write an essay about the various aspects of reflective thinking

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How To Write Reflection Essays

How often do you contemplate how the tapestry of your experiences shapes your thoughts? A reflection paper lets you explore that. It's like deep diving into your life’s precious moments, examining how stories, books, events, or even lectures have influenced your views. This type of academic essay integrates a personal perspective, allowing you to openly express your opinions.

In this guide, we will delve into the specifics of reflective writing, share some tips, and show some self-reflection essay samples. So, read on if you’ve ever had difficulty expressing your thoughts in writing.

What is a Reflective Essay? 

A reflection essay is essentially a written work with a personal touch. It explores how a book, life event, or lecture has shaped your individual perspective on a specific subject. Think of reflective essay definition as crafting a persuasive narrative that showcases your evolving opinions, thoughts, and insights.

Reflective papers differ from regular academic papers. They delve into more profound aspects and encompass your distinct points of view and emotions. Here authors tend to use subjective and expressive language. You do not need to rely heavily on academic sources. The advice is to focus on your viewpoints and on how you've grown personally. Yet, the academic paper meets the basic requirements of a well-expressed essay.

What is the Purpose of Reflective Writing?

You may be struggling with putting your ideas into words in a self-reflection assignment. What is the purpose of writing a reflective essay? In these texts, the author aims to persuade the readers of their key reflections. It's akin to looking into a mirror: an in-depth examination of your internal processes. You may consequently find out plenty of interesting things about yourself. Such insightful practice helps you convey not only your growth, but also the emotional states you've encountered.

The primary goal of self-reflective writing practice is to allow the writer to not just describe an event or emotions. You also consider the lessons you've learned along with the way they've transformed you.

Obviously, writing can feel overwhelming at times. Looking for assistance with your difficult reflective essay assignment? That’s where Aithor.com, our AI-powered software, comes in. With features like error detection, paraphrasing and summarizing assistance, and offering ideas and citations, Aithor.ai streamlines the essay creation process. Consequently, you will efficiently produce high-grade academic content.

Our service provides professional help with everything from shaping your reflective paper skeleton to finalizing the entire paper composing process. Our team of authors is available round the clock at https://aithor.com/ai-essay-generator  to help users generate ideas for various questions about "how to write a reflection paper".

How to Create a Reflective Essay Outline? 

Writing a decent self-reflective paper requires an exclusive organization of ideas compared to other assignments. Even if you've dedicated ample time to pondering, don't dive into writing without a comprehensive plan. Confused about how to start a reflection paper? Forming an outline will enhance the coherence of your paper greatly. A plan ensures your views are conveyed with solid structure and precision. To effectively craft a structured essay skeleton, include these sections: intro, body, and an insightful conclusion.

 So, let’s figure out how you can craft each part effectively:

• Introduction: Students get stuck initially with the question: How to begin a reflection paper? Any essay's beginning is called the introduction, and it usually has three parts. The intro section sets the overall tone for your story. So, start writing with a striking hook to attract the reader, like sharing an intriguing part of your background. Captivating and intriguing sentences with irony, curiosity, and tension always hook readers. You may clarify this experience with a couple of sentences. Then, briefly state your thesis statement. It may be a sentence or two that indicates what your work is going to be about. Now, there’s no need to write the details as you will develop the story in the following paragraphs. This method works well with any essay type as it briefly organizes key ideas for better readability.
• Body Paragraphs: The biggest section may be more challenging to write. However, sticking to your brief outline will help you master the task. Each reflection paragraph should contain a clear topic sentence to introduce a new idea. Tell about the central event in the initial body paragraph, delve into related issues with evidence in the second one, and analyze your views or the insights gained in the third one. 
• Conclusion: Wrap up your important ideas and arguments, reiterate your thesis, and offer a concluding thought or remark based on your reflective analysis.

Still unsure about the importance of creating an outline? Let us explain why forming a comprehensive essay plan can be incredibly beneficial:

• Consider the story’s plan like a map. It is recommended to arrange your ideas beforehand, giving your work a clear flow of thought. This makes it easier to comprehend. This also prevents you from overlooking key details and having to rewrite later.
• A reflection essay outline helps you concentrate on the critical details of your paper. This helps identify unnecessary information that can be removed for a concise essay.
• A brief outline can save time! Acting as the backbone of your text, it speeds up the writing procedure by reminding of your focal points. This allows more time for editing and eventually, guarantees excellent works.

If you are doubtful about what should be done next, explore our following sections, thoughtfully compiled for your benefit.

What is the Format of a Reflective Essay? 

The style and format of an insight-based paper set it apart from other composition types. It typically resembles a well-crafted story infused with person-focused insights.

Reflective writing comes in different forms, with prevalent ones like a learning journal or diary entry. Diary entries show how the writer's views evolved.

The reflection paper format can vary, mainly depending on who it is for. It might be for school, a magazine, or something else, each one with its style. But no matter the form, the goal is usually the same: to encourage critical thinking on a specific topic or experience.

Check out some common examples of reflection paper format that students may have to write:

Focusing on literature:

This kind of academic paper asks students to summarize a literary work and then connect its plot to their life moments and experiences.

Focusing on individual development:

Lecturers often use this paper style to teach students how to analyze their life experiences and grow emotionally. These papers help learners identify themselves and their actions better.

Students often ask their professors questions such as how long should a reflection paper be and what style to use. Common formats for reflection-related assignments comprise APA, MLA, and Chicago styles, with a standard length ranging from 400 to 700 words.

When formatting a document in APA,

• apply the Times New Roman font, set 12 font size,
• set margins at one inch, with a page header,
• divide the paper into sections: an abstract, a title page, the paper’s body, plus references.
• ensure double-spacing,
• font size 12, pick Times New Roman, with one-inch size margins,
• centered titles, and put your name & surname in a header,
• indicate the lecturer's name, course, and date,
• a list of academic works cited in the last part.

Some Tips on Writing the Reflective Essay 

By planning carefully and analyzing meticulously, you can profoundly improve your essay. We have gathered some simple tips to help you compose an A-level reflection essay:

• Begin with Basics:  To build a solid structure for your assignment, start off with the standard essay sections.
• Capture Main Ideas:  Jot down your main ideas briefly using clear sentences or short phrases.
• Ensure Flow:  Check whether your outline is well-structured. It should flow logically from one part to the succeeding one, with each point smoothly leading into the next.
• Focus on Key Details:  Prioritize strong details and illustrations that support your key points, rather than overwhelming the work with unnecessary information.
• Group Similar Ideas:  Gather similar feelings or related experiences in the paper’s plan for easier writing and coherence.
• Ask Questions:  Add thoughtful queries to your outline to guide your self-analysis, such as, "What lessons have I learned?" or "Why was that experience significant?"
• Add Reflective Prompts:  Use thought-provoking prompts as subheadings to direct the flow of your insights, like "What have I gained from the experience?" or "Why was the event significant?"
• Keep a Proficient Tone:  While mentioning your insights and perceptions in your self-reflection essay, bear in mind that for an academic environment, a professional tone is appropriate. 
• Pick an Attention-Grabbing Topic:  Writing a catchy title is crucial as it can make the content more engaging. 
• Check the Info for Relevance:  Usually, the papers’ length ranges between 250 to 800 words. So, write relevant details and avoid long summaries.

3 Reflective Essay Examples

Title: my life-changing experience with michael.

The birth of my youngest brother, Michael, marked a significant turning point in my life, resulting in profound personal growth and insights into family dynamics.

Michael’s unexpected arrival challenged my initial skepticism and brought a mix of emotions, from uncertainty to overwhelming love. Witnessing the birth process opened my eyes to the miracle of life and the strength inherent in moments of vulnerability.

The experience also deepened my understanding of family dynamics and resilience. Despite initial concerns, the journey of adapting to Michael's presence strengthened our family bonds and taught me priceless lessons in acceptance and unconditional love. Considering my brother’s impact, I realized how transformative life experiences can shape our views and priorities. His presence continues to inspire me to cherish moments of connection and embrace life's unpredictability with an open heart.

Conclusion:

In conclusion, Michael's birth taught me invaluable lessons about resilience, love, and the beauty of unexpected blessings. As I navigate life's journey, I carry this wisdom with me, embracing each experience with gratitude and an appreciation for the transformative power of love and family.

Title: Reflecting on Corporate Responsibility

Introduction:

The very concept of corporate responsibility has evolved significantly in recent years, with stakeholders playing a pivotal role in shaping this discourse. As someone interested in entrepreneurship, grasping the dynamics between stakeholders and shareholders is essential for effective leadership and sustainable business practices.

My interest in corporate responsibility stemmed from a course where the notion of stakeholders challenged conventional views on corporate roles. This challenge intrigued me, prompting a deeper exploration into the responsibilities businesses have towards various stakeholders.

Upon further research, I encountered Friedman's perspective on profit maximization. That clashed with the stakeholder orientation emphasizing broader accountability. This contrast emphasized the complexities businesses face in balancing profit motives with social and environmental responsibilities.

Reflecting on these concepts, I realized the importance of responsible leadership in addressing multifaceted challenges. Managing diverse accountabilities and navigating trade-offs requires strategic decision-making and a holistic approach toward corporate governance.

In conclusion, the concept of corporate responsibility is multifaceted, requiring a nuanced understanding of stakeholders' influence and responsibilities. As I continue my journey in entrepreneurship, I aim to integrate these insights into my leadership style. Hence, I prioritize sustainable practices and stakeholder engagement.  

Title: Rediscovering Nature's Beauty

An unexpected hiking trip opened my eyes to the beauty of nature as well as the importance of disconnecting from technology.

During the hike, I was struck by the breathtaking views of lush forests and serene lakes. These images contrasted starkly with my usual urban surroundings.

Disconnecting from technology allowed me to fully immerse myself in the natural environment. This experience brought about a feeling of peace and understanding that I hadn't felt for a while.

Thinking back on this memory, I came to see the importance of taking things slowly. I started appreciating simple moments and reconnecting with the natural world. Such an approach to life had a therapeutic effect on me in terms of mental and emotional well-being.

To sum up, the hiking trip was a reminder of natural splendor and its therapeutic effects on our lives. Moving forward, I prioritize moments of nature immersion to rejuvenate my mind and soul.    

To sum up, writing a reflection paper may be challenging for some people, despite having access to various tips and advice. However, by practicing you may master this task. Reflective writing enhances self-awareness and learning from life moments. Pick a significant experience, ask key questions, and organize your emotional state for clear expression in your essay.

Now you have the right tools to craft a well-organized reflective essay. Refer to the guide provided to create a seamless structure for your reflection-based assignment and reach your goals.

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Practice-based and reflective learning

• Introduction

The reflective learning cycle

Developing your reflective insights, using theory.

• Reflective writing

Useful links for reflective learning

• Reflective writing video tutorial (University of Hull) A clear explanation of things to think about when you are writing reflectively.
• Study Advice Helping students to achieve study success with guides, video tutorials, seminars and one-to-one advice sessions.
• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.
• Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
• Essay writing LibGuide Expert guidance on writing essays for university.
• Report writing LibGuide Expert guidance on planning, structuring and writing reports at university.
• Dissertations and major projects LibGuide Expert guidance on planning, researching and writing dissertations and major projects.

Reflective thinking helps you to:

• Develop a questioning attitude and new perspectives
• Identify areas for change and improvement
• Respond effectively to new challenges
• Generalise and apply what you have learned from one situation to other situations

You may be asked to think reflectively at university when completing assignments that draw on your experience in placements or prior employment, or when considering your own skills and experience and where you might need to develop (for careers learning or general academic development, for instance).

Being able to think reflectively is an important transferrable skill that will help you to showcase your achievements at job interviews, and is also worth mentioning in its own right.

• Reflective thinking (Study Guide) You can also print off an abridged PDF version of this guide. This is designed to be printed double-sided on A4, then folded to make an A5 guide.

This cycle is iterative, so it doesn't stop after one rotation; you apply what you learn, then continue to reflect and develop further.

Based on the wider context, theory, models of knowledge and practice, previous experience etc. think carefully about how others have performed similar tasks and use this understanding to develop, modify, change, adapt, and then formulate an action plan for the situation you are expecting to encounter.

Apply the method or approaches developed in the Plan, with a client or situation. Maintain self awareness. Be prepared to creatively adapt and change goals as you go along - while keeping your plan in mind.

As soon as possible, review the session and your observations of what happened, the effects on the client or situation and on yourself. Produce an accurate and objective description of the event.

Reflect upon and evaluate the session and your actions. Analyse your own experience of what you did and how you did it. Reflect on the strengths and weaknesses of your actions, identify problems and issues for investigation, develop your insight. There is no correct answer and some things may remain difficult to interpret. Did you achieve your plan? Did your goals change? How did your actions affect the situation and how did the situation affect you? How do your observations fit with the theories you have read?

- Plan again…

Formulate a new action plan based on your experience in the previous situation or session with the client. Use the outcomes of your reflection, rethinking and reinterpreting. Include the wider context of theory, models of knowledge and practice.

- Act again… and so on.

Be prepared to:

• Be critical of your own actions
• Think of alternative explanations of events
• Make use of evidence from a range of sources e.g. theories
• Recognise that your own point of view will change with time
• Discuss with others to deepen your insight and explore a range of perspectives
• Reflective questions to ask yourself
• Why did I respond in this way?
• What was I thinking and feeling - did this influence me, and why?
• What was the client thinking and feeling, what is the evidence for this?
• What else could I have done?
• What would I do in a similar situation?

Consider the following:

• How does my experience compare to what I have read? Are there any theories that would help explain what happened?
• What might be the results of doing things differently? What evidence is there to show things might change if done differently?
• How has the experience changed my understanding?

Our top tip:  Keep comparing theory to practice and exploring the relationship between the two.

Academic theories  provide a generalised model or framework to help you understand what might be happening in a situation - the Reflective Learning Cycle explained above is an example of a theoretical model - it gives you a structure to compare your own experiences to and language to help you explain what is happening.

Your own experiences  are what happens in practice; these may be more complex and richer than an abstract model, but it can be harder to see what is relevant. By comparing your experiences to a theory or theories, you can develop some more insightful explanations for what happened. Also use your own experiences to interrogate and question theories - does the theory fit what happened? If not, why? Does the theory only explain part of the story? Does the theory need to be adapted for different situations?

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Ultimate guide to writing a reflective essay, carla johnson.

• June 14, 2023
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Writing about yourself is a powerful way to learn and grow as a person. It is a type of writing that makes you think about your thoughts, feelings, and experiences and how they have affected your personal and professional growth. A reflective essay is a type of writing that lets you talk about your own experiences, thoughts, and insights. In this article , we’ll tell you everything you need to know about writing a reflective essay, from how to define it and figure out what it’s for to how to do it well.

What You'll Learn

Definition of a Reflective Essay

A reflective essay is a type of writing in which you write about your own thoughts, feelings, and experiences. It is a type of personal writing that lets you talk about your own thoughts and experiences and share them with other people. Students are often asked to write reflective essays for school, but they can also be used for personal or professional growth.

Purpose of a Reflective Essay

The goal of a reflective essay is to get you to think about your life and how it has affected your personal and professional growth. Reflective essays can help you learn more about yourself and your experiences, as well as find places where you can grow and improve. They can also help you get better at writing and better at getting your ideas across.

