Reflective Writing

• looks back at past experience to perform better in the future

• analyses, explores and explains what happened and why
• usually incorporates models or theory
• uses academic language
• considers strengths, weaknesses, anxieties and errors — you can use
personal language such as 'I' and 'we' to talk about observations, emotions
and feelings
• is constructively criticising yourself, an event and others
• requires evidence to support what you are saying such as things that have
been said or done, their causes and their effects — so you need clear records
of the events and your thoughts

Thinking reflectively

Thinking reflectively involves:

• Thinking about what was done. Analyse the event by thinking in depth from
different perspectives. Use subject theory, reflective models and personal
insight. The critical evaluation you make of your and others’ actions should be
applied to future events.
• Thinking about what happened, what did and didn’t work, and what you think
about it.
• Critically evaluating what you would do differently in the future and explain
why
Reflective writing structure

Non-academic reflective writing is usually unstructured – such as writing in a

personal diary, learning journal, or narrative for design development. You should
structure your reflective assignments. There are lots of ways to structure your
reflective writing, but we explore one example here.

Reflection usually has the following major components:

1. Introduction: the event, incident or topic

2. Description and problematisation of the event
3. Cause and effect of the critical event — don't write too much description at
this stage
4. Explain and critique what happened, what are you trying to resolve here,
what you have learnt and how you would move forwards

Reflective writing example

This example of basic reflective writing can be split into three parts: description,
interpretation and outcome. See how the example paragraph is broken into these
three sections below the text. Full example text:

Specific tasks were shared out amongst members of my team. However, the
tasks were not seen as equally difficult by all team members. Consequently,
the perception of unfairness impacted on our interactions. Social
interdependence theory recognises a type of group interaction called “positive
interdependence” (Johnson & Johnson, 2008, cited by Maughan & Webb,
2010) and many studies demonstrate that learning can be improved through
cooperation (Maughan & Webb, 2010). We did not experience these with the
initial task allocation. Nonetheless, we achieved a successful outcome through
further negotiation. Therefore, we found that “cooperative learning
experiences encourage higher achievement.” (Maughan & Webb, 2010). To
improve the process in future, perhaps we could elect a chairperson to help
encourage cooperation when tasks are being allocated.
Description

Descriptions tend to be short – they explain what happened and what is being
examined. For example:

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

Interpretation

Interpretation can include what is most important, interesting, useful or relevant

about the object, event or idea. It could include how it can be explained, such as with
theory. For example:

Consequently, the perception of unfairness impacted on our interactions.

Social interdependence theory recognises a type of group interaction called
“positive interdependence” (Johnson & Johnson, 2008, cited by Maughan &
Webb, 2010) and many studies demonstrate that learning can be improved
through cooperation (Maughan & Webb, 2010). We did not experience these
with the initial task allocation.

Outcome

The outcome should cover what you've learnt from your experience and what it
means for your future. For example:

Nonetheless, we achieved a successful outcome through further negotiation.

Therefore, we found that “cooperative learning experiences encourage higher
achievement.” (Maughan & Webb, 2010). To improve the process in future,
perhaps we could elect a chairperson to help encourage cooperation when
tasks are being allocated.
Useful reflective vocabulary

Below are some words and phrases to help improve your reflective writing.

Description

You may need to talk about events, ideas or objects in your reflective writing. You
can use a range of vocabulary to describe these items so there isn't any specific
vocabulary for this section.

You should use the present tense to describe your idea, theory or model.

Interpretation

You can open personal statements with phrases like: 'For me', 'I found that', 'I felt
that', or 'I believe...'. You also need to give your reasoning or evidence.

Note:
Above content is taken from University of Portsmouth Website
(https://www.port.ac.uk/student-life/help-and-advice/study-skills/written-
assignments/reflective-writing-introduction)