writing a reflective case study

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

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 practice case study, bob price independent health services training consultant, surrey, england.

As evidence and experience play an important role in underpinning primary healthcare, combining them in a reflective practice case study has significant potential for purposes of publication and revalidation of professional practice.

Reflective practice case studies have the potential to help other nurses in the community re-examine care challenges and the opportunities before them. Nurses writing about a clinical case experience can add to the relevant evidence, as can discussion of the insights and issues that emerge. While research and reflective practice are regularly written about more generally in the press, there remains scope for nurses to combine them in a more analytical and pertinent way.

This article guides the reader through the process of identifying suitable case studies to write about and structuring the work they produce. Clear distinctions are made between case study as research methodology and case study as reflective practice process.

Primary Health Care . 27, 9, 35-42. doi: 10.7748/phc.2017.e1328

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

None declared

Prepare for revalidation: read this CPD article, answer the questionnaire and write a reflective account: rcni.com/reflective-account

Please email [email protected] . Guidelines on writing for publication are available at: rcni.com/writeforus

For information about writing for RCNi journals, contact [email protected]

For author guidelines, go to rcni.com/writeforus

Received: 13 June 2017

Accepted: 22 August 2017

case study - evidence review - reflective practice - revalidation - writing for publication

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How to Write a Reflective Essay

You’re probably used to responding to different sources in essays. For example, in an academic essay, you might compare two books’ themes, argue for or against a position, analyze a piece of literature, or persuade the reader with facts and statistics.

In one way, a reflective essay is similar to an academic essay. Like an academic essay, a reflective essay can discuss ideas and concepts from books, literature, essays, or articles. However, unlike an academic essay, it focuses on how your personal experience relates to these things.

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What is a reflective essay?

Reflective essays are a type of personal essay in which the writer examines a topic through the lens of their unique perspective. Reflective essays are more subjective about their subjects than an academic essay, use figurative language, and don’t require academic sources. The purpose of a reflective essay is to explore and share the author’s thoughts, perspectives, and experiences.

Reflective essays are often written for college applications and cover letters as a way for the writer to discuss their background and demonstrate how these experiences shaped them into an ideal candidate. For example, a college applicant might write a reflective essay about how moving every few years because of their parent’s military service impacted their concept of home.

Sometimes, reflective essays are academic assignments. For example, a student may be assigned to watch a film or visit a museum exhibition and write a reflective essay about the film or exhibition’s themes. Reflective essays can also be pieces of personal writing, such as blog posts or journal entries.

Reflective essay vs. narrative essay

There are a few similarities between reflective essays and narrative essays. Both are personal pieces of writing in which the author explores their thoughts about their experiences. But here’s the main difference: While a narrative essay focuses on a story about events in the author’s life, a reflective essay focuses on the changes the author underwent because of those events. A narrative essay has many of the same elements as a fictional story: setting, characters, plot, and conflict. A reflective essay gets granular about the circumstances and changes driven by the conflict and doesn’t necessarily aim to tell a full story.

Reflective essays based on academic material

You might be assigned to write a reflective essay on an academic text, such as an essay, a book, or an article. Unlike a reflective essay about your own personal experiences, this type of reflective essay involves analysis and interpretation of the material. However, unlike in an analytical essay , the position you support is informed by your own opinion and perspective rather than solely by the text.

How to choose a topic

A reflective essay can be about any topic. By definition, a reflective essay is an essay where the writer describes an event or experience (or series of events or experiences) and then discusses and analyzes the lessons they derived from their experience. This experience can be about anything , whether big life events like moving to a new country or smaller experiences like trying sushi for the first time. The topic can be serious, lighthearted, poignant, or simply entertaining.

If your reflective essay is for an assignment or an application, you might be given a topic. In some cases, you might be given a broad area or keyword and then have to develop your own topic related to those things. In other cases, you might not be given anything. No matter which is the case for your essay, there are a few ways to explore reflective essay ideas and develop your topic.

Freewriting is a writing exercise where you simply write whatever comes to mind for a fixed period of time without worrying about grammar or structure or even writing something coherent. The goal is to get your ideas onto paper and explore them creatively, and by removing the pressure to write something submittable, you’re giving yourself more room to play with these ideas.

Make a mind map

A mind map is a diagram that shows the relationships between ideas, events, and other words related to one central concept. For example, a mind map for the word book might branch into the following words: fiction , nonfiction , digital , hardcover . Each of these words then branches to subtopics. These subtopics further branch to subtopics of their own, demonstrating just how deep you can explore a subject.

Creating a mind map can be a helpful way to explore your thoughts and feelings about the experience you discuss in your essay.