Importance of Reflective Writing

Writing about yourself and your work is an important way to grow personally and professionally. It can help you learn more about yourself, figure out where you need to grow and change, and learn more about how you think and feel. Writing about yourself can also help you get better at critical thinking and analysis , and it can help you get your ideas across better. It is a useful tool for anyone who wants to grow personally and professionally, and it can be used in many different situations, from academic writing to keeping a personal journal.

Writing about yourself and your work is a powerful way to grow personally and professionally. Reflective essays give you a chance to think about your own life and how it has affected your personal and professional growth. By writing about your thoughts and feelings, you can learn more about them, find ways to grow and improve, and improve your writing and communication skills . In the next parts of this article, we’ll show you how to write a good reflective essay step by step, from choosing a topic and organizing your thoughts to writing and revising your essay.

Elements of a Reflective Essay

A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. There are several essential elements that should be included in a reflective essay to ensure that it is effective in conveying your personal reflections and experiences.

Personal Reflection

The first essential element of a reflective essay is personal reflection. This involves exploring your own thoughts and feelings about the experience you are reflecting on. It is important to be honest and open about your thoughts and feelings, as this will make your essay more authentic and meaningful.

Description of the Experience

The second element of a reflective essay is a description of the experience that you are reflecting on. This includes providing details about the experience, such as where it took place, who was involved, and what happened. The description should be clear and concise, and should provide enough detail for the reader to understand the context of your reflection.

Analysis of the Experience

The third element of a reflective essay is analysis of the experience. This involves exploring the experience in more depth, and examining your thoughts and feelings about it. You should consider what you learned from the experience, and how it impacted your personal and professional growth .

Evaluation of the Experience

The fourth element of a reflective essay is evaluation of the experience. This involves examining the experience from different perspectives, and considering its strengths and weaknesses. You should reflect on what you would do differently if you were in the same situation again, and how you could improve your response or approach.

Identification of Key Learning

The fifth element of a reflective essay is identifying the key learning that you gained from the experience. This involves reflecting on the insights and lessons that you learned from the experience, and how these have impacted your personal and professional growth. This can include new skills, knowledge, or perspectives that you gained from the experience.

Planning for Future Action

The final element of a reflective essay is planning for future action. This involves considering how you can apply the lessons and insights gained from the experience to improve your future actions. You should reflect on how you can use what you learned to approach similar situations differently in the future.

How to Write a Reflective Essay

Writing a reflective essay can be a challenging task, but by following a few simple steps, you can write an effective and meaningful essay .

Steps for Writing a Reflective Essay:

1. Brainstorming and Selecting a Topic

Begin by brainstorming and selecting a topic for your reflective essay. Think about a personal experience or event that had a significant impact on your personal or professional growth.

2. Creating an Outline

Create an outline for your essay . This should include an introduction, body, and conclusion, as well as sections for each of the essential elements described above.

3. Writing the Introduction

Write the introduction for your essay . This should include a brief overview of the experience that you will be reflecting on, as well as the purpose and focus of your essay.

4. Writing the Body

Write the body of your essay, which should include the personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action . Make sure to use specific examples and details to support your reflection.

5. Writing the Conclusion

Write the conclusion for your essay , which should summarize the key points of your reflection and provide closure for the reader. You can also include a final reflection on the experience and what it means to you.

6. Revising and Editing

Pay close attention to grammar, spelling, and sentence structure as you reread and edit your essay . Make sure your essay is easy to read and flows well. You might also want someone else to look over your essay and give you feedback and ideas.

If you follow these steps, you should be able to write a good reflective essay. Remember to be honest and open about your thoughts and feelings, and to support your reflection with specific examples and details. You can become a good reflective writer with practice , and you can use this skill to help your personal and professional growth.

Reflective Essay Topics

Reflective essays can be written on a wide range of topics, as they are based on personal experiences and reflections. Here are some common categories of reflective essay topics:

Personal Experiences

– A time when you overcame a personal challenge

– A difficult decision you had to make

– A significant event in your life that changed you

– A moment when you learned an important lesson

– A relationship that had a significant impact on you

Professional Experiences

– A challenging project or assignment at work

– A significant accomplishment or success in your career

– A time when you had to deal with a difficult colleague or boss

– A failure or setback in your career and what you learned from it

– A career change or transition that had a significant impact on you

Academic Experiences

– A challenging course or assignment in school

– A significant accomplishment or success in your academic career

– A time when you struggled with a particular subject or topic and how you overcame it

– A research project or paper that had a significant impact on you

– A teacher or mentor who had a significant impact on your academic career

Cultural Experiences

– A significant trip or travel experience

– A significant cultural event or celebration you participated in

– A time when you experienced culture shock

– A significant interaction with someone from a different culture

– A time when you learned something new about a different culture and how it impacted you

Social Issues

– A personal experience with discrimination or prejudice

– A time when you volunteered or worked for a social cause or organization

– A significant event or moment related to a social issue (e.g. protest, rally, community event)

– A time when you had to confront your own biases or privilege

– A social issue that you are passionate about and how it has impacted you personally

Reflective Essay Examples

Example 1: Reflecting on a Personal Challenge

In this reflective essay, the writer reflects on a personal challenge they faced and how they overcame it. They explore their thoughts, feelings, and actions during this time, and reflect on the lessons they learned from the experience.

Example 2: Reflecting on a Professional Experience

In this reflective essay, the writer reflects on a challenging project they worked on at work and how they overcame obstacles to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.

Example 3: Reflecting on an Academic Assignment

In this reflective essay, the writer reflects on a challenging academic assignment they completed and how they overcame difficulties to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.

Example 4: Reflecting on a Cultural Experience

In this reflective essay, the writer reflects on a significant cultural experience they had, such as traveling to a new country or participating in a cultural event. Theyexplore their thoughts and feelings about the experience, reflect on what they learned about the culture, and how it impacted them personally.

Example 5: Reflecting on a Social Issue

In this reflective essay, the writer reflects on their personal experiences with discrimination or prejudice and how it impacted them. They explore their thoughts and feelings about the experience, reflect on what they learned about themselves and the issue, and how they can take action to address it.

These examples demonstrate how reflective essays can be used to explore a wide range of personal experiences and reflections. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development . Reflective writing is a powerful tool for self-reflection and personal growth, and it can be used in many different contexts to help you gain a deeper understanding of yourself and the world around you.

Reflective Essay Outline

A reflective essay should follow a basic outline that includes an introduction, body, and conclusion. Here is a breakdown of each section:

Introduction: The introduction should provide an overview of the experience you will be reflecting on and a preview of the key points you will be discussing in your essay .

Body: The body of the essay should include several paragraphs that explore your personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.

Conclusion: The conclusion should summarize the key points of your reflection and provide closure for the reader.

Reflective Essay Thesis

A reflective essay thesis is a statement that summarizes the main points of your essay and provides a clear focus for your writing. A strong thesis statement is essential for a successful reflective essay, as it helps to guide your writing and ensure that your essay is focused and coherent.

Importance of a Strong Thesis Statement

A strong thesis statement is important for several reasons. First, it provides a clear focus for your writing, which helps to ensure that your essay is coherent and well-organized. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay . Finally, it helps to engage your reader and provide them with a clear understanding of what your essay is about.

Tips for Writing a Thesis Statement

To write a strong thesis statement for your reflective essay, follow these tips:

– Be clear and concise: Yourthesis statement should clearly state the main focus and purpose of your essay in a concise manner.

– Use specific language: Use specific language to describe the experience you will be reflecting on and the key points you will be discussing in your essay .

– Make it arguable: A strong thesis statement should be arguable and provide some insight or perspective on the experience you are reflecting on.

– Reflect on the significance: Reflect on the significance of the experience you are reflecting on and why it is important to you.

Reflective Essay Structure

The structure of a reflective essay is important for ensuring that your essay is well-organized and easy to read. A clear structure helps to guide the reader through your thoughts and reflections, and it makes it easier for them to understand your main points.

The Importance of a Clear Structure

A clear structure is important for several reasons. First, it helps to ensure that your essay is well-organized and easy to read. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay. Finally, it helps to engage your reader and provide them with a clear understanding of the key points you are making.

Tips for Structuring a Reflective Essay

To structure your reflective essay effectively, follow these tips:

– Start with an introduction that provides an overview of the experience you are reflecting on and a preview of the key points you will be discussing in your essay .

– Use body paragraphs to explore your personal reflection, description of the experience, analysisof the experience, evaluation of the experience, identification of key learning, and planning for future action. Ensure that each paragraph has a clear focus and supports your thesis statement .

– Use transition words and phrases to connect your paragraphs and make your essay flow smoothly.

– End your essay with a conclusion that summarizes the key points of your reflection and provides closure for the reader.

– Consider using subheadings to organize your essay and make it more structured and easy to read.

By following these tips, you can create a clear and well-structured reflective essay that effectively communicates your personal experiences and reflections. Remember to use specific examples and details to support your reflection, and to keep your focus on the main topic and thesis statement of your essay .

Frequently Asked Questions (FAQs)

1. what is a reflective essay.

A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. It involves exploring your own thoughts and feelings about an experience, and reflecting on what you learned from it.

2. What are the elements of a reflective essay?

The essential elements of a reflective essay include personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.

3. How do I choose a topic for a reflective essay?

To choose a topic for a reflective essay, think about a personal experience or event that had a significant impact on your personal or professional growth. You may also consider professional experiences, academic experiences, cultural experiences, or social issues that have impacted you personally.

Reflective writing is a powerful tool for personal and professional development. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development. To write an effective reflective essay, it is important to follow a clear structure, use specific examples and details to support your reflection, and stay focused on the main topic and thesis statement of your essay . By following these tips and guidelines, you can become a skilled reflective writer and use this tool to improve your personal and professional growth.

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• Writing Tips

How to Write a Reflective Essay

3-minute read

• 29th August 2018

If you think that a “reflective essay” is a college paper written on a mirror, this post is for you. That’s because we’re here to explain exactly what a reflective essay is and how to write one. And we can tell you from the outset that no mirrors are required to follow our advice.

What Is Reflective Writing?

The kind of “reflection” we’re talking about here is personal. It involves considering your own situation and analyzing it so you can learn from your experiences. To do this, you need to describe what happened, how you felt about it, and what you might be able to learn from it for the future.

This makes reflective writing a useful part of courses that involve work-based learning . For instance, a student nurse might be asked to write a reflective essay about a placement.

When writing a reflective essay, moreover, you may have to forget the rule about not using pronouns like “I” or “we” in academic writing. In reflective writing, using the first person is essential!

The Reflective Cycle

There are many approaches to reflective learning, but one of the most popular is Gibb’s Reflective Cycle . This was developed by Professor Graham Gibbs and can be applied to a huge range of situations. In all cases, though, it involves the following steps:

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• Description – You will need to describe your experiences in detail. This includes what happened, where and when it happened, who else was involved, and what you did.
• Feelings – How you felt before, during, and after the experience you describe.
• Evaluation and Analysis – Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you’ve learned in class while thinking about this.
• Conclusions – Final thoughts on what you’ve learned from the experience.
• Action – How you will put what you’ve learned into practice.

If your reflective essay addresses the steps above, you are on the right track!

Structuring a Reflective Essay

While reflective essays vary depending upon topic and subject area, most share a basic overall structure. Unless you are told otherwise, then, your essay should include the following:

• Introduction – A brief outline of what your essay is about.
• Main Body – The main part of your essay will be a description of what happened and how it made you feel . This is also where you will evaluate and analyze your experiences, either as part of the description or as a separate section in the essay.
• Conclusion – The conclusion of your essay should sum up what you have learned from reflecting on your experiences and what you would do differently in the future.
• Reference List – If you have cited any sources in your essay, make sure to list them with full bibliographic information at the end of the document.

Finally, once you’ve written your essay, don’t forget to get it checked for spelling and grammar errors!

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Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

• Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
• Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
• Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
• Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
• Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
• Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
• Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
• Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
• If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

• Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
• Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
• Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

• Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
• Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
• Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

• Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
• Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
• Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

• Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
• Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
• Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
• Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
• Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

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How to Write a Reflective Essay

To write a reflective essay, choose a personal experience and reflect on its impact. Outline your thoughts, starting with an introduction. In the body, describe the experience and your reflections. Conclude by summarizing your insights. Revise for clarity and coherence.

Reflective essay definition: "Reflective writing is a practice of analyzing a situation from a perspective that may differ from the viewpoint of the audience. Reflective writing entails the process of collecting data, organizing and synthesizing the gathered data, and expressing a personal opinion about the collected data and opinion." Reflection on one's experiences is reflected in one's writing.

This type of writing challenges your ability to look back onto one's own experiences and put it on paper in a well-structured and sort of a narrative way. The aim is to describe your feelings, a certain perspective on the event. Later on, you will need to make a conclusion on what impact something particular has had on you. There will be a need to describe what you have learned from that and how this new knowledge may have changed your perception.

Let's dive in!

What Is a Reflective Essay?

"Good writing is supposed to evoke sensation in the reader – not the fact that it is raining, but the feeling of being rained upon." - E.L. Doctorow.

A reflective essay is a type of writing where the author explores and analyzes their life experiences. Through this exploration, the writer reflects on how these experiences have contributed to their personal evolution, growth, or development.

Knowing how to write a reflection essay involves more than a predetermined format but is an art of creative expression. As an aspiring writer, you must delve into personal experiences. From topics like your first day in college to pivotal global events, you must infuse unique perspectives into your narrative. *Choosing the Right Theme ‍

Whether given a prompt by a teacher or the autonomy to choose, theme selection is pivotal. Your topics may range widely, but remember to engage your emotions to breathe life into the words. If you’re unsure what to do, you can buy essays online to be your guide.

*Weaving a Compelling Narrative

Create a story that envelops the reader by ensuring meticulous attention to adjectives and details. A reflective essay transcends mere recounting and immerses readers in a world where emotions and experiences unfold naturally.

*The Power of Honest Reflection

Consistency and relevance are the bedrock of compelling reflective essays. Be clear and coherent so your readers can seamlessly follow your train of thought. Embrace your emotions for authenticity in expression.To craft an excellent reflection essay, blend creativity with honesty. Let emotions flow naturally, and carefully choose vocabulary that aligns with your chosen format.

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How to Start Writing a Reflection Essay

Follow these steps to get started:

• Comprehend and condense the content.
• Examine the material thoroughly.
• Choose a central theme.
• Draw connections among your viewpoints.
• Start with an introductory segment.
• Craft the main body of the essay.
• Conclude effectively.
• Review and refine your writing.

Now you might already have an idea of what the reflection writing is. Yet, before you get to the actual writing process, let's take a look at some steps that a student should take. Their overview is highly likely to help you define your course of action.

First, think of events, places, people, books, and whatnot. Pick a certain object or an event that has had an impact on you, notwithstanding whether it was negative or positive. 

Choose a certain thing that you really feel like talking about at this particular moment in time. Think of the effects it had on you; be ready to describe this experience in detail. 

A reflection essay requires having your thoughts and views on particular subjects on paper. Some students choose to abstain from storytelling here. Still, never forget to add your personality in writing, make your own voice heard. 

• Choose the topic
• Reflect on it
• Make an outline
• Write a draft
• Compose specific body parts
• Make a conclusion

So, let's proceed with answering the key question - how to write a reflective essay? What to start with? What is the structure? 

Although reflective writing has a similar format with any other essay, it has some special features that each writer working on such a piece should bear in mind. In the sections below, you will find answers to all these questions.

