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Reflective Writing

A guide to writing reflectively

What is reflection? And why do we need to reflect?

According to Stella Cottrell, reflection is:

" A means of focusing our attention back onto our own experience [...] clarifying our thinking, deepening understanding and reinforcing learning in ways that, ideally, lead to transformation and change” 

So why do we need to reflect?

  1. To anchor theory in a meaningful way helping to bring it alive 
  2. It gives recognition to learning gained outside the classroom 
  3. It bridges practical experience and academic study 
  4. It helps develop understanding of difficult situations and improve professional practice

Adapted from Cottrell, 2017

How to write reflectively

This short video from the University of Hull Skills team explains how to write reflectively. What to write about, what to avoid writing about and the benefits of reflective writing.

  1. Transcript

    Reflective writing is a process of putting into writing your reflective thinking. Reflective thinking is actually the important part of the process. The writing is just a way of documenting that this has happened.

    When people first start to reflect they often think that it's about looking back at an event and thinking about what they've learned from the experience. What they don't realize is that it is equally about looking forward, imagining future events and thinking about how the lessons you've learned could be applied. It is therefore a three-stage process - looking back and analyzing and projecting into the future. Without the third stage it could be pointless.

    It's also really important that when you look back at an event you don't just concentrate on it in isolation. You need to take a metaphorical step backwards so that you can see it in the context of other events and other learning. These can and should influence your viewpoint when reflecting on that event. All of this can be written about in your reflective writing.

    When most people reflect they write about what happened, about when it happened - often in the form of a timeline - "I did this then I did that". They write about who was involved and perhaps where it happened. These are useful things but they are basically descriptive and writing about them does not actually contribute to useful reflection.

    Instead you should write about your thoughts about the event, during it, after it, and since. You should also include information about how it made you feel. Were you uncomfortable doing it? Did you feel confident about it? Instead of what when who and where, you need to write about why - why did you do it that way, how - how would you change it in the future.

    You should also think about the implications. You learned something but so what? How does that help you? Writing that answers these questions is truly reflective.

    So how much description is needed and how much reflection?

    Description is important but it should be kept to a minimum. It exists merely in order to put the reflection into context. A typical piece of reflective writing should have short bouts of description followed by a lot of reflection.

    One important part of reflection is hindsight. This is the ability to look back at an event with knowledge that wasn't available during the event typically. Some hindsight will initially hit immediately following an event as a result of knowledge gained in the process of that event. This is the 'if only' moment when you first look back. what then happens is you gain more hindsight gradually over time as more knowledge becomes available. This can be incredibly frustrating if you think you can't change things. However if at the point you reflect you realize you've learned a lot from the experience and you can change things in the future this is actually very empowering. When writing about that learning it is important to not only think about how it can be directly applied to similar situations but how it can be adapted and translated to other situations.

    For instance if you have to give a presentation you may spend a lot of time preparing for it and be feally happy with the way that it went when you delivered it. But what if someone afterwards asks you a really awkward question. One you haven't prepared for. You might feel a bit flustered and not answer it how you would have liked when you reflect on this you may write about how you did not like that feeling and in future presentations you'll need to think about more possible questions and prepare answers beforehand. However you may also think about other situations where thinking beyond the immediate problem would come in useful and you may realize that despite being unprepared you did manage to give an answer of sorts.

    This may make you realize that you can think on your feet and give you confidence to do the same in other situations. You could put all of these thoughts into your reflective writing. If you imagine an experience as a wet cloth, the purpose of reflection is to wring every last drop of learning out of that experience. It's also about showing that you can think about how you can put that learning into action.

    Nobody's saying this is easy. When you first start writing your reflections down it can seem very strange. you may learn things about yourself you're not comfortable with. You can feel like you're really struggling uphill. However when it becomes a regular activity it can feel perfectly normal and relatively easy. The great thing about reflecting is that it's very rewarding when you realize that you can analyze things and work out possible ways forward for yourself. Your self-confidence gets a real boost.

    Reflective writing is just a way to formalize and encourage such reflective thinking.

