Purpose - The purpose of this paper is to persuade curriculum developers that the aims of incorporating English literature, particularly in the concern with developing a responsive openness of mind, could and perhaps should be a part of any work based learning programme. Design/methodology/approach - Using a qualitative approach and drawing on the experience at a university in the south-east of England, this study provides an exploration of and insights into incorporating English literature in journal reflection within the context of work-based learning. Findings - The purpose of this paper was to present a case study of a course that was taught through a blend of requiring research on writers and reflective journaling and then assessed by a means of formative (journal entries shared and discussed) and summative (final formal presentations) feedback. Originality/value - The author believes that the paper has demonstrated some ideological and practical insights to offering a work-based learning course marrying literature and journal use. The author is convinced that the learning journal remains a potent tool in the arsenal of materials used to engage learners in the skills of enquiry. Furthermore, incorporating aspects of a rich field such as English literature allowed students to become open to alternative theories, challenge their attitudes, jettison old ways of thinking - in short, through learning, self-analysing and reflecting, to improve practice. © Emerald Group Publishing Limited.
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