We will reveal the crucial components of A-grade worth writing for you. 

Reflective Essay Outline&Structure

As all the types of academic writing, a reflection essay requires a proper outline with all the crucial elements indicated. It will lead a writer throughout the whole piece as well as you as an author through each step of creating the material. 

In this case, it is even more essential, as while writing and reflecting on your own experience, it's risky to lose the train of thoughts and go the wrong direction. 

That is why you must have a clear structure at hand. Following it closely would guarantee a coherent writing piece as a result. 

Let's take a look at the basic parts that you may stick to while working on your reflective essay paragraphs.

This is a pretty common reflective essay scheme. Yet, it is still able to help you follow the topic without any risk of going too far or in a completely wrong direction with this text.

A reflection essay outline always consists of good old traditional parts, which are as follows:

• Introduction;
• Conclusion. 

An Introduction is a part where the main reflective essay thesis must be coherently outlined and presented. Readers should get to know at this point what the whole paper is going to be about. 

In this section, you are also free to convey to the audience a particular impression you might have had on the subject matter. It of crucial importance to be consistent here in this part. Don't forget to mention all the main points in the right order with appropriate linking. 

Example of the thesis: "The moment I'd read "Pride and Prejudice" when I was eleven, it was like my eyes opened for the first time. This masterpiece stirred unconditional love for classics within me that I didn't realize could exist." 

The Body part is usually the core of the work, and it must include all the main ideas. Each sentence must be well presented and clearly structured. 

In this part, a writer is answering the following question. How the event or a situation has changed him, and in what way? It is important to indicate several main effects and describe each one in a separate paragraph. A short summary must be provided by examples as supporting details. 

For example, if you write that something has made you more motivated, give a particular example from life. Note down when you felt motivated and how a certain situation has helped you succeed. 

In the Conclusion section the main points from the body of the text need to be re-translated. Recap the ideas you've already provided, offer some final thoughts. You may finish the paper with a rhetorical question aimed at the audience. You may also contemplate possible future events in your life that might result from the experience you've already covered. 

Having the main aspects covered, let's talk about the actual business now.

Did you like our inspiring Reflective Essay Guide?

For more help, tap into our pool of professional writers and get expert essay editing services!

How to Start a Reflective Essay : Introduction ‍

In the introductory part of your reflective essay, you'll articulate the essay's objective and theme. It's here where you'll present the thesis of your paper and provide the reader with an understanding of the motivations behind your choice of subject.

If you’re stuck wondering “how do I write my essay ”, you are not alone. Completing this assignment is challenging for many students. The pivotal first sentence of the essay is often a stumbling block.

Pondering, how do you write a reflective essay? Remember that the introduction holds the power to captivate or lose your reader. You must enthrall your audience by weaving in a compelling hook like:

*Inspiring quote*Rhetorical question

*Interesting anecdote

*Intriguing fact

Capture attention by highlighting your narrative’s most intriguing facets. Unveil a potent thesis statement, making it succinct yet impactful.

Avoid delving into excessive details. Instead, kindle curiosity, inviting readers to journey through every line. Another approach is offering a glimpse of forthcoming conclusions, creating anticipation.

Check this example, "A childhood incident forced me into premature adulthood." Mastering this art ensures your introduction resonates, leaving readers eager for the rest of your narrative.

How to Write a Body Section

Ideally, the main part should be divided into three paragraphs. Each one should include a separate idea or reflect a particular thought on the matter. Here's how you can do it: 

1. In the first paragraph, mention one reason the subject impressed you and why. Give more details and describe your emotions. This piece is all about reflective writing, so there are no right answers. The core is to offer your original perspective. Speculate, be open, but don't forget about the "conclusion – reason – example" format that is key here. 

2. In the second part you should present the reasoning for choosing to write on a specific subject. Mention what impact it has had on you. Stick to the formula outline in the aforementioned paragraph.

3. In the third part, mention yet another point that you might have on your mind. You should write about how the person, event, book, news, etc. have influenced you and why. 

When reflecting on the subject, remember to ask yourself the following questions. They will give you more food for thought and will help in keeping you in the right direction:

• What have you found out about your personality after this experience? 
• Was it a good or bad experience?
• What are the lessons you've learned from it?
• Why do you think this specific event has happened? Did you make the right decision at a time?
• If you had a chance to change something, what exactly would it be?
• What are your general thoughts on a matter? Was it useful (rewarding?) experience or not? Why?

Bear these reflection examples in mind when you write each body part paragraph. Reflect on every chosen aspect in a separate paragraph.

The Conclusion of a Reflection Essay

There are several ways to finish writing a reflective essay. Let's take a look at some of them:

• Summarize all the points;
• Reflect on the "What if" situation. How would you act with your current experience and the views you have now? Would your actions remain the same, or would you change anything? 
• You can also approach this point in another way. Try to answer the following question in your text - how will you act in the future, if this event repeats? Will you do anything differently? Why?
• Formulate a rhetorical question aimed at your readers. 
• Outline what exactly you've learned from the situation in question. 

Your conclusion should be brief and comprehensive. Every reader should experience the feeling of a story that has been told with all the t's crossed.

Tips for Writing a Good Reflective Essay

• Even though you are working on a personal story, it is still academic writing, which requires appropriate language and sources.  ‍ So, do your research, study the subject from as many viewpoints as possible. Reference relevant sources. This will show your awareness of the topic and the ability to analyze the subject from different angles.
• Don't mention not credible resources like: "a friend of mine thinks," "my mom says," etc. ‍
• To get a deeper understanding of what reflective writing looks like, read some samples, and get used to the format.  ‍
• Use the first-person narrative like "I" or "Me," but don't overwork it. There is no need to get too personal. ‍
• To make your story more captivating and logical, don't forget to mention a turning point that has influenced you.

Reflective Essay Examples

To make you have a more vivid picture of a reflection essay, we've prepared a sample, with a detailed description of its structure. 

The example above demonstrates a coherent story that covers the writer's feelings, one's standpoint, thought on the experience, and life-changing conclusions reached afterward. 

It is spiced with a nice choice of adjectives, so readers may vividly imagine the story and stay focused on it. Pay attention, that there is no extra information given, besides the actual subject and its impact. 

Reflective Essay Topics

A reflective essay topic may be assigned by a teacher or chosen by a student. Since the task is all contemplating personal experience, you may treat such a piece as an excerpt from a diary that you are ready to share with others. 

Choose something that does matter in your book. If you're a bit lost and don't have a clue about the right theme, here're some guiding examples.

Important people:

• Someone, you've enjoyed learning from (nor necessarily a teacher.) It may be your best friend, somebody from your family, etc.
• A house from your childhood;
• A city or a country you've been to;
• An important place that has inspired you.

Life-changing events: ‍

• A time of your biggest achievement\failure;
• An overwhelming experience;
• A concert, a match or a performance that you've visited;
• A significant memory from your childhood;
• An important dialog.
• A movie that has impressed you;
• A book that happened to change your perception;
• A magazine that you used to read a lot;
• Social media platform that has changed your life.

These are some reflective essay ideas, which you may consider covering in your writing. 

Whether you're good at reflecting on your life or not, mastering the skill of self-awareness is crucial. We all experience ups and downs, and it's important to learn from our mistakes and make conscious decisions in our lives.

To become self-aware, be willing to admit failure, accept critical feedback, consider different perspectives, and be open to changing your views. Reflective writing is not just about creating, but also about critical thinking. Be prepared to assess and evaluate your own choices and decisions.

Frequently asked questions

How to write a good reflective essay check out these helpful hacks .

Need to understand how to create a reflective essay? Worry not! Crafting a standout reflective essay is a breeze with these essential tips. Start by capturing attention with a compelling hook. Unveil intriguing aspects of your story, and wrap it up with a potent thesis statement. Keep it concise captivating, and let your personal journey shine through until the end.

How to End a Reflective Essay? Here’s How to Conclude with Impact

A professional custom essay writing service recommends ending your reflective essay with a bang! Wrap up your reflection writing with a strong conclusion. Make it impactful and memorable by summarizing key points, offering final thoughts, providing lessons, and perhaps posing a rhetorical question for more reflection. Keep things concise to ensure your ending leaves a lasting impression on your readers.

Writing a Reflective Essay? Do It Without Losing Your Focus

Discover how to do a reflective essay without losing focus by skillfully crafting a clear introduction that hooks your reader. Ensure a seamless flow by presenting the main ideas coherently in the body of your essay. Conclude with impact, leaving a lasting impression with a strong summary.

Engage your reader throughout, guaranteeing captivation from your opening lines to the concluding salvo. Let your body paragraphs tell an intimate story while your introduction captures the reader's attention.

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How to Write a Reflective Essay: A Reflective Paper Writing Guide

Imagine stepping onto a stage, baring your soul to an audience, and sharing your most profound thoughts and experiences. That’s what writing a reflective essay feels like. In this blog post, we’ll guide you through the process of how to write a reflective essay, from understanding its purpose to choosing the right topic and format, crafting a strong thesis statement, and organizing your thoughts effectively.

It’s a deeply personal and introspective journey that requires introspection and self-awareness. Are you ready to embark on this journey of self-discovery?

Table of Contents

Key Takeaways

• Reflective essays require striking a balance between personal experiences and academic tone.
• Crafting an effective thesis statement involves focusing on resilience and perseverance.
• Enhancing reflective writing skills can help create engaging and insightful reflections.

What is a Reflective Paper?

A reflective essay is a unique type of writing that focuses on exploring a topic through the lens of your own experiences, thoughts, and feelings. Unlike other forms of academic writing, reflective essays are more personal and subjective, allowing you to share your insights and growth with your readers. While they still require a clear structure and a well-defined thesis statement, reflective essays offer you the freedom to express your thoughts and emotions in a way that traditional academic essays do not.

So, what is the purpose of a reflective essay? It aims to provide valuable insights and lessons learned from personal experiences, often focusing on personal growth and development. Reflective essays can be written on a wide range of topics, from life-changing events to everyday experiences. The key is to choose a topic that resonates with you, allowing you to draw meaningful connections between your experiences and the subject at hand.

One important aspect of reflective essay writing is striking the right balance between personal experiences and academic tone. While you’ll be sharing your own thoughts and feelings, it’s crucial to maintain a professional and organized structure to your writing. This includes crafting a strong thesis statement, organizing your essay into clear body paragraphs, and wrapping up your thoughts in a concise conclusion.

Crafting Your Thesis Statement

The thesis statement serves as the focal point of your reflective essay, encapsulating the central claim and directing the reader’s focus on what your reflection paper consists of. A strong thesis statement not only guides the reader through your essay, but also helps you stay focused on the main theme as you write. When crafting your thesis statement, make sure it’s clear, concise, and directly related to your chosen topic.

Remember that the thesis statement in a reflective essay should be based on a personal experience, making it unique to you and your story. For example, if you’re writing about a challenging academic experience, your thesis statement might be something like, “Overcoming this obstacle taught me the importance of resilience and perseverance in my academic journey.” This statement sets the stage for your essay, giving your readers a glimpse of what they can expect as they delve deeper into your reflections.

Hook and Thesis Statement

The introduction of your reflective essay plays a crucial role in grabbing the reader’s attention and setting the tone for your entire piece. To achieve this, you’ll need to include an engaging hook, a captivating opening line that will draw your reader in and make them want to continue reading. This can be a thought-provoking question, a vivid description, an intriguing anecdote, or a surprising fact related to your topic.

Alongside the hook, your introduction should also present a clear and concise thesis statement that outlines the overall idea of your essay. This statement should briefly summarize your central claim and provide a roadmap for your reader, guiding them through the various reflections and insights you’ll be sharing throughout your essay. By combining an engaging hook and a strong thesis statement, you’ll create a powerful introduction that captures your reader’s attention and sets the stage for a compelling reflective journey.

Organizing Your Reflective Essay

Once you’ve crafted your thesis statement, it’s time to dive into organizing your reflective essay. A well-structured essay will help you maintain a logical narrative and effectively convey your thoughts and feelings to your reader. A typical reflective essay consists of three main parts: an introduction, body paragraphs, and a conclusion.

The introduction, as discussed previously, should include a hook and thesis statement that will engage your reader and set the stage for your reflections. Following the introduction, the body paragraphs will delve deeper into your experience, exploring the various aspects, emotions, and insights you gained along the way.

Finally, the conclusion will tie up any loose ends, remind your reader of your thesis statement, and leave them with a sense of completion and understanding of how the experience affected you.

Building Engaging Body Paragraphs

The body paragraphs of your reflective essay are where you’ll explore your chosen topic in detail, sharing your thoughts, feelings, and experiences with your reader. To create engaging and impactful body paragraphs, focus on vivid descriptions and personal insights that will draw your reader into your world and help them understand your perspective.

In the first paragraph of the body, introduce the experience and how it impacted you. Use descriptive language to paint a vivid picture of the situation, allowing your reader to fully grasp the significance of the event or experience. This paragraph should set the stage for the rest of your essay, giving your reader a taste of what’s to come.

The second paragraph of the body should explore the comparison of your own experiences to those of others in the context of personal writing. This can help your reader understand how your perspective has been shaped by your experiences and how it relates to the broader world. Again, use vivid language and personal insights to bring your reflections to life.

In the third paragraph of the body, focus on what you’ve learned from the experience and how it has affected you. This is your opportunity to showcase your growth and development, demonstrating how the experience has changed you as a person. By effectively conveying your thoughts and ideas in each body paragraph, you’ll keep your reader engaged and invested in your reflective journey.

Concluding Your Reflection

The conclusion of your reflective essay is your chance to provide a sense of closure and completion for your reader. In this section, you should:

• Tie up any loose ends from the essay’s body paragraphs
• Remind your reader of your thesis statement
• Express how the experience or events discussed affected you

To create a powerful conclusion, consider providing a brief summary of the main points of your essay, highlighting the insights you’ve gained, and offering a final thought or reflection on the experience. This will leave your reader with a sense of understanding and appreciation for your journey, as well as an awareness of how the experience has shaped you as a person.

Navigating Reflection Paper Formats

Reflective essays, also known as reflection papers, can follow various formats, depending on the requirements set forth by your professor, or your personal preferences. Regardless of the format you choose, it’s essential to maintain a professional tone and adhere to academic writing standards. This ensures that your essay is not only engaging and personal, but also polished and professional.

One common format for reflective essays is the traditional academic essay format consisting of an introduction, body paragraphs, and a conclusion. This format provides a clear and organized structure for your essay, making it easy for your reader to follow your thoughts and reflections. However, it’s important to remember that reflective essays are more personal and subjective than other types of academic writing, so feel free to incorporate elements like quotes, anecdotes, and personal reflections to make your essay truly unique. So, what does a reflection paper consist of? It’s essentially the same structure, with a focus on personal experiences and insights, following the reflection paper format.

Other formats you may encounter in reflective essay writing include journal-style entries, letters, or even multimedia presentations. Regardless of the format you choose, be sure to maintain a consistent and professional tone throughout your essay, using clear and concise language to convey your thoughts and feelings. By navigating the various formats and adhering to academic writing standards, you’ll create a polished and engaging reflective essay that effectively communicates your personal experiences and insights.

Choosing the Right Topic

Selecting the right topic for your reflective essay is a crucial step in the writing process. A great reflective essay topic should be personal, engaging, and relevant to your experiences. By choosing a topic that resonates with you, you’ll be better equipped to share your insights and growth with your readers in a genuine and authentic way.