Real-life experiences

You can find inspiration for a reflective essay from any part of your life. Think about an experience that shifted your worldview or dramatically changed your daily routine. Or you can focus on the smaller, even mundane, parts of life like your weekly cleaning routine or trips to the grocery store. In a reflective essay, you don’t just describe experiences; you explore how they shape you and your feelings.

Reflective essay outline

Introduction.

A reflective essay’s introduction paragraph needs to include:

• A thesis statement

The hook is the sentence that catches the reader’s attention and makes them want to read more. This can be an unexpected fact, an intriguing statistic, a left-field observation, or a question that gets the reader’s mind thinking about the essay’s topic.

The thesis statement is a concise statement that introduces the reader to the essay’s topic . A thesis statement clearly spells out the topic and gives the reader context for the rest of the essay they’re about to read.

These aren’t all the things that a reflective essay’s introduction needs, however. This paragraph needs to effectively introduce the topic, which often means introducing a few of the ideas discussed in the essay’s body paragraphs alongside the hook and thesis statement.

Body paragraphs

Your essay’s body paragraphs are where you actually explore the experience you’re reflecting on. You might compare experiences, describe scenes and your emotions following them, recount interactions, and contrast it with any expectations you had beforehand.

Unless you’re writing for a specific assignment, there’s no required number of body paragraphs for your reflective essay. Generally, authors write three body paragraphs, but if your essay needs only two—or it needs four or five—to fully communicate your experience and reflection, that’s perfectly fine.

In the final section, tie up any loose ends from the essay’s body paragraphs. Mention your thesis statement in the conclusion, either by restating it or paraphrasing it. Give the reader a sense of completion by including a final thought or two. However, these thoughts should reflect statements you made in the body paragraphs rather than introduce anything new to the essay. Your conclusion should also clearly share how the experience or events you discussed affected you (and, if applicable, continue to do so).

6 tips for writing a reflective essay

1 choose a tone.

Before you begin to write your reflective essay, choose a tone . Because a reflective essay is more personal than an academic essay, you don’t need to use a strict, formal tone. You can also use personal pronouns like I and me in your essay because this essay is about your personal experiences.

2 Be mindful of length

Generally, five hundred to one thousand words is an appropriate length for a reflective essay. If it’s a personal piece, it may be longer.

You might be required to keep your essay within a general word count if it’s an assignment or part of an application. When this is the case, be mindful to stick to the word count—writing too little or too much can have a negative impact on your grade or your candidacy.

3 Stay on topic

A reflective essay reflects on a single topic. Whether that topic is a one-off event or a recurring experience in your life, it’s important to keep your writing focused on that topic.

4 Be clear and concise

In a reflective essay, introspection and vivid imagery are assets. However, the essay’s language should remain concise , and its structure should follow a logical narrative.

5 Stay professional

Although you aren’t bound to a formal tone, it’s generally best to use a professional tone in your reflective writing. Avoid using slang or overly familiar language, especially if your reflective essay is part of a college or job application .

6 Proofread

Before you hit “send” or “submit,” be sure to proofread your work. For this last read-through, you should be focused on catching any spelling or grammatical mistakes you might have missed.

Reflective essay FAQs

Reflective essays are a type of personal essay that examines a topic through the lens of thewriter’s unique perspective. They are more subjective about their subjects than an academic essay, use figurative language, and don’t require academic sources.

What’s the difference between a reflective essay and a narrative essay?

While a reflective essay focuses on its author’s feelings and perspectives surrounding events they’ve experienced or texts they’ve read, a narrative essay tells a story. A narrative essay might show changes the author underwent through the same conventions a fictional story uses to show character growth; a reflective essay discusses this growth more explicitly and explores it in depth.

What are example topics for a reflective essay?

• Moving abroad and adapting to the local culture
• Recovering from an athletic injury
• Weekly phone conversations with your grandmother
• The funniest joke you ever heard (and what made it so funny)

Guide on How to Write a Reflection Paper with Free Tips and Example

A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.

Reflection papers should have an academic tone yet be personal and subjective. In this paper, you should analyze and reflect upon how an experience, academic task, article, or lecture shaped your perception and thoughts on a subject.

Here is what you need to know about writing an effective critical reflection paper. Stick around until the end of our guide to get some useful writing tips from the writing team at EssayPro — a research paper writing service

What Is a Reflection Paper

A reflection paper is a type of paper that requires you to write your opinion on a topic, supporting it with your observations and personal experiences. As opposed to presenting your reader with the views of other academics and writers, in this essay, you get an opportunity to write your point of view—and the best part is that there is no wrong answer. It is YOUR opinion, and it is your job to express your thoughts in a manner that will be understandable and clear for all readers that will read your paper. The topic range is endless. Here are some examples: whether or not you think aliens exist, your favorite TV show, or your opinion on the outcome of WWII. You can write about pretty much anything.

