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Writing in portfolios

Regardless of the type of course you're studying, it is extremely likely that what you display in your portfolio will need to be accompanied by some form of writing. Let’s explore the types of writing often found in portfolios.

Reflection

Reflective writing means looking back on an experience, describing the experience, analysing its value and importance, and planning how it will be used to inform future practice.

There are a number of frameworks that can be used for reflective writing. One of these is DIEP, where you:

  • Describe the experience that you had
  • Interpret the meaning of the experience
  • Evaluate why the experience was significant
  • Plan how you will use what you have used in the future.

A more detailed explanation can be found in the Academic reflection section.

Here are some examples of how students from different study areas have used DIEP for their reflective writing:

Education: Reflecting on creating a lesson plan

I recently developed a lesson plan for my Year 8 class on environmental science, incorporating classroom technology for interactive content. Unfortunately, I did not test the lesson's content on the technology beforehand, and I experienced technical difficulties that disrupted the lesson. This taught me the importance of testing technological tools in advance to ensure a smooth class flow. The significance of this insight lies in understanding the role of technology in modern teaching. While technology has the potential to enhance learning, I now understand the importance of preparation before class and identifying any potential problem areas in lesson plans. This insight has changed how I approach lesson planning by highlighting the need for thorough preparation, especially with technology. I have learnt that thorough preparation is the key to a lesson that flows well, which enhances the students' comprehension of the class and increases their enjoyment. I have also learnt that technology is not suitable for delivering every part of every lesson, and that often a blend of technological and traditional techniques is best. In future lesson plans, I will ensure to test all technological components beforehand to avoid disruptions. I will also have a backup plan in case of technical issues. Additionally, I will consider more carefully the balance of traditional teaching methods and technology-based materials.

Engineering: Reflecting on a problem-solving technique

During a recent group project in my engineering course, we encountered a mechanical failure in our prototype that caused significant delays. The failure was due to a design flaw that our previous testing system did not identify. Through this experience, I learned the importance of using 'root cause analysis' to identify and address the underlying issues rather than just fixing surface problems. The significance of this insight lies in the efficiency and effectiveness of problem-solving techniques. It made me think about how thorough analysis can prevent future issues and improve designs. My past experiences with trial-and-error and working with my team helped me appreciate systematic analysis and see the impact of solving root causes. This insight has significantly enhanced my learning by highlighting the importance of addressing root causes for more reliable engineering designs. It encourages a rigorous application of analytical techniques in my coursework, ensuring potential flaws are identified early. Professionally, it prepares me for future engineering roles by fostering a mindset focused on precision and prevention, crucial for developing dependable solutions. I plan to use root cause analysis in future projects to improve efficiency and effectiveness. I will also share this method with my peers to enhance our teamwork. Additionally, I intend to document the process and outcomes to create a reference guide for similar challenges, helping us resolve issues faster in future projects.

Fine Arts: Reflecting on using a new technique

I recently experimented with a painting technique called 'impasto', which I learned about in class. This technique uses thick paint layers to create texture on the canvas. I chose to paint a landscape to see how this would affect the look of natural elements such as trees and water. This insight is important because it shows how texture can change a painting's effect. It made me wonder how different techniques can express emotions and improve my art. This relates to our course focus on trying new art methods to find our own style. My past experiences with flat painting and encouragement from my teacher helped me see how texture can tell a story in art. This insight has changed how I approach painting by showing me the power of technique in setting a mood. It made me appreciate trying new things. This idea is logical and fits with our course goals of being creative. It can also be used in other art forms, which has inspired me to try other techniques. For future projects, I plan to explore impasto more by using different tools like palette knives and brushes to create various textures. I will also try different colour schemes to see their effects. Additionally, I will seek feedback from my instructor to improve my technique and blend impasto with other methods to develop my unique style.

Health: Reflecting on a hospital placement

During my recent placement in a hospital, I assisted with preparing the necessary documentation for a patient transfer from the emergency department to the surgical ward. In the process, I left out some important details on the paperwork, which was identified by the supervising nurse. This insight highlights the importance of attention to detail and clear communication in healthcare. It made me realise the need to double-check my work and ask questions to ensure accuracy, which is crucial for patient safety. I am thankful that this event happened while I was in a supportive environment, so that I could learn from the experience and the patient’s health was not jeopardised. This experience has emphasised to me the need for accuracy and communication. It reinforced the importance of being meticulous. This idea is logical and aligns with healthcare standards, and it can be applied in other healthcare settings, showing how crucial thoroughness and communication are. In future placements, I will ensure to carefully review all documentation and seek clarification when needed. I will also familiarise myself with hospital protocols by reviewing materials and attending training sessions. Additionally, I plan to develop a checklist to ensure I complete all necessary steps accurately, helping me manage similar situations more effectively.

Artist statements

Artist statements briefly describe a piece of work that you have created, and they can accompany pieces included in a portfolio.

They can help your audience to understand your motivations and intentions, and the techniques you have employed.

For more information, visit the Artist statement section on the Learning Lab.