To find the perfect topic for your reflective essay, consider exploring.

• Your own personal experiences
• Special events
• People who have influenced you
• Books, movies, or hobbies that have impacted your life

The key is to choose a topic that allows you to make meaningful connections between your experiences and the subject at hand, enabling you to create a compelling and insightful reflection.

Enhancing Your Reflective Writing Skills

Improving your reflective writing skills is essential for crafting engaging and insightful essays. One way to enhance your skills is by practicing various writing techniques, such as freewriting, brainstorming, and mind mapping. To begin writing effectively, these techniques can help you explore your thoughts and feelings about your chosen topic, uncovering new ideas and perspectives that can enrich your essay.

Freewriting is an activity where one writes continuously for a set period without worrying about writing rules or the flow of ideas. All that matters is to keep writing whatever comes to mind. This can help you break through writer’s block and generate fresh ideas for your reflective essay. Brainstorming, on the other hand, involves jotting down any thoughts or ideas related to your topic, allowing you to identify patterns and connections that can guide your writing.

Mind mapping is another powerful technique for enhancing your reflective writing skills. By creating a visual representation of your thoughts and ideas, you can better organize and structure your essay, ensuring a clear and cohesive narrative. By practicing these techniques and incorporating them into your writing process, you’ll be better equipped to craft engaging and insightful reflective essays that resonate with your readers.

Sample Reflective Essay Topics

If you’re looking for inspiration for your reflective essay, consider the following sample topics:

• A life-changing event or experience that shaped you as a person.
• A personal achievement or accomplishment that you’re proud of.
• A hobby or activity that brings you joy and fulfillment.
• A first-time experience that had a significant impact on your life.
• A book, movie, or piece of art that has influenced your thoughts or feelings.

These topics are just a starting point for your reflective essay; feel free to explore your own experiences and memories to find a subject that truly resonates with you.

Overcoming Common Challenges in Reflective Essay Writing

As with any form of writing, reflective essay writing can present its own unique set of challenges. One common challenge is staying focused on the topic and resisting the temptation to get sidetracked. To overcome this, create an outline of your essay, breaking it down into manageable sections, and dedicate time to write without distractions.

Another challenge in reflective essay writing is maintaining a clear and concise writing style. To ensure your writing is easy to understand, use simple language, avoid lengthy sentences, and employ an active voice. This will help your reader follow your thoughts and reflections more easily, making for a more enjoyable reading experience.

Finally, don’t forget to proofread your essay for spelling and grammatical errors before submitting it. Even the most engaging and well-written reflective essay can be undermined by a lack of attention to detail. By taking the time to carefully review your work, you’ll ensure that your essay is polished, professional, and free of errors.

Frequently Asked Questions

How do you start a reflective essay.

Start a reflective essay with a great hook and strong introduction that pulls the reader in without giving too much away. State the thesis of the paper, specify what you’re reflecting upon and provide a brief overview of the work.

Develop the main point of your reflection through body paragraphs and conclude by exploring the meaning you derive from it. Reflect on the implications of the work and how it relates to your own life. Consider how the work has changed your perspective and how it has impacted your life. Think about how the work has shaped the work.

How do you write a reflective essay format?

To write a reflective essay, choose a tone and stay mindful of length. Be clear, concise, professional, and provide an in-depth analysis of experiences related to the topic.

Follow the classic essay format by including an introduction, body, and conclusion. Additionally, utilize a journaling or reflective model for part of the essay.

What makes a reflective essay different from other types of academic writing?

A reflective essay is different from other types of academic writing as it focuses on exploring the topic through personal experiences, thoughts and feelings, creating a deeper personal connection with the reader.

This type of essay requires the writer to reflect on their own experiences and draw conclusions from them. It is important to use vivid language and to be descriptive in order to create a strong connection with the reader. Additionally, it is important to use a logical structure.

How can I improve my reflective writing skills?

Practice techniques such as freewriting, brainstorming and mind mapping to help explore your thoughts and feelings on the topic at hand.

Additionally, strive for a reflective tone when writing and ensure that each piece of writing has a clear conclusion in the first sentence.

What are some common challenges in reflective essay writing, and how can I overcome them?

Writing a reflective essay can be challenging due to staying focused on the topic, maintaining a clear and concise writing style, and proofreading for errors.

To overcome these challenges, create an outline, use simple language, and carefully review your work before submission.

In conclusion, writing a reflective essay is a deeply personal and introspective journey that offers an opportunity for self-discovery and growth.

By understanding the purpose and structure of reflective essays, crafting a strong thesis statement, organizing your thoughts effectively, navigating various formats, choosing the right topic, and enhancing your reflective writing skills, you’ll be well on your way to creating a captivating and insightful essay that resonates with your readers.

So, go ahead and embark on your reflective journey, and let your experiences, thoughts, and emotions guide you towards new insights and understanding.

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Reflective Essays

What is a reflective essay? Typically, you write a reflective essay in response to a text you have read, an event you have attended, or another experience you have had. The essay focuses on describing the event, text, or other experience, discussing what you learned from it, and speculating on how you could apply what you learned.

Reflective essays are designed to stimulate your learning by asking you to think about (“reflect on”) what you learned from a particular text, event, or experience. The process of thinking consciously about your learning deepens and reinforces that learning. 

Setting Yourself Up to Reflect

If you know in advance that you will be reflecting on a text or experience, take some time beforehand to set yourself up to reflect on it afterwards. Write down some notes about your expectations, as suggested by the questions below: 

• What expectations do you have about the text, event, or experience? What do you expect it to be like? What do you expect to learn from it? 
• Are there any questions you have at the outset? 
• Is there any aspect of this text or experience that you expect to be challenging for you?

You can refer to these notes later, when you compose the reflection.

Engaging with the Text, Event, or Experience

As you are reading the text or participating in the experience, ask yourself these questions:

• Is it similar to or different from what you expected?
• How is it answering the questions you had at the outset?
• Is there anything you find to be challenging about this text, event, or experience?
• Are you engaged by the text, event, or experience? If so, what is engaging to you?
• What, if anything, do you think you are learning from this text, event, or experience?

In other words, think consciously about how the text, event, or experience meets your expectations, raises or answers questions, poses challenges, or provides an opportunity to learn.

Writing the Reflection

Now it’s time to write down your reflections. Remember that reflective essays are meant to deepen your thinking about a particular assignment or experience, so your own thoughts, feelings, and insights matter here. 

A reflection can be divided into four phases, each of which can be a section of your essay:

• Describe: What was the text, event, or experience? If it was a text: who wrote it, and what was it about? If it was an event or experience: when did it occur; who was there; what went on? 
• Interpret: How did the text, event, or experience meet your expectations (or not)? What questions did it raise for you? Was there anything you found to be particularly surprising, meaningful or challenging? If so, what was it? 
• Evaluate: What did you learn from this text, event, or experience? 
• Plan: How do you think you can use what you learned during this text, event, or experience in the future?  In what situations could you use what you learned?

Style, Tone, Length

• A reflection is an essay, so provide full, thoughtful responses to the questions in your instructor’s prompt.
•  The style and tone of your reflective essay should match the purpose of the overall assignment. This is a personal essay meant to showcase what you learned from the text, event, or experience that you are writing about. You can use the pronouns “I,” “me,” and “mine.”
• Describe the text, event, or experience fully, using plenty of descriptive words. Include enough detail for your audience to understand that you were engaged with the text, event, or experience that you are reflecting on; the reader should come away with the understanding that you learned something from the text, event, or experience you are writing about.
• Citations are only necessary if you are referring to a specific text, and even then, your citations are not the focus of the reflection. For a reflective essay, you are the main source of evidence. Always check with your instructor about what citation style to use, if relevant.
• The length of your reflection will depend on your instructor’s instructions for the assignment.
• The best source of information on length is your professor, so find out what the word or page-count is from them.

References  

RMIT University Library Learning Lab. (n.d.). Writing an academic reflection. https://emedia.rmit.edu.au/learninglab/content/writing-academic-reflection

University of Birmingham. (2015). A short guide to reflective writing. https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/short-guide-reflective-writing.pdf

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Writing reflectively is essential to many academic programmes and also to completing applications for employment. This page considers what reflective writing is and how to do it. 

What is reflection?

Reflection is something that we do everyday as part of being human. We plan and undertake actions, then think about whether each was successful or not, and how we might improve next time. We can also feel reflection as emotions, such as satisfaction and regret, or as a need to talk over happenings with friends. See below for an introduction to reflection as a concept. 

Reflection in everyday life [Google Slides]

What is reflective writing?

Reflective writing should be thought of as recording reflective thinking. This can be done in an everyday diary entry, or instruction in a recipe book to change a cooking method next time. In academic courses, reflective is more complex and focussed. This section considers the main features of reflective writing. 

Reflective writing for employability

When applying for jobs, or further academic study, students are required to think through what they have done in their degrees and translate it into evaluative writing that fulfils the criteria of job descriptions and person specifications. This is a different style of writing, the resource below will enable you to think about how to begin this transition. 

There are also lots of resources available through the university's careers service and elsewhere on the Skills Guides. The links below are to pages that can offer further support and guidance. 

• Careers and Placements Service resources Lots of resources that relate to all aspects of job applications, including tailored writing styles and techniques.

The language of reflective writing

Reflective academic writing is: 

• almost always written in the first person.
• evaluative - you are judging something.
• partly personal, partly based on criteria.
• analytical - you are usually categorising actions and events.
• formal - it is for an academic audience.
• carefully constructed. 

Look at the sections below to see specific vocabulary types and sentence constructions that can be useful when writing reflectively. 

Language for exploring outcomes

A key element of writing reflectively is being able to explain to the reader what the results of your actions were. This requires careful grading of language to ensure that what you write reflects the evidence of what happened and to convey clearly what you achieved or did not achieve. 

Below are some ideas and prompts of how you can write reflectively about outcomes, using clarity and graded language. 

Expressing uncertainty when writing about outcomes:

• It is not yet clear that…
• I do not yet (fully) understand...
• It is unclear...
• It is not yet fully clear...
• It is not yet (fully?) known… 
• It appears to be the case that…
• It is too soon to tell....

Often, in academic learning, the uncertainty in the outcomes is a key part of the learning and development that you undertake. It is vital therefore that you explain this clearly to the reader using careful choices in your language. 

Writing about how the outcome relates to you:

• I gained (xxxx) skills… 
• I developed… 
• The experience/task/process taught me… 
• I achieved…
• I learned that…
• I found that… 

In each case you can add in words like, ‘significantly’, ‘greatly’, ‘less importantly’ etc. The use of evaluative adjectives enables you to express to the reader the importance and significance of your learning in terms of the outcomes achieved. 

Describing how you reached your outcomes:

• Having read....
• Having completed (xxxx)...
• I analysed…
• I applied… 
• I learned…
• I experienced… 
• Having reflected…

This gives the reader an idea of the nature of the reflection they are reading. How and why you reach the conclusions and learning that you express in your reflective writing is important so the reader can assess the validity and strength of your reflections. 

Projecting your outcomes into the future:

• If I completed a similar task in the future I would…
• Having learned through this process I would… 
• Next time I will…
• I will need to develop…. (in light of the outcomes)
• Next time my responses would be different....

When showing the reader how you will use your learning in the future, it is important to be specific and again, to use accurate graded language to show how and why what you choose to highlight matters. Check carefully against task instructions to see what you are expected to reflect into the future about. 

When reflecting in academic writing on outcomes, this can mean either the results of the task you have completed, for example, the accuracy of a titration in a Chemistry lab session, or what you have learned/developed within the task, for example, ensuring that an interview question is written clearly enough to produce a response that reflects what you wished to find out. 

Language choices are important in ensuring the reader can see what you think in relation to the reflection you have done. 

Language for interpretation

When you interpret something you are telling the reader how important it is, or what meaning is attached to it. 

You may wish to indicate the value of something:

• superfluous
• non-essential

E.g. 'the accuracy of the transcription was essential to the accuracy of the eventual coding and analysis of the interviews undertaken. The training I undertook was critical to enabling me to transcribe quickly and accurately' 

You may wish to show how ideas, actions or some other aspect developed over time:

• Initially 
• subsequently
• in sequence 

E.g. 'Before we could produce the final version of the presentation, we had to complete both the research and produce a plan. This was achieved later than expected, leading to subsequent rushing of creating slides, and this contributed to a lower grade'. 

You may wish to show your viewpoint or that of others:

• did not think
• articulated
• did/did not do something

Each of these could be preceded by 'we' or 'I'.

E.g. 'I noticed that the model of the bridge was sagging. I expressed this to the group, and as I did so I noticed that two members did not seem to grasp how serious the problem was. I proposed a break and a meeting, during which I intervened to show the results of inaction.'

There is a huge range of language that can be used for interpretation, the most important thing is to remember your reader and be clear with them about what your interpretation is, so they can see your thinking and agree or disagree with you. 

Language for analysis

When reflecting, it is important to show the reader that you have analysed the tasks, outcomes, learning and all other aspects that you are writing about. In most cases, you are using categories to provide structure to your reflection. Some suggestions of language to use when analysing in reflective writing are below:

Signposting that you are breaking down a task or learning into categories:

• An aspect of…
• An element of…
• An example of…
• A key feature of the task was... (e.g. teamwork)
• The task was multifaceted… (then go on to list or describe the facets)
• There were several experiences…
• ‘X’ is related to ‘y’

There may be specific categories that you should consider in your reflection. In teamwork, it could be individual and team performance, in lab work it could be accuracy and the reliability of results. It is important that the reader can see the categories you have used for your analysis. 

Analysis by chronology:

• Subsequently
• Consequently
• Stage 1 (or other)

In many tasks the order in which they were completed matters. This can be a key part of your reflection, as it is possible that you may learn to do things in a different order next time or that the chronology influenced the outcomes. 

Analysis by perspective:

• I considered

These language choices show that you are analysing purely by your own personal perspective. You may provide evidence to support your thinking, but it is your viewpoint that matters. 

• What I expected from the reading did not happen…
• The Theory did not appear in our results…
• The predictions made were not fulfilled…
• The outcome was surprising because… (and link to what was expected)

These language choices show that you are analysing by making reference to academic learning (from an academic perspective). This means you have read or otherwise learned something and used it to form expectations, ideas and/or predictions. You can then reflect on what you found vs what you expected. The reader needs to know what has informed our reflections. 

• Organisation X should therefore…
• A key recommendation is… 
• I now know that organisation x is… 
• Theory A can be applied to organisation X

These language choices show that analysis is being completed from a systems perspective. You are telling the reader how your learning links into the bigger picture of systems, for example, what an organisation or entity might do in response to what you have learned. 

Analysing is a key element of being reflective. You must think through the task, ideas, or learning you are reflecting on and use categories to provide structure to your thought. This then translates into structure and language choices in your writing, so your reader can see clearly how you have used analysis to provide sense and structure to your reflections. 

Language for evaluation

Reflecting is fundamentally an evaluative activity. Writing about reflection is therefore replete with evaluative language. A skillful reflective writer is able to grade their language to match the thinking it is expressing to the reader. 

Language to show how significant something is:

• Most importantly
• Significantly 
• The principal lesson was… 
• Consequential
• Fundamental
• Insignificant
• In each case the language is quantifying the significance of the element you are describing, telling the reader the product of your evaluative thought. 