There are three types of reflection paper; depending on which one you end up with, the tone you write with can be slightly different. The first type is the educational reflective paper. Here your job is to write feedback about a book, movie, or seminar you attended—in a manner that teaches the reader about it. The second is the professional paper. Usually, it is written by people who study or work in education or psychology. For example, it can be a reflection of someone’s behavior. And the last is the personal type, which explores your thoughts and feelings about an individual subject.

However, reflection paper writing will stop eventually with one very important final paper to write - your resume. This is where you will need to reflect on your entire life leading up to that moment. To learn how to list education on resume perfectly, follow the link on our dissertation writing services .

Unlock the potential of your thoughts with EssayPro . Order a reflection paper and explore a range of other academic services tailored to your needs. Dive deep into your experiences, analyze them with expert guidance, and turn your insights into an impactful reflection paper.

Free Reflection Paper Example

Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper.

Reflection Paper Format

Reflection papers typically do not follow any specific format. Since it is your opinion, professors usually let you handle them in any comfortable way. It is best to write your thoughts freely, without guideline constraints. If a personal reflection paper was assigned to you, the format of your paper might depend on the criteria set by your professor. College reflection papers (also known as reflection essays) can typically range from about 400-800 words in length.

Here’s how we can suggest you format your reflection paper:

Reflection Paper - How to Video Guide

Our experts have created a video guide on how to write a reflection paper step-by-step:

How to Start a Reflection Paper

The first thing to do when beginning to work on a reflection essay is to read your article thoroughly while taking notes. Whether you are reflecting on, for example, an activity, book/newspaper, or academic essay, you want to highlight key ideas and concepts.

You can start writing your reflection paper by summarizing the main concept of your notes to see if your essay includes all the information needed for your readers. It is helpful to add charts, diagrams, and lists to deliver your ideas to the audience in a better fashion.

After you have finished reading your article, it’s time to brainstorm. We’ve got a simple brainstorming technique for writing reflection papers. Just answer some of the basic questions below:

• How did the article affect you?
• How does this article catch the reader’s attention (or does it all)?
• Has the article changed your mind about something? If so, explain how.
• Has the article left you with any questions?
• Were there any unaddressed critical issues that didn’t appear in the article?
• Does the article relate to anything from your past reading experiences?
• Does the article agree with any of your past reading experiences?

Here are some reflection paper topic examples for you to keep in mind before preparing to write your own:

• How my views on rap music have changed over time
• My reflection and interpretation of Moby Dick by Herman Melville
• Why my theory about the size of the universe has changed over time
• How my observations for clinical psychological studies have developed in the last year

The result of your brainstorming should be a written outline of the contents of your future paper. Do not skip this step, as it will ensure that your essay will have a proper flow and appropriate organization.

Another good way to organize your ideas is to write them down in a 3-column chart or table.

Do you want your task look awesome?

If you would like your reflection paper to look professional, feel free to check out one of our articles on how to format MLA, APA or Chicago style

Writing a Reflection Paper Outline

Reflection paper should contain few key elements:

Introduction

Your introduction should specify what you’re reflecting upon. Make sure that your thesis informs your reader about your general position, or opinion, toward your subject.

• State what you are analyzing: a passage, a lecture, an academic article, an experience, etc...)
• Briefly summarize the work.
• Write a thesis statement stating how your subject has affected you.

One way you can start your thesis is to write:

Example: “After reading/experiencing (your chosen topic), I gained the knowledge of…”

Body Paragraphs

The body paragraphs should examine your ideas and experiences in context to your topic. Make sure each new body paragraph starts with a topic sentence.

Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt.

Example: “I saw many people participating in our weight experiment. The atmosphere felt nervous yet inspiring. I was amazed by the excitement of the event.”

As with any conclusion, you should summarize what you’ve learned from the experience. Next, tell the reader how your newfound knowledge has affected your understanding of the subject in general. Finally, describe the feeling and overall lesson you had from the reading or experience.

There are a few good ways to conclude a reflection paper:

• Tie all the ideas from your body paragraphs together, and generalize the major insights you’ve experienced.
• Restate your thesis and summarize the content of your paper.

We have a separate blog post dedicated to writing a great conclusion. Be sure to check it out for an in-depth look at how to make a good final impression on your reader.

Need a hand? Get help from our writers. Edit, proofread or buy essay .

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: create a main theme.

After you choose your topic, write a short summary about what you have learned about your experience with that topic. Then, let readers know how you feel about your case — and be honest. Chances are that your readers will likely be able to relate to your opinion or at least the way you form your perspective, which will help them better understand your reflection.

For example: After watching a TEDx episode on Wim Hof, I was able to reevaluate my preconceived notions about the negative effects of cold exposure.