Characteristics of critical reflection

  1. Selection. Choose an experience, aspect of learning or professional practice for analysis. 
  2. Analyse it in detail, from all angles, identifying the component parts and contributing factors 
  3. Consider the bigger picture- look at the experience from a wide angle lens 
  4. Look at your role –reasons and consequences of your actions, consider fears, motivations, emotions and underlying assumptions 
  5. Make use of theory & research – learn from the experts, update yourself on the issues being addressed, do your experiences match theory?  
  6. Look for significance and meaning. Make sense of the situation. 
  7. Use insights to effect change. To do things differently/similarly in the future 

Adapted from Cottrell, (2017) 

According to Syed, Scouler and Reaney (2012) reflection is very personal in terms of the response you have had to a particular experience or situation. It is a process that allows you to have the time to think, make sense of and create meaning around a new situation, event, experience or aspect of learning. They suggest that nothing is right or wrong when reflecting but as a result of the analysis and evaluation some planning needs to take place for the future and how you will take forward what you have learnt as a result of your reflections. 

Bringing evidence into reflection

"If your reader is to see you as a thoughtful reflective person. Your evidence needs to be convincing"

Willians et. al 2012

Evidence may come from your experience and /or reading.

For example if you are bringing in a theory, you may consider how the theory relates to your practice. What sense did you make of it?  Did  the theory work in practice? If so how?  Or, you might  bring in a link you have made between something you have read or learnt on your course (studies, approaches or ideas) and what you are reflecting about? How does what you have read link to your experience? Is it similar/different? How has your practice changed, evolved, progressed because of what you have read?

In your assignment you may be asked to bring in evidence from  your journal. How does this relate to your reflection/experience? Does it show your progress, help justify choices made, show development and learning, difficulties, ability to adapt and change?

Adapted from Willians et al, 2012

Example of reflective writing

"Specific tasks were shared out amongst members of my team. Initially, however, the tasks were not seen as equally difficult by all team members. Cooperation between group members was at risk because of this perception of unfairness. Social interdependence theory recognises a type of group interaction called 'positive interdependence', meaning cooperation (Johnson & Johnson, 1993, cited by Maughan & Webb, 2001), and many studies have demonstrated that 'cooperative learning experiences encourage higher achievement' (Maughan & Webb, 2001). Ultimately, our group achieved a successful outcome, but to improve the process, we perhaps needed a leader to help encourage cooperation when tasks were being shared out. In future group work, I would probably suggest this."

Maughan, C., & Webb, J. (2001)

 

Description

What happened?

What is being examined? 

"Specific tasks were shared out amongst members of my team. Initially, however, the tasks were not seen as equally difficult by all team members."

Interpretation

What is the most important/interesting/relevant point you want to make about the object, event or idea?

"Cooperation between group members was at risk because of this perception of unfairness."

Interpretation

How can this be explained by theory?

 

 

How is it similar to and different from others? 

"Social interdependence theory recognises a type of group interaction called ‘positive interdependence’, meaning cooperation (Johnson & Johnson, 1993, cited by Maughan & Webb, 2001)"

"and many studies have demonstrated that 'cooperative learning experiences encourage higher achievement' (Maughan & Webb, 2001)."

Outcome

What have I learnt from this?

What does this mean going forwards?

"Ultimately, our group achieved a successful outcome, but to improve our achievement, we perhaps needed a leader to help encourage cooperation when tasks were being shared out. In future group work, I would probably suggest this."

The example of basic reflective writing above can be broken down into three parts: description, interpretation and outcome, or a DIO paragraph.

This is just one way of structuring reflective writing. There are other ways. Whatever structure you use, remember:

  • Reflection is an exploration and explanation of events not just a description. 
  • Select only the most significant parts of the event or idea when reflecting. Don't describe the whole story. Perhaps think of a rough split that is roughly 25% description and 75% evaluation, analysis and what you plan on doing now moving forward with this new learning.
  • Reflective writing often involves thinking about anxieties, errors and weaknesses....but don't forget to reflect on what you have done well or what went well and why it was a success. 

Adapted from University of Portsmouth, 2019, 

References

Cottrell, S (2017). Critical Thinking Skills. 3rd Ed. London:Palgrave

Academic Skills Unit. (2019) "Reflective writing: a basic introduction", University of Portsmouth, https://myport.port.ac.uk/sites/default/files/2022-10/reflective-writing.pdf

Maughan, C., & Webb, J. (2001). Small group learning and assessment.

Syed, N., Scoular, A., & Reaney, L. (2012). Faculty of public health tips on writing effective reflective notes. Faculty of Public Health of the Royal Colleges of Physicians of the United Kingdom. Avaliable at: https://www.fph.org.uk/media/1283/fph-tips-on-writing-effective-reflective-notes.pdf

Willians, K; M.Woolliams and J Spiro.2012. Reflective Writing. Basingstoke:Palgrave MacMillan