For example, ‘when team working I initially thought that we would succeed by setting out a plan and then working independently, but in fact, constant communication and collaboration were crucial to success. This was the most significant thing I learned.’ 

Language to show the strength of relationships:

• X is strongly associated with Y
• A is a consequence of B
• There is a probable relationship between… 
• C does not cause D
• A may influence B
• I learn most strongly when doing A

In each case the language used can show how significant and strong the relationship between two factors are. 

For example, ‘I learned, as part of my research methods module, that the accuracy of the data gained through surveys is directly related to the quality of the questions. Quality can be improved by reading widely and looking at surveys in existing academic papers to inform making your own questions’

Language to evaluate your viewpoint:

• I was convinced...
• I have developed significantly…
• I learned that...
• The most significant thing that I learned was…
• Next time, I would definitely…
• I am unclear about… 
• I was uncertain about… 

These language choices show that you are attaching a level of significance to your reflection. This enables the reader to see what you think about the learning you achieved and the level of significance you attach to each reflection. 

For example, ‘when using systematic sampling of a mixed woodland, I was convinced that method A would be most effective, but in reality, it was clear that method B produced the most accurate results. I learned that assumptions based on reading previous research can lead to inaccurate predictions. This is very important for me as I will be planning a similar sampling activity as part of my fourth year project’ 

Evaluating is the main element of reflecting. You need to evaluate the outcomes of the activities you have done, your part in them, the learning you achieved and the process/methods you used in your learning, among many other things. It is important that you carefully use language to show the evaluative thinking you have completed to the reader.

Varieties of reflective writing in academic studies

There are a huge variety of reflective writing tasks, which differ between programmes and modules. Some are required by the nature of the subject, like in Education, where reflection is a required standard in teaching.

Some are required by the industry area graduates are training for, such as 'Human Resources Management', where the industry accreditation body require evidence of reflective capabilities in graduates.

In some cases, reflection is about the 'learning to learn' element of degree studies, to help you to become a more effective learner. Below, some of the main reflective writing tasks found in University of York degrees are explored. In each case the advice, guidance and materials do not substitute for those provided within your modules. 

Reflective essay writing

Reflective essay tasks vary greatly in what they require of you. The most important thing to do is to read the assessment brief carefully, attend any sessions and read any materials provided as guidance and to allocate time to ensure you can do the task well.

Reflective learning statements

Reflective learning statements are often attached to dissertations and projects, as well as practical activities. They are an opportunity to think about and tell the reader what you have learned, how you will use the learning, what you can do better next time and to link to other areas, such as your intended career. 

Making a judgement about academic performance

Think of this type of writing as producing your own feedback. How did you do? Why? What could you improve next time? These activities may be a part of modules, they could be attached to a bigger piece of work like a dissertation or essay, or could be just a part of your module learning. 

The four main questions to ask yourself when reflecting on your academic performance. 

• Why exactly did you achieve the grade you have been awarded? Look at your feedback, the instructions, the marking scheme and talk to your tutors to find out if you don't know. 
• How did your learning behaviours affect your academic performance? This covers aspects such as attendance, reading for lectures/seminars, asking questions, working with peers... the list goes on. 
• How did your performance compare to others? Can you identify when others did better or worse? Can you talk to your peers to find out if they are doing something you are not or being more/less effective?
• What can you do differently to improve your performance? In each case, how will you ensure you can do it? Do you need training? Do you need a guide book or resources? 

When writing about each of the above, you need to keep in mind the context of how you are being asked to judge your performance and ensure the reader gains the detail they need (and as this is usually a marker, this means they can give you a high grade!). 

Writing a learning diary/blog/record

A learning diary or blog has become a very common method of assessing and supporting learning in many degree programmes. The aim is to help you to think through your day-to-day learning and identify what you have and have not learned, why that is and what you can improve as you go along. You are also encouraged to link your learning to bigger thinking, like future careers or your overall degree. 

Other support for reflective writing

Online resources.

The general writing pages of this site offer guidance that can be applied to all types of writing, including reflective writing. Also check your department's guidance and VLE sites for tailored resources.

Other useful resources for reflective writing:

Appointments and workshops 

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Reflective Essay Writing

Reflective Essay: Step-by-Step Guide with Examples & Tips

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How to Create a Reflective Essay Outline | Easy Guide with Examples

Best Reflective Essay Topics For Your Paper

Thought and reflection are a major part of our inner lives. Whenever we engage with art and literature or experience anything novel, we tend to reflect on it later.

What if we write our reflections down in a structured way? That is a reflective essay. 

Among various types of essays , reflective essays stand out for being the most personal form of writing. Reflective writing lets you explore your thoughts and experiences about something and gain profound insights into yourself and the world around you.

So how can you write a great reflective essay? Read on to understand reflective essays better with examples and get useful tips.

• 1. What is a Reflective Essay?
• 2. How to Write a Reflective Essay?
• 3. Reflective Essay Structure 
• 4. Reflective Essay Examples
• 5. Tips for Writing Better Reflective Essays
• 6. Reflective Essay Topics

What is a Reflective Essay?

A reflective essay is a type of writing where a writer explores their thoughts, feelings, and observations about a personal experience. These essays are deeply subjective, personal, and introspective.

At its core, a reflective essay prompts you to answer the question: "How did a particular experience impact me?" Unlike narrative or descriptive writing, reflective essays are not just about recounting events. The goal is to analyze and interpret the event with your unique perspective and insights. 

In addition, reflective essays do not require you to provide external evidence or validation, nor do you have to argue or prove something. However, it's important to follow a structured approach that allows you to organize your thoughts and engage your readers. 

So what is that structured approach to writing a reflective essay? Read below.

How to Write a Reflective Essay?

Writing a reflective essay can become a lot easier if you follow a structured writing process. It allows you to effectively communicate your insights to your audience. 

Here is a step-by-step process to start a reflective essay:

Step 1: Brainstorm and Choose a Topic

Begin by brainstorming a specific event, experience, or topic to reflect upon. It could be a personal experience, a book you've read, a class you've taken, or a significant life event.

Here are some helpful tips for choosing a topic:

• Think about your personal experiences and select a topic that resonates with you and offers room for reflection. 
• Consider which one is most relevant to the purpose of your reflective essay. 
• Choose a topic that holds personal significance and allows you to explore and convey meaningful insights.

Step 2: Reflect Deeply & Gather Your Thoughts

Unlike other types of academic essays, reflection papers do not demand research or gathering sources. The source material for the essay can be found in your own thoughts. 

You can write down your thoughts in the form of a bulleted list, mind mapping, or other forms of note-taking. Take time to immerse yourself in the experience and consider its various aspects, including:

• Specific details, emotions, and observations from the event or experience.
• Your initial reactions and thoughts at the time. Recall how the experience affected you and what you learned.

You don’t have to write down complete sentences yet, you can simply note down keywords and phrases.

 Step 3: Organize Your Thoughts

To ensure a coherent and logical essay, organize the points you’ve gathered in an outline. The outline should clarify these aspects:

• A clear thesis statement that indicates the main idea of the essay.
• Body paragraphs that explore different aspects of your reflection, organized in a logical sequence.
• Key points, experiences, and insights you want to include in each paragraph.

This is the last step of your pre-writing preparation. With an organized outline for your essay, you have everything you need to start writing. 

Learn more about crafting efficient outlines in our reflective essay outline guide

Step 4: Write Your First Draft

With your outline in hand, start writing your first draft. Follow your organizational structure and express your thoughts and experiences clearly and concisely. As you write:

• Maintain a reflective and personal tone, as this is a chance to express your thoughts and emotions.
• Use specific examples, anecdotes, and details to illustrate your points.
• Ensure that each paragraph flows logically to the next, creating a smooth reading experience.

Don't worry too much about perfection at this stage; the first draft is about getting your thoughts on paper.

Step 5: Proofread and Revise

After completing your first draft, take a break before revising. Returning to your essay with fresh eyes will help you identify areas for improvement. During the revision process:

• Check for grammar, spelling, and punctuation errors.
• Ensure clarity and coherence in your writing.
• Review the flow of your essay to ensure that it logically progresses from introduction to conclusion. Paragraphs should be connected to each other through transition phrases.
• Trim unnecessary or repetitive content and add details or insights where needed.

By following these five steps, you'll be well on your way to crafting a well-organized and impactful reflective essay.

Reflective Essay Structure 

A reflective essay typically follows a standard structure that includes an introduction, body paragraphs, and a conclusion. 

Let’s delve into each of these parts here.

Reflective Essay Introduction

The introduction aims to draw the reader in by catching their interest and providing some context to the topic. A good introduction clearly indicates the subject and type of essay and tells the readers what to expect ahead.

Follow the tips below to craft an engaging introduction.

• Start with a hook or an intriguing opening sentence to pique the reader's interest. For example, you might begin with a thought-provoking quote, a relevant anecdote, or a rhetorical question.
• Provide context by briefly introducing the topic or the experience you will reflect upon. Mention any necessary background information to help the reader understand the context.
• End your introduction with a thesis statement . The thesis statement for a reflective essay can be flexible and can be more than one sentence long. It states the main point you want to convey, such as what you learned, gained, or how were you changed by the experience.

Reflective Essay Body Paragraphs

The body paragraphs of your essay are the heart of your reflection, where you dive deep into the experience and explore it from multiple angles. It's essential to organize your body paragraphs logically to maintain a coherent flow.

Here is how body paragraphs are organized in this type of paper:

First Body Paragraph

Provide a clear and detailed description of the experience or event you are reflecting upon. Set the stage by answering the basic questions: What, when, where, and who?

Share the most significant aspects of the experience. Consider the sensory details, the environment, the people involved, and other aspects. This will help your readers immerse themselves in the situation. 

Second Body Paragraph

Once you’ve described the structure of your experience in detail, now is the time to move on to your thoughts, experiences, and observations. 

Reflect on your immediate feelings and initial thoughts. Were you excited, anxious, or confused? 

What did you notice about the people or surroundings? This section allows the reader to connect with your emotional journey, helping them understand the initial impact of the experience.

Third & Fourth Body Paragraphs 

In the subsequent paragraphs, delve into in-depth reflection and analysis of your experience. 

This is where you critically examine the experience, asking yourself why it was significant and how it impacted you. Consider the implications and connections to your personal growth, beliefs, or values and analyze the experience in the context of your life, education, or career.

You should also engage in critical reflection. For instance, 

• What did you learn from the experience? 
• How did it challenge or reinforce your existing beliefs? 
• Did it change your perspective on certain issues?

Feel free to use multiple paragraphs for this reflection if needed. Each paragraph can explore different facets of your experience and offer a more comprehensive analysis.

Reflective Essay Conclusion

The conclusion of your reflective essay brings your reflection to a meaningful closure. It ties together the entire essay and aims to leave the reader with a lasting impression.

Here are some tips for writing a good conclusion:

• Summarize the key points you discussed in the body paragraphs without introducing new information. Reinforce the main message of your essay.
• Present the significance of the experience and its impact on your personal growth, beliefs, or understanding.
• Consider ending with a thought-provoking statement or a powerful insight to make it more impactful for the reader.

Reflective Essay Examples

Although you now know how to write a reflective essay, you should read some examples before you start writing. Reading the reflective essay samples below will help you get a feel of this type of writing. 

Reflective Essay Sample - Reflections on Reading a Book

Reflective Essay Example - A Visit to a Historical Place

Tips for Writing Better Reflective Essays

Only following the writing steps can help you write a good essay. But to make it even better, you should do something extra. Here are some writing tips that can help you polish your reflective writing.

• Be Genuine and Authentic: Reflective essays thrive on authenticity. Share your true thoughts and feelings without embellishment or pretense. Readers appreciate sincerity and honesty in your reflections.
• Show, Don't Just Tell: Instead of merely stating your emotions or thoughts, demonstrate them through concrete examples and anecdotes. Let readers experience your reflection alongside you.
• Be Concise and Focused: Avoid unnecessary tangents or excessive details that may distract from your main reflection. Keep your essay focused on the central experience and its significance.
• Engage the Reader's Emotions: Touch on universal emotions and experiences that resonate with readers. Connecting on an emotional level can make your reflective essay more relatable and memorable.
• Seek Feedback: Don't hesitate to share your reflective essay with peers, mentors, or writing tutors. Their feedback can offer valuable insights and help you refine your writing.
• Reflect on Your Reflection: After completing your reflective essay, take a moment to reflect on your own reflection process. Consider what you've learned about yourself and your writing style. Use this insight to improve future reflective essays.

Reflective Essay Topics

Reflective essays can be written on a variety of topics. Here are some ideas you can write about: 

• Engaging with Art: Reflect on your experience of reading a book, watching a documentary etc. 
• A Life-Changing Journey: Reflect lessons learned from a trip or adventure.
• Mentorship and Learning: Reflect on the influence of a particular teacher, mentor, or role model on your life. 
• Overcoming a Challenge: Write about a challenging experience or obstacle you've faced 
• Life Milestones: Write about a major life event, such as graduating from school, getting married, or becoming a parent, etc.
• Career Transitions: Share your reflections on transitioning between careers or jobs. 
• A Turning Point: Reflect on a specific moment or decision in your life that marked a turning point. 
• Relationships: Explore the dynamics of a significant friendship or relationship.
• Ethical Dilemmas: Discuss a moral or ethical dilemma you faced and how you navigated it. 
• Volunteer or Community Service: Share your experiences with community service. 

These are just a few general ideas. With the help of these topics, you can ignite your creativity and choose the most meaningful topic for yourself.

Need more ideas to find a great topic for your reflective paper? Here are 100+ engaging reflective essay topics for your help!

Reflective essays serve as powerful instruments for self-discovery. It allows you to delve into your thoughts and experiences and share them with others in a meaningful way. 

By following the steps, tips, and, examples above, you can explore the richness of your own experiences and engage others along the way. Trying to write a reflective essay can even become another one of your amazing experiences! So, embrace authenticity, engage your readers, and inspire those who read your words.

Need help writing a reflective essay? Don’t worry!

We understand the significance of these reflective journeys, and we've expert writers to assist you. At our reflective essay writing service , our team of writing professionals is dedicated to helping you craft insightful and impactful essays that meet your custom requirements.

So contact our paper writer service now!

Frequently Asked Questions

Can you say i in a reflective essay.

Yes! First-person pronouns are a great way to give the reader insight into your life and thoughts. I, me, we - these words all have personal meaning. So, they should be used in a reflective essay.

What person is a reflective essay?

A reflective essay is a type of academic writing that can take on many different forms. You might be asked to write it in the first person or third person, and there's no one correct way to do so!

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Learning Objectives

• Examine the components of reflective writing

Reflective Writing

Reflective writing includes several different components: description, analysis, interpretation, evaluation, and future application. Reflective writers must weave their personal perspectives with evidence of deep, critical thought as they make connections between theory, practice, and learning. The steps below should help you find the appropriate balance among all these factors.

1st Step: Review the assignment

As with any writing situation, the first step in writing a reflective piece is to clarify the task. Reflective assignments can take many forms, so you need to understand exactly what your instructor is asking you to do. Some reflective assignments are short, just a paragraph or two of unpolished writing. Usually the purpose of these reflective pieces is to capture your immediate impressions or perceptions. For example, your instructor might ask you at the end of a class to write quickly about a concept from that day’s lesson. That type of reflection helps you and your instructor gauge your understanding of the concept.