Step 2: Brainstorm Ideas and Experiences You’ve Had Related to Your Topic

You can write down specific quotes, predispositions you have, things that influenced you, or anything memorable. Be personal and explain, in simple words, how you felt.

For example: • A lot of people think that even a small amount of carbohydrates will make people gain weight • A specific moment when I struggled with an excess weight where I avoided carbohydrates entirely • The consequences of my actions that gave rise to my research • The evidence and studies of nutritional science that claim carbohydrates alone are to blame for making people obese • My new experience with having a healthy diet with a well-balanced intake of nutrients • The influence of other people’s perceptions on the harm of carbohydrates, and the role their influence has had on me • New ideas I’ve created as a result of my shift in perspective

Step 3: Analyze How and Why These Ideas and Experiences Have Affected Your Interpretation of Your Theme

Pick an idea or experience you had from the last step, and analyze it further. Then, write your reasoning for agreeing or disagreeing with it.

For example, Idea: I was raised to think that carbohydrates make people gain weight.

Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of research to overcome my beliefs finally. Afterward, I adopted the philosophy of “everything in moderation” as a key to a healthy lifestyle.

For example: Idea: I was brought up to think that carbohydrates make people gain weight. Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of my own research to finally overcome my beliefs. After, I adopted the philosophy of “everything in moderation” as a key for having a healthy lifestyle.

Step 4: Make Connections Between Your Observations, Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive picture for your theme. You can also try to recognize and break down your assumptions, which you may challenge in the future.

There are some subjects for reflection papers that are most commonly written about. They include:

• Book – Start by writing some information about the author’s biography and summarize the plot—without revealing the ending to keep your readers interested. Make sure to include the names of the characters, the main themes, and any issues mentioned in the book. Finally, express your thoughts and reflect on the book itself.
• Course – Including the course name and description is a good place to start. Then, you can write about the course flow, explain why you took this course, and tell readers what you learned from it. Since it is a reflection paper, express your opinion, supporting it with examples from the course.
• Project – The structure for a reflection paper about a project has identical guidelines to that of a course. One of the things you might want to add would be the pros and cons of the course. Also, mention some changes you might want to see, and evaluate how relevant the skills you acquired are to real life.
• Interview – First, introduce the person and briefly mention the discussion. Touch on the main points, controversies, and your opinion of that person.

Writing Tips

Everyone has their style of writing a reflective essay – and that's the beauty of it; you have plenty of leeway with this type of paper – but there are still a few tips everyone should incorporate.

Before you start your piece, read some examples of other papers; they will likely help you better understand what they are and how to approach yours. When picking your subject, try to write about something unusual and memorable — it is more likely to capture your readers' attention. Never write the whole essay at once. Space out the time slots when you work on your reflection paper to at least a day apart. This will allow your brain to generate new thoughts and reflections.

• Short and Sweet – Most reflection papers are between 250 and 750 words. Don't go off on tangents. Only include relevant information.
• Clear and Concise – Make your paper as clear and concise as possible. Use a strong thesis statement so your essay can follow it with the same strength.
• Maintain the Right Tone – Use a professional and academic tone—even though the writing is personal.
• Cite Your Sources – Try to cite authoritative sources and experts to back up your personal opinions.
• Proofreading – Not only should you proofread for spelling and grammatical errors, but you should proofread to focus on your organization as well. Answer the question presented in the introduction.

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Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Subject Guides

Academic writing: a practical guide

Reflective writing.

• Academic writing
• The writing process
• Academic writing style
• Structure & cohesion
• Criticality in academic writing
• Working with evidence
• Referencing
• Assessment & feedback
• Dissertations
• Examination writing
• Academic posters
• Feedback on Structure and Organisation
• Feedback on Argument, Analysis, and Critical Thinking
• Feedback on Writing Style and Clarity
• Feedback on Referencing and Research
• Feedback on Presentation and Proofreading

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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Study Skills

Reflective practice toolkit, introduction.

• What is reflective practice?
• Everyday reflection
• Models of reflection
• Barriers to reflection
• Free writing
• Reflective writing exercise
• Bibliography

Many people worry that they will be unable to write reflectively but chances are that you do it more than you think!  It's a common task during both work and study from appraisal and planning documents to recording observations at the end of a module. The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls.

What is reflective writing?

Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. It can help you to reflect on a deeper level as the act of getting something down on paper often helps people to think an experience through.

The key to reflective writing is to be analytical rather than descriptive. Always ask why rather than just describing what happened during an experience. 

Remember...

Reflective writing is...

• Written in the first person
• Free flowing
• A tool to challenge assumptions
• A time investment

Reflective writing isn't...

