Mike Joy. "An empirical evaluation of a Reflective Writing Framework (RWF) for Reflective Writing in Computer Science Education." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273975.

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Chen, Ye, Bei Yu, Xuewei Zhang, and Yihan Yu. "Topic modeling for evaluating students' reflective writing." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883951.

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Alrashidi, Huda, Mike Joy, and Thomas Daniel Ullmann. "A Reflective Writing Framework for Computing Education." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325580.

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Lee, Okin, and Eun-young Park. "An Analysis of Reflective Writing in Journals of Students with Writing Disabilities." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.55.

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Amirkhanova, Karina M., Anastasia V. Ageeva, and Rustam M. Fakhretdinov. "Enhancing Students’ Learning Motivation through Reflective Journal Writing." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.3.

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Sani, Siti Mutiara, Nia Kurniawati, and Dahlya Indra Nurwanti. "The Use of Reflective Writing to Improve Students’ Writing and Critical Thinking Skills." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007166903310335.

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Habibi, Firdaus, Ismalianing Eviyuliwati, and Sunardi Kartowisastro. "The Effect of Reflective Journal Writing on Studentsr Writing Ability of Narrative Text." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.4.

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Reports on the topic "Reflective writing"

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Stannard, Casey R., and Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-93.

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.

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Melnyk, Olesia. MEDIA DISCOURSE AROUND THE FIGURE OF ORIANA FALLACHI AND HER JOURNALISM DURING 2017–2020. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11114.

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The article analyzes the media discourse around the figure of Oriana Fallachi and her journalistic work during 2017-2020. The actual media image of the figure of Fallachi is highlighted, examples of positive and negative statements are given. It is substantiated why her journalism should be researched in various ways, taking into account other aspects of her work that are not related to Islamophobia. The subject of the study is critical texts in modern foreign media dedicated to the author’s work. The objective of the study is to outline the media discourse around the figure of Oriana Fallaci and her journalism during 2017-2020. The methodology. The following methods have been used in the process of scientific research: historical, comparative, systems analysis, content synthesis, and others. The main results. In total, we have analyzed eight materials in foreign publications, published over the past 3 years, as well as the two most famous biographies of Oriana Fallaci. Some of the most recent reviewed texts have been published in the last few months, reflecting the interest in the author’s journalism, her writing, and reporting. Therefore, we see the need for further tracking and analysis of this body of texts. Conclusions. Critics of Fallaci express polar views that are not all negative. Authors recommend quite cautiously her texts for reading, emphasizing their positive aspects. Both Fallaci’s biographies are also not entirely complementary: some aspects of her work are glorified, others are condemned. We managed to find general tendencies in the criticism of Oriana Fallaci’s journalism. These include accusations of xenophobia and Islamophobia, uncompromisingness, lack of political correctness, and moral value. The authors emphasize, at the same time, the openness and directness that bribe the reader, patriotism and honesty, strength of spirit and firmness of position. Significance of the research. The analysis of the latest criticism reveals what kind of media image Fallachi’s figure has today, and gives the possibility to research it for demonization and one-sided coverage. This is important not only for thorough research of the author’s work but also for understanding how the modern world perceives journalism, which is contrary to the generally accepted principles of political correctness, journalistic ethics, and humanity.

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