Other reflections are academic essays that can range in length from several paragraphs to several pages. The purpose of these essays is to critically reflect on and support an original claim(s) about a larger experience, such as an event you attended, a project you worked on, or your writing development. These essays require polished writing that conforms to academic conventions, such as articulation of a claim and substantive revision. They might address a larger audience than you and your instructor, including, for example, your classmates, your family, a scholarship committee, etc. It’s important before you begin writing, that you can identify the assignment’s purpose, audience, intended message or content, and requirements.

2nd Step: Generate ideas for content

As you generate ideas for your reflection, you might consider things like:

• Recollections of an experience, assignment, or course
• Ideas or observations made during that event
• Questions, challenges, or areas of doubt
• Strategies employed to solve problems
• A-ha moments linking theory to practice or learning something new
• Connections between this learning and prior learning
• New questions that arise as a result of the learning or experience
• New actions taken as a result of the learning or experience

3rd Step: Organize content

Researchers have developed several different frameworks or models for how reflective writing can be structured. For example, one method has you consider the “What?” “So what?” and “Now what?” of a situation in order to become more reflective. First, you assess what happened and describe the event, then you explain why it was significant, and then you use that information to inform your future practice. [1] [2] Similarly, the DIEP framework can help you consider how to organize your content when writing a reflective piece. Using this method, you describe what happened or what you did, interpret what it means, evaluate its value or impact, and plan steps for improving or changing for the future.

The DIEP Model of reflective writing

The DIEP model (Boud, Keogh & Walker,1985) organizes the reflection into four different components:

Remember, your goal is to make an interpretive or evaluative claim, or series of claims, that moves beyond obvious statements (such as, “I really enjoyed this project”) and demonstrates you have come to a deeper understanding of what you have learned and how you will use that learning.

In the example below, notice how the writer reflects on her initial ambitions and planning, the a-ha! moment, and then her decision to limit the scope of a project. She was assigned a multimodal (more than just writing) project, in which she made a video, and then reflected on the experience:

Student Example

Keeping a central focus in mind applies to multimodal compositions as well as written essays. A prime example of this was in my remix. When storyboarding for the video, I wanted to appeal to all college students in general. Within my compressed time limit of three minutes, I had planned to showcase numerous large points. It was too much. I decided to limit the scope of the topic to emphasize how digitally “addicted” college students are, and that really changed the project in significant ways.

4th Step: Draft, Revise, Edit, Repeat

A single, unpolished draft may suffice for short, in-the-moment reflections, but you may be asked to produce a longer academic reflection essay, which will require significant drafting, revising, and editing. Whatever the length of the assignment, keep this reflective cycle in mind:

• briefly describe the event or action;
• analyze and interpret events and actions, using evidence for support;
• demonstrate relevance in the present and the future.

The following video, produced by the Hull University Skills Team, provides a great overview of reflective writing. Even if you aren’t assigned a specific reflection writing task in your classes, it’s a good idea to reflect anyway, as reflection results in better learning.

You can view the transcript for “Reflective Writing” here (opens in new window) .

Check your understanding of reflective writing and the things you learned in the video with these quick practice questions:

https://h5p.cwr.olemiss.edu/h5p/embed/60

• Driscoll J (1994) Reflective practice for practise - a framework of structured reflection for clinical areas. Senior Nurse 14 (1):47–50 ↵
• Ash, S.L, Clayton, P.H., & Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). Raleigh, NC. ↵

Contributors and Attributions

• Process of Reflective Writing. Authored by : Karen Forgette. Provided by : University of Mississippi. License : CC BY-SA: Attribution-ShareAlike
• Reflective Writing. Provided by : SkillsTeamHullUni. Located at : https://www.youtube.com/watch?v=QoI67VeE3ds&feature=emb_logo . License : Other . License Terms : Standard YouTube License
• Frameworks for Reflective Writing. Authored by : Karen Forgette. Provided by : University of Mississippi. License : CC BY-SA: Attribution-ShareAlike

Table of Contents

Ai, ethics & human agency, collaboration, information literacy, writing process, reflection essay.

• CC BY-NC-ND 4.0 by Kristen Gay

At first glance, academic and reflection can sound like contradictory concepts. Writing an academic reflection essay often involves striking a balance between a traditional, academic paper and a reflective essay. In order to find this balance, consider the terms that encompass the title of the assignment

The term “academic” suggests that the writer will be expected to observe conventions for academic writing, such as using a professional tone and crafting a thesis statement. On the other hand, the term “reflection” implies that the writer should critically reflect on their work, project, or writing process, depending on the assignment, and draw conclusions based on these observations.

In general, an academic reflection essay is a combination of these two ideas: writers should observe conventions for academic writing while critically reflecting on their experience or project. Note that the term “critically” suggests that the writing should not merely tell the reader what happened, what you did, or what you learned. Critical reflection takes the writing one step further and entails making an evaluative claim about the experience or project under discussion. Beyond telling readers what happened, critical reflection tends to discuss why it matters and how it contributed to the effectiveness of the project.

Striking the proper balance between critical reflection and academic essay is always determined by the demands of the particular writing situation, so writers should first consider their purpose for writing, their audience, and the project guidelines. While the subject matter of academic reflections is not always “academic,” the writer will usually still be expected to adapt their arguments and points to academic conventions for thesis statements, evidence, organization, style, and formatting.

Several strategies for crafting an academic reflection essay are outlined below based on three important areas: focus, evidence, and organization.

A thesis statement for an academic reflection essay is often an evaluative claim about your experiences with a process or assignment. Several strategies to consider for a thesis statement in an academic reflection essay include:

• Being Critical: It is important to ensure that the evaluative claim does not simply state the obvious, such as that you completed the assignment, or that you did or did not like it. Instead, make a critical claim about whether or not the project was effective in fulfilling its purpose, or whether the project raised new questions for you to consider and somehow changed your perspective on your topic.
• Placement: For some academic reflection essays, the thesis may not come in the introduction but at the end of the paper, once the writer has fully explained their experiences with the project. Think about where the placement of your thesis will be most effective based on your ideas and how your claim relates to them.

Consider the following example of a thesis statement in an academic reflection essay:

By changing my medium from a picture to a pop song, my message that domestic violence disproportionately affects women was more effectively communicated to an audience of my classmates because they found the message to be more memorable when it was accompanied by music.

This thesis makes a critical evaluative claim (that the change of medium was effective) about the project, and is thus a strong thesis for an academic reflection paper.

Evidence for academic reflection essays may include outside sources, but writers are also asked to support their claims by including observations from their own experience. Writers might effectively support their claims by considering the following strategies:

• Incorporating examples: What examples might help support the claims that you make? How might you expand on your points using these examples, and how might you develop this evidence in relation to your thesis?
• Personal anecdotes or observations: How might you choose relevant personal anecdotes/observations to illustrate your points and support your thesis?
• Logical explanations: How might you explain the logic behind a specific point you are making in order to make it more credible to readers?

Consider the following example for incorporating evidence in an academic reflection essay:

Claim: Changing the medium for my project from a picture to a pop song appealed to my audience of fellow classmates.

Evidence: When I performed my pop song remediation for my classmates, they paid attention to me and said that the message, once transformed into song lyrics, was very catchy and memorable. By the end of the presentation, some of them were even singing along.

In this example, the claim (that the change of medium was effective in appealing to the new audience of fellow classmates) is supported because the writer reveals their observation of the audience’s reaction. (For more about using examples and anecdotes as examples, see “Nontraditional Types of Evidence.”)

Organization

For academic reflection essays, the organizational structure may differ from traditional academic or narrative essays because you are reflecting on your own experiences or observations. Consider the following organizational structures for academic reflection essays:

• Chronological Progression: The progression of points will reflect the order of events/insights as they occurred temporally in the project.

Sample Chronological Organization for a Remediation Reflection:

Paragraph 1: Beginning of the project

Paragraph 2: Progression of the remediation process

Paragraph 3: Progression of the remediation process

Paragraph 4: Progression of the remediation process

Paragraph 5: Progression of the remediation process

Paragraph 6: Conclusion—Was the project effective. How and why? How did the process end?

• By Main Idea/Theme: The progression of points will centralize on main ideas or themes of the project.

Sample Organization By Main Idea/Theme for a Remediation Reflection:

Paragraph 1: Introduction

Paragraph 2: Discuss the message being translated

Paragraph 3: Discuss the change of medium

Paragraph 4: Discuss the change of audience

Paragraph 5: Was the change effective? Explain.

Paragraph 6: Conclusion

Remember that while these strategies are intended to help you approach an academic reflection paper with confidence, they are not meant to be prescriptive. Academic reflection essays are often unique to the writer because they ask the writer to consider their observations or reactions to an experience or project. You have distinctive ideas and observations to discuss, so it is likely that your paper will reflect this distinctiveness. With this in mind, consider how to most effectively compose your paper based on your specific project guidelines, instructor suggestions, and your experiences with the project.

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What Is Reflective Writing? (Explained W/ 20+ Examples)

I’ll admit, reflecting on my experiences used to seem pointless—now, I can’t imagine my routine without it.

What is reflective writing?

Reflective writing is a personal exploration of experiences, analyzing thoughts, feelings, and learnings to gain insights. It involves critical thinking, deep analysis, and focuses on personal growth through structured reflection on past events.

In this guide, you’ll learn everything you need to know about reflective writing — with lots of examples.

What Is Reflective Writing (Long Description)?

Table of Contents

Reflective writing is a method used to examine and understand personal experiences more deeply.

This kind of writing goes beyond mere description of events or tasks.

Instead, it involves looking back on these experiences, analyzing them, and learning from them.

It’s a process that encourages you to think critically about your actions, decisions, emotions, and responses.

By reflecting on your experiences, you can identify areas for improvement, make connections between theory and practice, and enhance your personal and professional development. Reflective writing is introspective, but it should also be analytical and critical.

It’s not just about what happened.

It’s about why it happened, how it affected you, and what you can learn from it.

This type of writing is commonly used in education, professional development, and personal growth, offering a way for individuals to gain insights into their personal experiences and behaviors.

Types of Reflective Writing

Reflective writing can take many forms, each serving different purposes and providing various insights into the writer’s experiences.

Here are ten types of reflective writing, each with a unique focus and approach.

Journaling – The Daily Reflection

Journaling is a type of reflective writing that involves keeping a daily or regular record of experiences, thoughts, and feelings.

It’s a private space where you can freely express yourself and reflect on your day-to-day life.

Example: Today, I realized that the more I try to control outcomes, the less control I feel. Letting go isn’t about giving up; it’s about understanding that some things are beyond my grasp.

Example: Reflecting on the quiet moments of the morning, I realized how much I value stillness before the day begins. It’s a reminder to carve out space for peace in my routine.

Learning Logs – The Educational Tracker

Learning logs are used to reflect on educational experiences, track learning progress, and identify areas for improvement.

They often focus on specific learning objectives or outcomes.

Example: This week, I struggled with understanding the concept of reflective writing. However, after reviewing examples and actively engaging in the process, I’m beginning to see how it can deepen my learning.

Example: After studying the impact of historical events on modern society, I see the importance of understanding history to navigate the present. It’s a lesson in the power of context.

Critical Incident Journals – The Turning Point

Critical incident journals focus on a significant event or “critical incident” that had a profound impact on the writer’s understanding or perspective.

These incidents are analyzed in depth to extract learning and insights.

Example: Encountering a homeless person on my way home forced me to confront my biases and assumptions about homelessness. It was a moment of realization that has since altered my perspective on social issues.

Example: Missing a crucial deadline taught me about the consequences of procrastination and the value of time management. It was a wake-up call to prioritize and organize better.

Project Diaries – The Project Chronicle

Project diaries are reflective writings that document the progress, challenges, and learnings of a project over time.

They provide insights into decision-making processes and project management strategies.

Example: Launching the community garden project was more challenging than anticipated. It taught me the importance of community engagement and the value of patience and persistence.

Example: Overcoming unexpected technical issues during our project showed me the importance of adaptability and teamwork. Every obstacle became a stepping stone to innovation.

Portfolios – The Comprehensive Showcase

Portfolios are collections of work that also include reflective commentary.

They showcase the writer’s achievements and learning over time, reflecting on both successes and areas for development.

Example: Reviewing my portfolio, I’m proud of how much I’ve grown as a designer. Each project reflects a step in my journey, highlighting my evolving style and approach.

Example: As I added my latest project to my portfolio, I reflected on the journey of my skills evolving. Each piece is a chapter in my story of growth and learning.

Peer Reviews – The Collaborative Insight

Peer reviews involve writing reflectively about the work of others, offering constructive feedback while also considering one’s own learning and development.

Example: Reviewing Maria’s project, I admired her innovative approach, which inspired me to think more creatively about my own work. It’s a reminder of the value of diverse perspectives.

Example: Seeing the innovative approach my peer took on a similar project inspired me to rethink my own methods. It’s a testament to the power of sharing knowledge and perspectives.

Personal Development Plans – The Future Blueprint

Personal development plans are reflective writings that outline goals, strategies, and actions for personal or professional growth.

They include reflections on strengths, weaknesses, opportunities, and threats.

Example: My goal to become a more effective communicator will require me to step out of my comfort zone and seek opportunities to speak publicly. It’s daunting but necessary for my growth.

Example: Identifying my fear of public speaking in my plan pushed me to take a course on it. Acknowledging weaknesses is the first step to turning them into strengths.

Reflective Essays – The Structured Analysis

Reflective essays are more formal pieces of writing that analyze personal experiences in depth.

They require a structured approach to reflection, often including theories or models to frame the reflection.

Example: Reflecting on my leadership role during the group project, I applied Tuckman’s stages of group development to understand the dynamics at play. It helped me appreciate the natural progression of team development.

Example: In my essay, reflecting on a failed project helped me understand the role of resilience in success. Failure isn’t the opposite of success; it’s part of its process.

Reflective Letters – The Personal Correspondence

Reflective letters involve writing to someone (real or imagined) about personal experiences and learnings.

It’s a way to articulate thoughts and feelings in a structured yet personal format.

Example: Dear Future Self, Today, I learned the importance of resilience. Faced with failure, I found the strength to persevere a nd try again. This lesson, I hope, will stay with me as I navigate the challenges ahead.

Example: Writing a letter to my past self, I shared insights on overcoming challenges with patience and persistence. It’s a reminder of how far I’ve come and the hurdles I’ve overcome.

Blogs – The Public Journal

Blogs are a form of reflective writing that allows writers to share their experiences, insights, and learnings with a wider audience.

They often combine personal narrative with broader observations about life, work, or society.

Example: In my latest blog post, I explored the journey of embracing vulnerability. Sharing my own experiences of failure and doubt not only helped me process these feelings but also connected me with readers going through similar struggles. It’s a powerful reminder of the strength found in sharing our stories.

Example: In a blog post about starting a new career path, I shared the fears and excitement of stepping into the unknown. It’s a journey of self-discovery and embracing new challenges.

What Are the Key Features of Reflective Writing?

Reflective writing is characterized by several key features that distinguish it from other types of writing.

These features include personal insight, critical analysis, descriptive narrative, and a focus on personal growth.