• Written in the third person
• Descriptive
• What you think you should write
• A tool to ignore assumptions
• A waste of time

Adapted from The Reflective Practice Guide: an Interdisciplinary Approach / Barbara Bassot.

You can learn more about reflective writing in this handy video from Hull University:

Created by SkillsTeamHullUni

• Hull reflective writing video transcript (Word)
• Hull reflective writing video transcript (PDF)

Where might you use reflective writing?

You can use reflective writing in many aspects of your work, study and even everyday life. The activities below all contain some aspect of reflective writing and are common to many people:

1. Job applications

Both preparing for and writing job applications contain elements of reflective writing. You need to think about the experience that makes you suitable for a role and this means reflection on the skills you have developed and how they might relate to the specification. When writing your application you need to expand on what you have done and explain what you have learnt and why this matters - key elements of reflective writing.

2. Appraisals

In a similar way, undertaking an appraisal is a good time to reflect back on a certain period of time in post. You might be asked to record what went well and why as well as identifying areas for improvement.

3. Written feedback

If you have made a purchase recently you are likely to have received a request for feedback. When you leave a review of a product or service online then you need to think about the pros and cons. You may also have gone into detail about why the product was so good or the service was so bad so other people know how to judge it in the future.

4. Blogging

Blogs are a place to offer your own opinion and can be a really good place to do some reflective writing. Blogger often take a view on something and use their site as a way to share it with the world. They will often talk about the reasons why they like/dislike something - classic reflective writing.

5. During the research process

When researchers are working on a project they will often think about they way they are working and how it could be improved as well as considering different approaches to achieve their research goal. They will often record this in some way such as in a lab book and this questioning approach is a form of reflective writing.

6. In academic writing

Many students will be asked to include some form of reflection in an academic assignment, for example when relating a topic to their real life circumstances. They are also often asked to think about their opinion on or reactions to texts and other research and write about this in their own work.

Think about ... When you reflect

Think about all of the activities you do on a daily basis. Do any of these contain elements of reflective writing? Make a list of all the times you have written something reflective over the last month - it will be longer than you think!

Reflective terminology

A common mistake people make when writing reflectively is to focus too much on describing their experience. Think about some of the phrases below and try to use them when writing reflectively to help you avoid this problem:

• The most important thing was...
• At the time I felt...
• This was likely due to...
• After thinking about it...
• I learned that...
• I need to know more about...
• Later I realised...
• This was because...
• This was like...
• I wonder what would happen if...
• I'm still unsure about...
• My next steps are...

Always try and write in the first person when writing reflectively. This will help you to focus on your thoughts/feelings/experiences rather than just a description of the experience.

Using reflective writing in your academic work

Many courses will also expect you to reflect on your own learning as you progress through a particular programme. You may be asked to keep some type of reflective journal or diary. Depending on the needs of your course this may or may not be assessed but if you are using one it's important to write reflectively. This can help you to look back and see how your thinking has evolved over time - something useful for job applications in the future. Students at all levels may also be asked to reflect on the work of others, either as part of a group project or through peer review of their work. This requires a slightly different approach to reflection as you are not focused on your own work but again this is a useful skill to develop for the workplace.

You can see some useful examples of reflective writing in academia from Monash University ,  UNSW (the University of New South Wales) and Sage . Several of these examples also include feedback from tutors which you can use to inform your own work.

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Now that you have a better idea of what reflective writing is and how it can be used it's time to practice some techniques.

This page has given you an understanding of what reflective writing is and where it can be used in both work and study. Now that you have a better idea of how reflective writing works the next two pages will guide you through some activities you can use to get started.

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Reflective writing at university can take many forms. It can be individual or communal, unstructured or structured, informal or formally assessed. Grellier and Goerke (2006) propose that no matter what form it might take, reflective writing:

• challenges you to think deeply about your learning and professional practice
• provides an insight as to how your understanding is developing
• contributes to communal understanding and learning as a community
• is a personal record of your thinking
• encourages you to become a learner for life

Reflective writing is a habit of reflective practice that challenges you to explore the significance of your own thoughts and actions - in this case relevant to your understanding of a particular area of study and professional practice, either current or future.

Features of reflective writing

• Reflective writing skills
• Reflective writing features

Turner et al. (2011) outline essential skills that are developed through, and essential for reflective writing:

• Awareness: Look to develop an understanding of a situation or topic. What are the main issues? What have you experienced? At this stage, your writing is mainly descriptive.
• Thinking:  Think about the situation or topic in terms of how it connects to what you already know, past experience, or to professional practice. This is where you focus on the connections and processes.
• Planning : This is where you look to plan. What are the implications of what you have discovered about the theme or experience and what are the implications?  Be specific in what you might attempt to change in yourself. If this is in relation to a professional experience, plan to address a situation in a new way or try out a new approach. For reflection about understanding, propose ways that you might address related aspects of your course based on this understanding.
• Trying : Once you have a plan, give it a go. You can reflect on and record the impact of a new approach, either in practice or in your learning.
• Reflect over time: The process is cyclical. As time permits, look towards new issues or ideas, keeping in mind any new perspectives you have gained from this process. Here you can evaluate the effectiveness of this process, key concepts and your own learning over time.