Dreams Deferred is a multimedia installation that delves into the conflict between personal aspirations and the pressures of societal expectations. Inspired by the universal challenge of maintaining dreams in the face of everyday responsibilities, this work seeks to explore the emotional and psychological impacts of this struggle. The installation features a series of dynamic video projections paired with an immersive soundscape. The visuals transition between vivid, imaginative scenes and the repetitive motions of daily routines, creating a stark contrast. The audio complements this with a blend of uplifting melodies and the humdrum sounds of an office environment, reinforcing the thematic tension. My intent is to engage audiences in reflecting on their own experiences of balancing dreams with reality. By highlighting the often-unseen emotional toll of this balance, I hope to inspire viewers to reconsider how they navigate their aspirations amidst societal pressures. Ultimately, I aim to encourage a dialogue about the importance of preserving one's passion and creativity in a world that often demands compromise.

Process description / materials and methods

In some cases, you may be required to include a process description or materials and methods section. This describes how you created a design or artwork, or how you conducted a procedure.

To do this, you'll need to communicate to your reader the materials, equipment and measurements used, and clearly describe the steps you took.

Some considerations for this type of writing are:

  • use the past tense (the solution was heated to 200°C; an acrylic paint was applied)
  • list the steps in chronological order. In other words, in the order they were completed.
  • use signaling words like then, next, subsequently, afterwards and finally to show the sequence of the steps
  • provide enough detail that a reader would be able to replicate your process
  • process descriptions can be written in paragraph or bullet-point form. Check with your educator for their preference
  • in some cases, you will need to avoid using pronouns like 'I' and 'me'. Check with your educator about the level of formality they would like you to use.

Process for the creation of Liberty?
The sculpture "Liberty?" was created as a reimagining of a trans representation of the Statue of Liberty, exploring themes of freedom and identity. The project began with the conceptualisation and design phase, involving the development of sketches and a 3D model to define elements conveying the trans reimagining. An armature was constructed from wire to support the clay model, ensuring that the dynamic pose was captured.

Clay was applied over the armature to form the basic structure, with particular attention given to features like facial expressions and attire. Sculpting tools were used to refine details such as drapery and symbolic elements. Once the clay model was finalised, a plaster mould was made and allowed to cure completely. Fibreglass was then applied inside the mould, ensuring even coverage and a smooth finish.

After the fibreglass sculpture was carefully extracted from the mould, rough edges were sanded, and the surface was painted with acrylic and metallic paints. Inspections were conducted to identify any inconsistencies, followed by touch-ups and the application of a protective sealant. Throughout the process, safety precautions such as wearing gloves and masks were observed to ensure a safe working environment, especially when handling fibreglass and paints.

Process for the extraction of caffeine from tea
Materials

  • Tea bags (black or green tea)
  • Distilled water
  • Sodium carbonate (Na2​CO3​)
  • Dichloromethane (CH2​Cl2​)
  • Separation funnel
  • Beaker
  • Filter paper
  • Hot plate
  • Erlenmeyer flask
  • Ice bath
  • Anhydrous sodium sulfate (Na2SO4)

Methods
The extraction of caffeine from tea was performed by first boiling water and allowing it to cool slightly before three tea bags were added to a beaker containing 200 mL of hot distilled water. The mixture was steeped for 10 minutes to ensure thorough extraction of caffeine. After removing the tea bags and pressing them to recover as much liquid as possible, 5 g of sodium carbonate were added to the solution to convert caffeine into its free base form, enhancing solubility in the organic solvent.

The cooled tea solution was transferred to a separatory funnel, and 50 mL of dichloromethane was added. The mixture was gently shaken, with periodic venting to release any pressure build-up, allowing for the caffeine to partition into the organic layer. This process was repeated twice to maximise extraction efficiency, each time collecting the dichloromethane layer separately.

The combined dichloromethane extractions were dried over anhydrous sodium sulfate to remove any residual water, and the solvent was decanted into an Erlenmeyer flask. The dichloromethane was then evaporated using a hot plate under a fume hood, leaving behind crude caffeine. The crude product was further purified by recrystallisation from hot water, followed by cooling in an ice bath to enhance crystal formation. The purified caffeine crystals were collected by filtration using filter paper and allowed to air-dry.

Process Description for Investigating Plant Responses to Stimuli

Procedure:
Data collection

  1. Bean seedlings were germinated on moist paper towels inside Petri dishes. Each Petri dish was labelled for different experimental conditions (e.g., light direction and gravity orientation).
  2. Some dishes were placed in the growth chamber with light sources set at different angles. Other seedlings were placed horizontally in the growth chamber.
  3. For dishes exposed to light at different angles, seedling growth directions were observed and recorded over several days to assess phototropic response.
  4. For seedlings placed horizontally, gravity’s effect on root and shoot orientation was observed and recorded using a protractor to measure angles. Note: Measurements of stem and root angles relative to initial positions were taken using a ruler and protractor.
  5. Observations were documented daily to track changes in growth direction.

Data analysis

  1. The observed data were analysed to determine the degree of response to each type of stimulus.
  2. Results were compared to understand the predominant stimuli influencing plant growth patterns.

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