Through stories, the young can experience some of the challenges of growing up, coping with fear, uncertainty, ambiguity, facing the future, coping with change, loss and disappointments in a safe context. They can be inspired by positive examples of honesty, bravery, loyalty, commitment, and love. Stories that engage with the kind of problems children face also can help when children are going through a particular trauma, such as the divorce of their parents, illness, loss and bereavement or domestic violence by normalising and destigmatising the experience so they do not feel so isolated and odd (Geldard and Geldard 1997). (Weare, 2002, p. 126)

“Indeed, narratives encourage students to write about personal experiences and communicate their political, social, and religious beliefs. Autobiographical writing also has a long standing tradition in feminist theory” (Laverick, 2008, p. 15).

Journaling

“Like narratives, journals promote dialogue and self reflection. They provide students a safe space to voice their concerns, ask questions and for NNS [non-native speakers] to write about [concepts such as] homesickness and acculturation” (Laverick, 2008, p. 16).

“Regardless of the type, journals provide a space space for students to ask questions and voice concerns they may have about class, university life, and even political, religious, and gendered issues” (Laverick, 2008, p. 16).

Peer Review

Peer review “enables students to collaborate and offer revision suggestions that the author or even the instructor may overlook” (Laverick, 2008, p. 14).

The ultimate objective of peer review is to cultivate a discussion amongst a discourse of community (Laverick, 2008, p. 14)