Features of Reflective Writing

Reflective writing usually calls for you to write in first person , especially if you are writing about a specific experience, or making comment about your understanding of an issue or area of study.

There is scope to write more informally than an academic essay. Most types of reflective writing are essentially conversations with yourself, so the writing should be in a comfortable style that won't get in the way of authentic reflection. Of course, adapt this to suit the exact task. For example, if it is a formal reflective essay, then write in a more formal style.

Use complete sentences , as reflective writing is more than simply taking notes.

Write clearly. There is a connection between language and ideas, and complex language can sometimes overly 'muddy' the ideas you present. Try to write simply and directly, in a way that concisely records your thinking. Don't fall into the trap of overly-sophisticated language. 

Use descriptive language . In order to reflect on an idea or situation, it is important to describe it. Spend time and energy on setting up your reflections with succinct descriptions.

Incorporate key terms and language from your discipline.

Types of reflective writing

• Discussions
• Unstructured writing

You may be asked to write a reflective journal for some courses, or perhaps to reflect on a specific experience, such as a professional placement or as part of a service-learning experience. Generally speaking, reflective journalling is an individual tool for learning and academic or professional growth. Sometimes, your lecturer or tutor may have some oversight, and if assessed, it is likely to be judged on the depth of engagement and the way in which you engage with the process .  In some cases, you might have specific areas of focus or guiding questions to respond to. Regardless of the structure, there are some key things you can do to ensure that you make the most of the journalling experience.

• Write frequently and make sure that you include dates for your entries (online journalling will usually do this for you).
• Maintain an emphasis on processes.
• Make connections between areas of course or program content and the area of focus or experience you are journalling about.
• Continually reflect (and revisit the reflection) on the particular experience or focus of your reflection.
• Look to evaluate consistently.

Discussion boards are increasingly being used as a learning tool at university. Although there are a wide range of of situations and tasks that may be addressed in this way, group discussions look to create communities of learners. Often, online discussions call for groups to reflect on a theme or topic and to look to expand, challenge or explore on the ideas presented by the group. In this way, learning collaboratively happens and is often driven by the personal understandings or professional insights presented through contributions to the chat.

Although expectations can vary from task to task, some common characteristics for contributing to university discussions include:

• Less formal register. Although less formal than essay writing, discussions are still part of an academic engagement. The register may be more personal, though interactions should always be respectful and professional. There is no room for the sort of personal interaction that might be found on non-academic social media. The tone may be conversational, but should remain in a polite, professional register.
• Personal opinion and experience. Often, academic discussion boards look to explore connections between course themes, professional experience and personal opinions or understandings about the relevant issues. Look to make links between the topics of discussion and your personal understandings or insights.
• Acknowledging sources. Though formal referencing, such as APA7th or Chicago may not be required, it is good practice as in any academic writing to make it clear to the group about the source of ideas or information that you present, even if you are presenting your own opinion.
• Challenge others and be prepared to be challenged . Academic discussions usually allow some flexibility in the direction or area of focus of the writing, usually in response to contributions from the group. Be prepared to advance the discussion by asking good questions or exploring points made by others in more detail. Be prepared to disagree or debate as well. Often, working through areas of difference helps and, in fact, is encouraged.

Sometimes you may be called upon to respond to a situation or topic, without guiding questions or a suggested structure. In this case, the writing may be about yourself as a learner, or as a refection about your understanding of a particular theme, topic or experience.

Writing about yourself as a learner

Self reflection that looks to help your understand yourself as a learner might address questions like:

• What sort of learner am I? What strategies of approaches are most effective? Why?
• Did I learn anything about myself in a recent learning task?
• Are there areas that I am finding difficult to learn? Why?
• How might I approach things differently in the future?

Writing about your understanding

These sorts of reflections usually offer opportunities to demonstrate your understandings developed as a result of a particular activity or experience. It could be narrowly focussed (e.g. a short assignment) or larger in nature (e.g. a skill you have worked on over a semester). 

Typically, you might answer questions such as:

• Why did a particular thing happen? Did I influence the way that it happened?
• Did I engage in the activity / experience with particular beliefs or mindset. Did this have an impact?
• How might I have approached the experience differently?
• What did I learn as a result of this activity?
• Have my understandings of the course, or my personal position changed as a result of engaging with the activity?
• Are my new understandings consistent with my prior knowledge?
• How might my new understandings or insights relate to my professional life?