• Personal Insight: Reflective writing is deeply personal, focusing on the writer’s internal thoughts, feelings, and reactions. It requires introspection and a willingness to explore one’s own experiences in depth.
• Critical Analysis: Beyond simply describing events, reflective writing involves analyzing these experiences. This means looking at the why and how, not just the what. It involves questioning, evaluating, and interpreting your experiences in relation to yourself, others, and the world.
• Descriptive Narrative: While reflective writing is analytical, it also includes descriptive elements. Vivid descriptions of experiences, thoughts, and feelings help to convey the depth of the reflection.
• Focus on Growth: A central aim of reflective writing is to foster personal or professional growth. It involves identifying lessons learned, recognizing patterns, and considering how to apply insights gained to future situations.

These features combine to make reflective writing a powerful tool for learning and development.

It’s a practice that encourages writers to engage deeply with their experiences, challenge their assumptions, and grow from their reflections.

What Is the Structure of Reflective Writing?

The structure of reflective writing can vary depending on the context and purpose, but it typically follows a general pattern that facilitates deep reflection.

A common structure includes an introduction, a body that outlines the experience and the reflection on it, and a conclusion.

• Introduction: The introduction sets the stage for the reflective piece. It briefly introduces the topic or experience being reflected upon and may include a thesis statement that outlines the main insight or theme of the reflection.
• Body: The body is where the bulk of the reflection takes place. It often follows a chronological order, detailing the experience before moving into the reflection. This section should explore the writer’s thoughts, feelings, reactions, and insights related to the experience. It’s also where critical analysis comes into play, examining causes, effects, and underlying principles.
• Conclusion: The conclusion wraps up the reflection, summarizing the key insights gained and considering how these learnings might apply to future situations. It’s an opportunity to reflect on personal growth and the broader implications of the experience.

This structure is flexible and can be adapted to suit different types of reflective writing.

However, the focus should always be on creating a coherent narrative that allows for deep personal insight and learning.

How Do You Start Reflective Writing?

Starting reflective writing can be challenging, as it requires diving into personal experiences and emotions.

Here are some tips to help initiate the reflective writing process:

• Choose a Focus: Start by selecting an experience or topic to reflect upon. It could be a specific event, a general period in your life, a project you worked on, or even a book that made a significant impact on you.
• Reflect on Your Feelings: Think about how the experience made you feel at the time and how you feel about it now. Understanding your emotional response is a crucial part of reflective writing.
• Ask Yourself Questions: Begin by asking yourself questions related to the experience. What did you learn from it? How did it challenge your assumptions? How has it influenced your thinking or behavior?
• Write a Strong Opening: Your first few sentences should grab the reader’s attention and clearly indicate what you will be reflecting on. You can start with a striking fact, a question, a quote, or a vivid description of a moment from the experience.
• Keep It Personal: Remember that reflective writing is personal. Use “I” statements to express your thoughts, feelings, and insights. This helps to maintain the focus on your personal experience and learning journey.

Here is a video about reflective writing that I think you’ll like:

Reflective Writing Toolkit

Finding the right tools and resources has been key to deepening my reflections and enhancing my self-awareness.

Here’s a curated toolkit that has empowered my own reflective practice:

• Journaling Apps: Apps like Day One or Reflectly provide structured formats for daily reflections, helping to capture thoughts and feelings on the go.
• Digital Notebooks: Tools like Evernote or Microsoft OneNote allow for organized, searchable reflections that can include text, images, and links.
• Writing Prompts: Websites like WritingPrompts.com offer endless ideas to spark reflective writing, making it easier to start when you’re feeling stuck.
• Mind Mapping Software: Platforms like MindMeister help organize thoughts visually, which can be especially helpful for reflective planning or brainstorming.
• Blogging Platforms: Sites like WordPress or Medium offer a space to share reflective writings publicly, fostering community and feedback. You’ll need a hosting platform. I recommend Bluehost or Hostarmada for beginners.
• Guided Meditation Apps: Apps such as Headspace or Calm can support reflective writing by clearing the mind and fostering a reflective state before writing.
• Audio Recording Apps: Tools like Otter.ai not only allow for verbal reflection but also transcribe conversations, which can then be reflected upon in writing.
• Time Management Apps: Resources like Forest or Pomodoro Technique apps help set dedicated time for reflection, making it a regular part of your routine.
• Creative Writing Software: Platforms like Scrivener cater to more in-depth reflective projects, providing extensive organizing and formatting options.
• Research Databases: Access to journals and articles through databases like Google Scholar can enrich reflective writing with theoretical frameworks and insights.

Final Thoughts: What Is Reflective Writing?

Reflective writing, at its core, is a deeply personal practice.

Yet, it also holds the potential to bridge cultural divides. By sharing reflective writings that explore personal experiences through the lens of different cultural backgrounds, we can foster a deeper understanding and appreciation of diverse worldviews.

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• Why Does Academic Writing Require Strict Formatting?
• What Is A Lens In Writing? (The Ultimate Guide)

Reflective Thinking and Writing

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At university you may be asked to keep a learning or development portfolio, or to write a reflective essay. Both require reflective thinking and reflective writing.

Reflecting - looking back over what you’ve read, observed, felt and experienced - helps you process and store information for future use. Reflection can help you recognise the links between theories, concepts and events and, therefore, help you to understand their significance and relevance.

Looking back objectively and examining your actions, thoughts and behaviours at university or in the work environment helps you become a more effective learner: someone who continues to develop and improve.

Reflective Thinking

Think of your last essay, project, or an event in your field (work placement). Imagine that you are ‘outside’ looking in or observing.

Stand back and genuinely look at everything that happened. Focus on what you thought, felt and did at the time.

Ask yourself questions e.g. Did I start early enough? Did I make assumptions about anything/anyone? Did I go off on a tangent, or stick to the question?

Finally: could I have done anything differently- what might the outcome have been? Better? The same?

Carry a reflective diary, or small notebook to capture your thoughts and feelings as soon as possible after an event. Later, compare your thinking at the time with your reflection on it now. 

There are many guides as well as reflective ‘models’or ‘frameworks’ which you can use to aid your reflection

Reflective Writing Assignments

First check guidelines: how does your lecturer want you to structure the assignment? They may want different sections written in different ways: 

• Academic writing is traditionally written in a style that suggests objectivity (a balanced perspective based on analysis of evidence, not on a personal opinion). This is conveyed by writing in the ‘third person’ e.g. ‘The patient was asked if she had taken medication’
• Reflective writing. Where you are asked to reflect on your personal experiences, your thoughts and your feelings you can write in the ‘first person’ (‘I’) using the ‘active voice’ e.g. ‘I asked the patient if she had taken medication’

Beware! You are still writing for University, not e-mailing or speaking to a friend. The language and style must still be formal, so no contractions (didn’t, can’t, won’t), or slang and check grammar, punctuation and spelling. Remember referencing and citations.

Critical Thinking and Reflective Thinking

Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.

People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

• Back to Thinking

• Connections
• Illustrations

Analyzing and critiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities.

Questioning and investigating

Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.

Designing and developing

Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.

Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.

I can explore.

I can explore materials and actions. I can show whether I like something or not.

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned.

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Critical and Reflective Thinking is one of the Thinking Core Competency’s two interrelated sub-competencies, Creative Thinking and Critical and Reflective Thinking.

Critical and Reflective Thinking and Creative Thinking overlap. For example:

• Students use creative thinking to generate new ideas when solving problems and addressing constraints that arise as they question and investigate, and design and develop
• Students use critical thinking to analyze and reflect on creative ideas to determine whether they have value and should be developed, engaging in ongoing reflection as they develop their creative ideas

Communication

Critical and Reflective Thinking is closely related to the two Communication sub-competencies: Communicating and Collaborating. For example:

• Students apply critical thinking to acquire and interpret information, and to make choices about how to communicate their ideas
• Students often collaborate as they work in groups to analyze and critique, and design and develop

Personal and Social

Critical and Reflective Thinking is closely related to the three Personal and Social sub-competencies, Personal Awareness and Responsibility, Social Awareness and Responsibility, and Positive Personal and Cultural Identity. For example:

• Students think critically to determine their personal and social responsibilities
• Students apply their personal awareness as they reflect on their efforts and goals

Connections with areas of learning

Critical and Reflective Thinking is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the “doing” within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Critical and Reflective Thinking sub-competency can be seen in the sample inquiry questions that elaborate on the following Big Ideas in Science:

• Light and sound can be produced and their properties can be changed: How can you explore the properties of light and sound? What discoveries did you make? (Science 1)
• Matter has mass, takes up space, and can change phase: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? (Science 4)
• Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined: What are the similarities and differences elements and compounds? How can you investigate the properties of elements and compounds? (Science 7)
• The formation of the universe can be explained by the big bang theory: How could you model the formation of the universe? (Science 10)

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12 Reflective Writing and the Revision Process: What Were You Thinking?

Sandra L. Giles

“Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking. [1] As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your intentions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester.

A Writer’s Experience

The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a doctoral student in Wendy Bishop’s Life Writing class at Florida State University, and it was the first class I had ever taken where we English majors actually practiced what we preached; which is to say, we actually put ourselves through the various elements of process writing. Bishop led us through invention exercises, revision exercises, language activities, and yes, reflective writings. For each essay, we had to write what she called a “process note” in which we explained our processes of working on the essay, as well as our thought processes in developing the ideas. We also discussed what we might want to do with (or to) the essay in the future, beyond the class. At the end of the semester, we composed a self-evaluative cover letter for our portfolio in which we discussed each of our essays from the semester and recorded our learning and insights about writing and about the genre of nonfiction.

My first process note for the class was a misguided attempt at good-student-gives-the-teacher-what-she-wants. Our assignment had been to attend an event in town and write about it. I had seen an email announcement about a medium visiting from England who would perform a “reading” at the Unity Church in town. So I went and took notes. And wrote two consecutive drafts. After peer workshop, a third. And then I had to write the process note, the likes of which I had never done before. It felt awkward, senseless. Worse than writing a scholarship application or some other mundane writing task. Like a waste of time, and like it wasn’t real writing at all. But it was required.

So, hoop-jumper that I was, I wrote the following: “This will eventually be part of a longer piece that will explore the Foundation for Spiritual Knowledge in Tallahassee, Florida, which is a group of local people in training to be mediums and spirituals healers. These two goals are intertwined.” Yeah, right. Nice and fancy. Did I really intend to write a book-length study on those folks? I thought my professor would like the idea, though, so I put it in my note. Plus, my peer reviewers had asked for a longer, deeper piece. That statement would show I was being responsive to their feedback, even though I didn’t agree with it. The peer reviewers had also wanted me to put myself into the essay more, to do more with first-person point of view rather than just writing a reporter-style observation piece. I still disagree with them, but what I should have done in the original process note was go into why: my own search for spirituality and belief could not be handled in a brief essay. I wanted the piece to be about the medium herself, and mediumship in general, and the public’s reaction, and why a group of snarky teenagers thought they could be disruptive the whole time and come off as superior. I did a better job later—more honest and thoughtful and revealing about my intentions for the piece—in the self-evaluation for the portfolio. That’s because, as the semester progressed and I continued to have to write those darned process notes, I dropped the attitude. In a conference about my writing, Bishop responded to my note by asking questions focused entirely on helping me refine my intentions for the piece, and I realized my task wasn’t to please or try to dazzle her. I stopped worrying about how awkward the reflection was, stopped worrying about how to please the teacher, and started actually reflecting and thinking. New habits and ways of thinking formed. And unexpectedly, all the hard decisions about revising for the next draft began to come more easily.

And something else clicked, too. Two and a half years previously, I had been teaching composition at a small two-year college. Composition scholar Peggy O’Neill taught a workshop for us English teachers on an assignment she called the “Letter to the Reader.” That was my introduction to reflective writing as a teacher, though I hadn’t done any of it myself at that point. I thought, “Okay, the composition scholars say we should get our students to do this.” So I did, but it did not work very well with my students at the time. Here’s why: I didn’t come to understand what it could do for a writer, or how it would do it, until I had been through it myself.

After Bishop’s class, I became a convert. I began studying reflection, officially called metacognition, and began developing ways of using it in writing classes of all kinds, from composition to creative nonfiction to fiction writing. It works. Reflection helps you to develop your intentions (purpose), figure out your relation to your audience, uncover possible problems with your individual writing processes, set goals for revision, make decisions about language and style, and the list goes on. In a nutshell, it helps you develop more insight into and control over composing and revising processes. And according to scholars such as Chris M. Anson, developing this control is a feature that distinguishes stronger from weaker writers and active from passive learners (69–73).

My Letter to the Reader Assignment

Over recent years, I’ve developed my own version of the Letter to the Reader, based on O’Neill’s workshop and Bishop’s class assignments. For each essay, during a revising workshop, my students first draft their letters to the reader and then later, polish them to be turned in with the final draft. Letters are composed based on the following instructions:

This will be a sort of cover letter for your essay. It should be on a separate sheet of paper, typed, stapled to the top of the final draft. Date the letter and address it to “Dear Reader.” Then do the following in nicely developed, fat paragraphs: Tell the reader what you intend for the essay to do for its readers. Describe its purpose(s) and the effect(s) you want it to have on the readers. Say who you think the readers are. Describe your process of working on the essay. How did you narrow the assigned topic? What kind of planning did you do? What steps did you go through, what changes did you make along the way, what decisions did you face, and how did you make the decisions? How did comments from your peers, in peer workshop, help you? How did any class activities on style, editing, etc., help you? Remember to sign the letter. After you’ve drafted it, think about whether your letter and essay match up. Does the essay really do what your letter promises? If not, then use the draft of your letter as a revising tool to make a few more adjustments to your essay. Then, when the essay is polished and ready to hand in, polish the letter as well and hand them in together.

Following is a sample letter that shows how the act of answering these prompts can help you uncover issues in your essays that need to be addressed in further revision. This letter is a mock-up based on problems I’ve seen over the years. We discuss it thoroughly in my writing classes:

Dear Reader, This essay is about how I feel about the changes in the financial aid rules. I talk about how they say you’re not eligible even if your parents aren’t supporting you anymore. I also talk a little bit about the HOPE scholarship. But my real purpose is to show how the high cost of books makes it impossible to afford college if you can’t get on financial aid. My readers will be all college students. As a result, it should make students want to make a change. My main strategy in this essay is to describe how the rules have affected me personally. I chose this topic because this whole situation has really bugged me. I did freewriting to get my feelings out on paper, but I don’t think that was effective because it seemed jumbled and didn’t flow. So I started over with an outline and went on from there. I’m still not sure how to start the introduction off because I want to hook the reader’s interest but I don’t know how to do that. I try to include many different arguments to appeal to different types of students to make the whole argument seem worthwhile on many levels. I did not include comments from students because I want everyone to think for themselves and form their own opinion. That’s my main strategy. I don’t want the paper to be too long and bore the reader. I was told in peer workshop to include information from other students at other colleges with these same financial aid problems. But I didn’t do that because I don’t know anybody at another school. I didn’t want to include any false information. Thanks, (signature)

Notice how the letter shows us, as readers of the letter, some problems in the essay without actually having to read the essay. From this (imaginary) student’s point of view, the act of drafting this letter should show her the problems, too. In her first sentence, she announces her overall topic. Next she identifies a particular problem: the way “they” define whether an applicant is dependent on or independent of parents. So far, pretty good, except her use of the vague pronoun “they” makes me hope she hasn’t been that vague in the essay itself. Part of taking on a topic is learning enough about it to be specific. Specific is effective; vague is not. Her next comment about the HOPE scholarship makes me wonder if she’s narrowed her topic enough. When she said “financial aid,” I assumed federal, but HOPE is particular to the state of Georgia and has its own set of very particular rules, set by its own committee in Atlanta. Can she effectively cover both federal financial aid, such as the Pell Grant for example, as well as HOPE, in the same essay, when the rules governing them are different? Maybe. We’ll see. I wish the letter would address more specifically how she sorts that out in the essay. Then she says that her “real purpose” is to talk about the cost of books. Is that really her main purpose? Either she doesn’t have a good handle on what she wants her essay to do or she’s just throwing language around to sound good in the letter. Not good, either way.

