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　　Written Individual Reflective代写:

　　assignments a basic introduction

　　An increasing number of courses require students to write reflectively. Reflective writing may be

　　an occasional requirement or it may be a core feature of most or all assignments. There are many

　　different models of reflection and it is vital that you follow any guidelines offered on your course.

　　The aim of this handout is to model some basic ideas about reflective writing. We are not

　　suggesting that this is the only way to approach it!

　　What is reflective writing?

　　Reflective writing is evidence of reflective thinking. In an academic context, reflective thinking usually

　　involves:

　　1 Looking back at something (often an event, i.e. something that happened, but it could also

　　be an idea or object).

　　2 Analysing the event or idea (thinking in depth and from different perspectives, and trying to

　　explain, often with reference to a model or theory from your subject).

　　3 Thinking carefully about what the event or idea means for you and your ongoing progress

　　as a learner and/or practising professional.

　　Reflective writing is thus more personal than other kinds of academic writing. We all think reflectively

　　in everyday life, of course, but perhaps not to the same depth as that expected in good reflective

　　writing at university level.

　　Example of basic reflective writing

　　Specific tasks were shared out amongst members of my team. Initially, however, the tasks were

　　not seen as equally difficult by all team members. Cooperation between group members was

　　at risk because of this perception of unfairness. Social interdependence theory recognises a

　　type of group interaction called ‘positive interdependence’, meaning cooperation (Johnson &

　　Johnson, 1993, cited by Maughan & Webb, 2001), and many studies have demonstrated that

　　“cooperative learning experiences encourage higher achievement” (Maughan & Webb, 2001).

　　Ultimately, our group achieved a successful outcome, but to improve the process, we perhaps

　　needed a chairperson to help encourage cooperation when tasks were being shared out. In

　　future group work, on the course and at work, I would probably suggest this.

　　Reference

　　Maughan, C., & Webb, J. (2001). Small group learning and assessment. Retrieved August 01,

　　2007, from the Higher Education Academy website:

　　www.ukcle.ac.uk/resources/temp/assessment.html

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　　A possible structure for reflective writing

　　Reflective thinking – especially if done in discussion with others – can be very ‘free’ and unstructured

　　and still be very useful. Even reflective writing can be unstructured, for example when it is done in a

　　personal diary. In assignments that require reflective writing, however, tutors normally expect

　　to see carefully-structured writing.

　　The example of basic reflective writing on the previous page can be broken down into three parts:

　　description, interpretation and outcome.

　　1 Description (keep this bit short!)

　　What happened? Specific tasks were shared out amongst members of my team.

　　What is being examined? Initially, however, the tasks were not seen as equally difficult by

　　all team members.

　　2 Interpretation

　　What is most important / interesting Cooperation between group members was at risk because

　　/ useful / relevant about the object, of this perception of unfairness. Social interdependence

　　event or idea? theory recognises a type of group interaction called ‘positive

　　How can it be explained e.g. with interdependence’, meaning cooperation (Johnson & Johnson,

　　theory? 1993, cited by Maughan & Webb, 2001), and many studies

　　How is it similar to and different from have demonstrated that “cooperative learning experiences

　　others? encourage higher achievement” (Maughan & Webb, 2001).

　　3 Outcome

　　What have I learned from this? Ultimately, our group achieved a successful outcome, but to

　　What does this mean for my future? improve our achievement, we perhaps needed a chairperson

　　to help encourage cooperation when tasks were being shared

　　out. In future group work (on the course and at work), I would

　　probably suggest this.

　　This is just one way of structuring reflective writing. There are others and you may be required to

　　follow a particular model. Whichever approach to reflection you use, however, try to bear in mind the

　　following four key points (all of which were made by course tutors who set and mark reflective work):

　　• Reflection is an exploration and an explanation of events – not just a description of them.

　　• Genuinely reflective writing often involves ‘revealing’ anxieties, errors and weaknesses, as

　　well as strengths and successes. This is fine (in fact it’s often essential!), as long as you show

　　some understanding of possible causes, and explain how you plan to improve.

　　• It is normally necessary to select just the most significant parts of the event or idea on which

　　you’re reflecting. (The next page has some suggestions on how to do this in your writing.) If

　　you try to ‘tell the whole story’ you’re likely to use up your words on description rather than

　　interpretation.

　　• It is often useful to ‘reflect forward’ to the future as well as ‘reflecting back’ on the past.

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　　Vocabulary aid

　　The following are just a few suggestions for words and phrases that might be useful in reflective

　　writing. Using any of these words and phrases will not in itself make you a good reflective writer, of

　　course! The vocabulary aid is structured according to the three-part analysis that is modelled on the

　　previous page of this handout.

　　1 Description (the short bit!)

　　We are not suggesting specific vocabulary for any descriptive elements of your reflective writing, because

　　the range of possible events, ideas or objects on which you might be required to reflect is so great.

　　Do remember, though, that if describing an idea, for example a theory or model, it is usually best to

　　use the present tense e.g. ‘Social interdependence theory recognises…’ (not ‘recognised’).

　　Events, of course, are nearly always described using the past tense.

　　2 Interpretation (probably the most important bit)

　　⎧aspect(s)

　　⎪element(s)

　　⎧meaningful ⎨ experience(s) was (were)…

　　⎪significant ⎪issue(s)

　　For me, the most⎨ important ⎩idea(s)

　　⎪relevant

　　⎩

　　useful ⎧arose from…

　　learning ⎨ happened when…

　　⎩resulted from…

　　Previously, ⎫ ⎧ thought (did not think)...

　　At the time, ⎪ ⎪ felt (did not feel)...

　　At first knew (did not know)...

　　Initially, ⎬ I ⎨ noticed (did not notice)...

　　Subsequently, ⎪ ⎪ questioned (did not question)...

　　Later, ⎭ ⎩ realised (did not realise)...

　　⎧might be ⎧because of…

　　Alternatively,is perhaps due to…

　　Equally,This ⎨ could be ⎨ explained by…

　　⎩is probably ⎩related to…

　　⎧ is similar to...

　　This ⎨ because…

　　⎩ is unlike...

　　⎧ reveals…

　　UnLike... this ⎨

　　⎩ demonstrates…

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　　3 Outcome

　　⎧read... ⎧feel…

　　⎪experienced... ⎪think…

　　applied... realise…

　　Having ⎨ discussed... I now ⎨ wonder…

　　⎪analysed... ⎪question…

　　⎩learned... ⎩know…

　　Additionally,⎫

　　⎪

　　Furthermore,⎬ I have learned that...

　　⎪

　　Most importantly,⎭

　　I have significantly ⎫ ⎧my skills in…

　　slightly ⎪ ⎧ developed my understanding of…

　　⎬ ⎨ improved ⎨

　　⎪ ⎩ ⎩my knowledge of…

　　⎭

　　However, I have not sufficientlymy ability to…

　　This means that…

　　This makes me feel…

　　This knowledge ⎧is ⎧ essential ⎧ to me as a learner because…

　　This understanding ⎨ could be ⎨ important ⎨

　　This skill ⎩will be ⎩ useful ⎩ to me as a practitioner because…

　　⎧did not...

　　⎪have not yet...

　　am not yet certain about...

　　Because I ⎨ am not yet confident about... I will now need to…

　　⎪do not yet know...

　　⎩do not yet understand...

　　As a next step, I need to…

　　Martin Hampton

　　Department for Curriculum

　　WA13a: 08/10 and Quality Enhancement