Grellier, J. & Goerke, V. (2006). Communication skills toolkit: Unlocking the secrets of tertiary success. Cengage

Turner, K., Krenus, B., Ireland, L., & Pointon, L. (2011).  Essential Academic Skills  (2nd ed.). Oxford University Press.

Success Now! workshops and consultations

Success Now! workshops are available live online or on campus. Register here for workshops on research and writing . You can also organise an individual consultation here to talk to a learning advisor about planning your assignments.

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Find out more about the different types of reflective assignment and reflective writing style.

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Reflective writing encourages ‘metacognition’ (thinking about your own thinking) to help you engage more deeply with your learning and development. It helps you to review your progress as a learner and/or practitioner and consider how you might apply, or already have applied, what you have learned to aid your future development. Reflective writing may be set as an assignment, or you might be asked to keep a reflective log for your own purposes. You don’t need to write in order to reflect, but it is a good way to ‘think out loud’ and keep a record of your reflections, and also to demonstrate to lecturers and employers that you can learn from your own experience and evidence development. Reflective writing has some key differences with traditional academic writing, but also some characteristics that are familiar.  

Different kinds of reflective writing

There are several different types of reflective assignment, and therefore more than one way to write reflectively. Your assignment might fit clearly into one of these types or blend elements of more than one.  

Critical incident analysis

This form of reflective writing is common in professional practitioner subjects such as Health and Social care or Teaching. It asks you to look closely at a single event from your own practice (for example, on a placement) that you’ve identified as challenging in some way. The aim is to analyse why it was challenging for you, evaluate your decisions and actions at the time and identify ways to change your practice or learning which could be implemented in similar circumstances. You might choose to structure a critical incident analysis around a reflective cycle such as Kolb or Gibbs. 

Reflective report

The reflective report is looser in focus and structure than the Critical Incident Report. You might choose to focus on one or more events over a period of time, focussing on an aspect of your practice or emerging themes. The incident or events you select needn’t necessarily be challenging ones, simply something you would find it productive and interesting to reflect on. You could use a chronological approach, base it on one of the reflective models, or decide on a thematic approach, around different aspects of your learning. 

Demonstrating professional attributes

This type of assignment focusses very much on identifying and evidencing your development, often to specific attributes. It is closely related to the kind of writing you would do in a job application, professional accreditation or annual appraisal. The focus here is about drawing on your experience across your studies or a placement or volunteer work to show how you have developed and met certain criteria, rather than analysing and evaluating your own responses to a challenging incident. A reflective model might be helpful to prompt you to spot opportunities to reflect on and unpack them, but this assignment type is likely to be structured around the attributes you are reflecting on rather than the incident or model.    

Reflective journal or learning log 

This is an ongoing activity often for the duration of a period of training and development, for example, on a placement or course. It is related to a diary or blog in that it is structured around regular, chronological entries, perhaps weekly. Its purpose is to help you develop the habit of reflecting regularly on your learning during this time to help you get the most out of it. You might be asked to submit the whole of your journal or a sample of entries from it as a portfolio, for assessment. It might be helpful to use a reflective model to underpin each entry.  

Case study 

Case studies can be reflective if they are drawing from your own experience, rather than examples from elsewhere. The aim is often to demonstrate that you have understood a theory, concept or model by applying it to your own practice and showing how it explains, typifies or predicts it. A case study is a case example of something in particular, so theory and practice will need to be in balance, and your own experience needs to  be directly related to and clearly reflect your understanding of the wider principles.  

Reflective writing style

Personal .

The key difference between reflective writing and most forms of academic writing style is that you are writing in the first person ‘I’. Your voice is very present in the text because you are writing about yourself. You have to write ‘I’ when you are describing things that you did, thought and felt, and things that happened to you: “I did’, ‘I decided’, ‘I was frustrated’, ‘he said to me’. You also write ‘I’ when you are reflecting on these past events in the present, so you can write ‘I think’, ‘I will’, ‘I now understand’ ‘I need to’. 

Formality 

You are also often quoting or paraphrasing things that you or others said and writing about perceptions and feelings and other ‘real life’ things that are hard to scientifically quantify or characterise. Your language can therefore be a little less formal than in traditional academic writing: ‘he was really annoyed’ ‘I don’t think it matters that much’, ‘it was just too important’. Reflective writing is still a professional form though, so it needs to keep some formality and neutrality.  

Critical analysis 

Writing in the first person in a slightly less formal tone can sometimes lead us to overlook the need to be objective and unpack your reasoning for the reader. Reflection can then become a descriptive, unselective account of everything that happened, or a series of unsubstantiated statements which are easy to say, but too generic or too sweeping to be credible.  