When she says she wants the readers to be all college students, she has identified her target audience, which is good. Then this: “As a result, it should make students want to make a change.” Now, doesn’t that sound more in line with a statement of purpose? Here the writer makes clear, for the first time, that she wants to write a persuasive piece on the topic. But then she says that her “main strategy” is to discuss only her own personal experience. That’s not a strong enough strategy, by itself, to be persuasive.

In the second section, where she discusses process, she seems to have gotten discouraged when she thought that freewriting hadn’t worked because it resulted in something “jumbled.” But she missed the point that freewriting works to generate ideas, which often won’t come out nicely organized. It’s completely fine, and normal, to use freewriting to generate ideas and then organize them with perhaps an outline as a second step. As a teacher, when I read comments like this in a letter, I write a note to the student explaining that “jumbled” is normal, perfectly fine, and nothing to worry about. I’m glad when I read that sort of comment so I can reassure the student. If not for the letter, I probably wouldn’t have known of her unfounded concern. It creates a teaching moment.

Our imaginary student then says, “I’m still not sure how to start the introduction off because I want to hook the reader’s interest but don’t know how to do that.” This statement shows that she’s thinking along the right lines—of capturing the reader’s interest. But she hasn’t quite figured out how to do that in this essay, probably because she doesn’t have a clear handle on her purpose. I’d advise her to address that problem and to better develop her overall strategy, and then she would be in a better position to make a plan for the introduction. Again, a teaching moment. When she concludes the second paragraph of the letter saying that she wants to include “many different arguments” for “different types of students,” it seems even more evident that she’s not clear on purpose or strategy; therefore, she’s just written a vague sentence she probably thought sounded good for the letter.

She begins her third paragraph with further proof of the problems. If her piece is to be persuasive, then she should not want readers to “think for themselves and form their own opinion.” She most certainly should have included comments from other students, as her peer responders advised. It wouldn’t be difficult to interview some fellow students at her own school. And as for finding out what students at other schools think about the issue, a quick search on the Internet would turn up newspaper or newsletter articles, as well as blogs and other relevant sources. Just because the official assignment may not have been to write a “research” paper doesn’t mean you can’t research. Some of your best material will come that way. And in this particular type of paper, your personal experience by itself, without support, will not likely persuade the reader. Now, I do appreciate when she says she doesn’t want to include any “false information.” A lot of students come to college with the idea that in English class, if you don’t know any information to use, then you can just make it up so it sounds good. But that’s not ethical, and it’s not persuasive, and just a few minutes on the Internet will solve the problem.

This student, having drafted the above letter, should go back and analyze. Do the essay and letter match up? Does the essay do what the letter promises? And here, does the letter uncover lack of clear thinking about purpose and strategy? Yes, it does, so she should now go back and address these issues in her essay. Without having done this type of reflective exercise, she likely would have thought her essay was just fine, and she would have been unpleasantly surprised to get the grade back with my (the teacher’s) extensive commentary and critique. She never would have predicted what I would say because she wouldn’t have had a process for thinking through these issues—and might not have known how to begin thinking this way. Drafting the letter should help her develop more insight into and control over the revising process so she can make more effective decisions as she revises.

How It Works

Intentions—a sense of audience and purpose and of what the writer wants the essay to do—are essential to a good piece of communicative writing. Anson makes the point that when an instructor asks a student to verbalize his or her intentions, it is much more likely that the student will have intentions (qtd. in Yancey and Smith 174). We saw this process in mid-struggle with our imaginary student’s work (above), and we’ll see it handled more effectively in real student examples (below). As many composition scholars explain, reflective and self-assessing activities help writers set goals for their writing. For instance, Rebecca Moore Howard states that “writers who can assess their own prose can successfully revise that prose” (36). This position is further illustrated by Xiaoguang Cheng and Margaret S. Steffenson, who conducted and then reported a study clearly demonstrating a direct positive effect of reflection on student revising processes in “Metadiscourse: A Technique for Improving Student Writing.” Yancey and Smith argue that self-assessment and reflection are essential to the learning process because they are a “method for assigning both responsibility and authority to a learner” (170). Students then become independent learners who can take what they learn about writing into the future beyond a particular class rather than remaining dependent on teachers or peer evaluators (171). Anson echoes this idea, saying that reflection helps a writer grow beyond simply succeeding in a particular writing project: “Once they begin thinking about writing productively, they stand a much better chance of developing expertise and working more successfully in future writing situations” (73).

Examples from Real Students

Let’s see some examples from actual students now, although for the sake of space we’ll look at excerpts. The first few illustrate how reflective writing helps you develop your intentions. For an assignment to write a profile essay, Joshua Dawson described his purpose and audience: “This essay is about my grandmother and how she overcame the hardships of life. [. . .] The purpose of this essay is to show how a woman can be tough and can take anything life throws at her. I hope the essay reaches students who have a single parent and those who don’t know what a single parent goes through.” Joshua showed a clear idea of what he wanted his essay to do. For a cultural differences paper, Haley Moore wrote about her mission trip to Peru: “I tried to show how, in America, we have everything from clean water to freedom of religion and other parts of the world do not. Also, I would like for my essay to inspire people to give donations or help in any way they can for the countries that live in poverty.” Haley’s final draft actually did not address the issue of donations and focused instead on the importance of mission work, a good revision decision that kept the essay more focused.

In a Composition II class, Chelsie Mathis wrote an argumentative essay on a set of controversial photos published in newspapers in the 1970s which showed a woman falling to her death during a fire escape collapse. Chelsie said,

The main purpose of this essay is to argue whether the [newspaper] editors used correct judgment when deciding to publish such photos. The effect that I want my paper to have on the readers is to really make people think about others’ feelings and to make people realize that poor judgment can have a big effect. [ . . . ] I intend for my readers to possibly be high school students going into the field of journalism or photojournalism.

Chelsie demonstrated clear thinking about purpose and about who she wanted her essay to influence. Another Comp II student, Daniel White, wrote, “This essay is a cognitive approach of how I feel YouTube is helping our society achieve its dreams and desires of becoming stars.” I had no idea what he meant by “cognitive approach,” but I knew he was taking a psychology class at the same time. I appreciated that he was trying to integrate his learning from that class into ours, trying to learn to use that vocabulary. I was sure that with more practice, he would get the hang of it. I didn’t know whether he was getting much writing practice at all in psychology, so I was happy to let him practice it in my class. His reflection showed learning in process.

My students often resist writing about their composing processes, but it’s good for them to see and analyze how they did what they did, and it also helps me know what they were thinking when they made composing decisions. Josh Autry, in regards to his essay on scuba diving in the Florida Keys at the wreck of the Spiegel Grove, said, “Mapping was my preferred method of outlining. It helped me organize my thoughts, go into detail, and pick the topics that I thought would be the most interesting to the readers.” He also noted, “I choose [sic] to write a paragraph about everything that can happen to a diver that is not prepared but after reviewing it I was afraid that it would scare an interested diver away. I chose to take that paragraph out and put a few warnings in the conclusion so the aspiring diver would not be clueless.” This was a good decision that did improve the final draft. His earlier draft had gotten derailed by a long discussion of the dangers of scuba diving in general. But he came to this realization and decided to correct it without my help—except that I had led the class through reflective revising activities. D’Amber Walker wrote, “At first my organization was off because I didn’t know if I should start off with a personal experience which included telling a story or start with a statistic.” Apparently, a former teacher had told her not to include personal experiences in her essays. I reminded her that in our workshop on introductions, we had discussed how a personal story can be a very effective hook to grab the reader’s attention. So once again, a teaching moment. When Jonathan Kelly said, “I probably could have given more depth to this paper by interviewing a peer or something but I really felt unsure of how to go about doing so,” I was able to scold him gently. If he really didn’t know how to ask fellow students their opinions, all he had to do was ask me. But his statement shows an accurate assessment of how the paper could have been better. When Nigel Ellington titled his essay “If Everything Was Easy, Nothing Would Be Worth Anything,” he explained, “I like this [title] because it’s catchy and doesn’t give too much away and it hooks you.” He integrated what he learned in a workshop on titles. Doing this one little bit of reflective thinking cemented that learning and gave him a chance to use it in his actual paper.

How It Helps Me (the Instructor) Help You

Writing teachers often play two roles in relation to their students. I am my students’ instructor, but I am also a fellow writer. As a writer, I have learned that revision can be overwhelming. It’s tempting just to fiddle with words and commas if I don’t know what else to do. Reflection is a mechanism, a set of procedures, to help me step back from a draft to gain enough distance to ask myself, “Is this really what I want the essay (or story or poem or article) to do? Is this really what I want it to say? Is this the best way to get it to say that?” To revise is to re-vision or re-see, to re-think these issues, but you have to create a critical distance to be able to imagine your piece done another way. Reflection helps you create that distance. It also helps your instructor better guide your work and respond to it.

The semester after my experience in Bishop’s Life Writing Class, I took a Fiction Writing Workshop taught by Mark Winegardner, author of The Godfather Returns and The Godfather’s Revenge , as well as numerous other novels and short stories. Winegardner had us create what he called the “process memo.” As he indicated in an interview, he uses the memo mainly as a tool to help the workshop instructor know how to respond to the writer’s story. If a writer indicates in the memo that he knows something is still a problem with the story, then the instructor can curtail lengthy discussion of that issue’s existence during the workshop and instead prompt peers to provide suggestions. The instructor can give some pointed advice, or possibly reassurance, based on the writer’s concerns that, without being psychic, the instructor would not otherwise have known about. Composition scholar Jeffrey Sommers notes that reflective pieces show teachers what your intentions for your writing actually are, which lets us respond to your writing accurately, rather than responding to what we think your intentions might be (“Enlisting” 101–2). He also points out that we can know how to reduce your anxiety about your writing appropriately (“Behind” 77). Thus, without a reflective memo, your teacher might pass right over the very issue you have been worried about.

The Habit of Self-Reflective Writing

One of the most important functions of reflective writing in the long run is to establish in you, the writer, a habit of self-reflective thinking. The first few reflective pieces you write may feel awkward and silly and possibly painful. You might play the teacher-pleasing game. But that’s really not what we want (see Smith 129). Teachers don’t want you to say certain things, we want you to think in certain ways. Once you get the hang of it and start to see the benefits in your writing, you’ll notice that you’ve formed a habit of thinking reflectively almost invisibly. And not only will it help you in writing classes, but in any future writing projects for biology class, say, or even further in the future, in writing that you may do on the job, such as incident reports or annual reports for a business. You’ll become a better writer. You’ll become a better thinker. You’ll become a better learner. And learning is what you’ll be doing for the rest of your life. I recently painted my kitchen. It was a painful experience. I had a four-day weekend and thought I could clean, prep, and paint the kitchen, breakfast nook, and hallway to the garage in just four days, not to mention painting the trim and doors white. I pushed myself to the limit of endurance. And when I finished the wall color (not even touching the trim), I didn’t like it. The experience was devastating. A very similar thing had happened three years before when I painted my home office a color I now call “baby poop.” My home office is still “baby poop” because I got so frustrated I just gave up. Now, the kitchen was even worse. It was such a light green it looked like liver failure and didn’t go with the tile on the floor. Plus, it showed brush marks and other flaws. What the heck?

But unlike three years ago, when I had given up, I decided to apply reflective practices to the situation. I decided to see it as time for revision-type thinking. Why had I wanted green to begin with? (Because I didn’t want blue in a kitchen. I’ve really been craving that hot dark lime color that’s popular now. So yes, I still want it to be green.) Why hadn’t I chosen a darker green? (Because I have the darker, hotter color into the room with accessories. The lighter green has a more neutral effect that I shouldn’t get sick of after six months. Perhaps I’ll get used to it, especially when I get around to painting the trim white.) What caused the brush strokes? (I asked an expert. Two factors: using satin finish rather than eggshell, and using a cheap paintbrush for cut-in-areas.) How can they be fixed? (Most of the brush strokes are just in the cut-in areas and so they can be redone quickly with a better quality brush. That is, if I decide to keep this light green color.) Is the fact that the trim is still cream-colored rather than white part of the problem? (Oh, yes. Fix that first and the other problems might diminish.) What can I learn about timing for my next paint project? (That the cleaning and prep work take much longer than you think, and that you will need two coats, plus drying time. And so what if you didn’t finish it in four days? Relax! Allow more time next time.) Am I really worried about what my mother will say? (No, because I’m the one who has to look at it every day.) So the solution? Step one is to paint the trim first and then re-evaluate. Using a method of reflection to think back over my “draft” gives me a method for proceeding with “revision.” At the risk of sounding like a pop song, when you stop to think it through, you’ll know what to do.

Revision isn’t just in writing. These methods can be applied any time you are working on a project—of any kind—or have to make decisions about something. Establishing the habit of reflective thinking will have far-reaching benefits in your education, your career, and your life. It’s an essential key to success for the life-long learner.

• Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing?
• Have you ever been asked to do this type of writing? If so, briefly discuss your experience.
• Why does reflective writing help a student learn and develop as a better writer? How does it work?
• Draft a Letter to the Reader for an essay you are working on right now. Analyze the letter to see what strengths or problems it uncovers regarding your essay.

Works Cited

Anson, Chris M. “Talking About Writing: A Classroom-Based Study of Students’ Reflections on Their Drafts.” Smith and Yancey 59–74.

Bishop, Wendy. “Life Writing.” English Department. Florida State University, Tallahassee, FL. Summer 2002. Lecture.

Cheng, Xiaoguang, and Margaret S. Steffenson. “Metadiscourse: A Technique for Improving Student Writing.” Research in the Teaching of English 30.2 (1996): 149–81. Print

Howard, Rebecca Moore. “Applications and Assumptions of Student SelfAssessment.” Smith and Yancey 35–58.

O’Neill, Peggy. “Reflection and Portfolio Workshop.” Humanities Division. Abraham Baldwin Agricultural College, Tifton, GA. 25 January 2000. Lecture, workshop.

Smith, Jane Bowman. “‘Know Your Knowledge’: Journals and Self-Assessment.” Smith and Yancey 125–38.

Smith, Jane Bowman, and Kathleen Blake Yancey, eds. Self-Assessment and Development in Writing: A Collaborative Inquiry . Cresskill, NJ: Hampton, 2000. Print.

Sommers, Jeffrey. “Behind the Paper: Using the Student-Teacher Memo.” College Composition and Communication 39.1 (1988): 77–80. Print.

—. “Enlisting the Writer’s Participation in The Evaluation Process.” Journal of Teaching Writing 4.1 (1985): 95–103. Print.

Winegardner, Mark. Personal interview. 3 February 2003.

Yancey, Kathleen Blake, and Jane Bowman Smith. “Reflections on Self-Assessment.” Smith and Yancey 169–76.

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Reflective Writing and the Revision Process: What Were You Thinking? Copyright © 2010 by Sandra L. Giles is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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