Reflective writing is still quite academic in that it is critical, reasoned and evidenced, demonstrating higher level thinking beyond description, and your style will demonstrate this. To be critical of your own experience doesn’t mean criticising your own performance but to ask yourself critical questions to unpack it fully for yourself and the reader, such as  

• Why is that significant? How is it relevant? 
• How do I know that? What makes me think that? 
• What do I mean by that? 
• Why did that happen? What explains that? 
• Am I sure of that? How else could I see it? 

To help you answer these questions, you will be using evidence and often academic literature as part of your account.  

Using evidence and theory

You will be presenting evidence in the form of concrete examples from your experience, but these still need to be analysed and interpreted, just as you would for evidence from scholarship and research. Rather than just a list of things you’ve done with your own assessment of how successful they were, you need to explain and interpret these examples to show how they demonstrate your development and how you know they were successful (or not). It is useful where possible to include external forms of evidence, such as feedback from other people or tangible, measurable outcomes. 

You may also be interpreting your experiences in the light of theory, using academic research or professional frameworks to help explain and analyse your experiences, contextualise them in the light of what we know more generally to see if your experience is common, unusual or meeting the criteria, and help underpin your decision making. Reflective writing doesn’t always have references to literature in it as it’s mainly about you, but bringing in some theory might be helpful, depending on the assignment type.

Download this guide as a PDF

Reflective writing.

Find out more about the different types of reflective assignment and reflective writing style. **PDF Download**

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Case studies and template

Case studies to help you to reflect on your practice.

These case studies will help you to reflect on your practice, and provide a summary of reflective models that can help aid your reflections and make them more effective.

Templates are also provided to guide your own activities. Remember, there is no set way to reflect and you can adapt these activities to suit your learning style and your role.

Your reflection should be about learning and improving your practice. If you’d like to see how reflection has impacted the practice of some of our registrants, watch this short video.

Getting started

Here are some tips to think about when you set out to reflect.

Sole practitioners' group

Case study: Carl is a podiatrist working in independent practise. He is a sole practitioner and has run his business for 10 years

Group reflection within a team

Case study: Munira is a physiotherapist working in private practice. She has treated her service user Russel for the last three months after he was involved in a fall at home.

Reflecting by yourself

Case study: Emily is a dietitian working in an NHS Trust hospital. She also volunteers at a local charity that raises awareness about diabetes at events and conferences

Reflective practice template

Template to help you guide your own activities

Reflective writing

Reflective writing involves describing your experiences and critically analysing what you’ve learnt from those experiences. There are two steps:

• First, thinking about and analysing your feelings and actions around an experience.
• Second, writing your critical reflections to gain insight and knowledge to help you in the future.

Important points on language

• Pronouns : In writing reflectively, you can use personal pronouns such as ‘I’ and ‘we’.  
• Tense : You should describe events that have already happened in the past tense, but use the present tense for your current evaluation, analysis and conclusion. Use the future tense for any plan of action. 
• Expression : Write using the conventions of academic language

Make sure you check with teaching staff or your assignment for specific requirements in your subject or discipline.

Types of reflection

• Reflecting on events: this may include experiences, tasks or observations during placements, internships or other work. 
• Reflecting on new information: this may include new theory or concepts learnt during lectures, assessments, discussions or reading. 

Models of reflective writing

There are many models to help you reflect on an event or new information. They all follow a common pattern of moving from describing to interpreting and planning the next steps. These models can also help you to structure your writing in a reflection.  

If you haven’t been given specific instructions, use either the What? So what? Now what? or Gibbs model to structure your writing.

What? So what? Now what?

The What? So what? Now what? (Rolfe et al., 2001) model is often applied in the Health and Physical Sciences.

Description:

• What was the experience or new information?
• What is your understanding of it? Why did it happen? Who was involved?
• What was your role and what actions did you (and others) take?

Interpretation:

• Why does this matter? What was the impact on you and why?
• How do you feel about it? How does it connect to you and your learning?
• Can theory or evidence from literature support your thinking?

Now what?  

• What did you learn from it? What will you do because of this experience?
• How will you apply what you have learnt in the future?
• Is there anything more to be understood? What are your next steps?

Adapted from Bartlett and Derrington (2021).

Gibbs reflective cycle

The Gibbs Reflective Cycle (Gibbs, 1988) is a 6-step reflective model. It is often applied in Education, Nursing, Engineering and Applied Sciences. 

1. Description

What happened? Where, when and with whom?

2. Feelings

What were you thinking or feeling when it happened?

3. Evaluation

What was good and bad about the experience?

4. Analysis

This is one of the most important sections of your reflection.

• What can you make of the experience?
• Why was this experience important to you?
• Does your analysis incorporate theory or evidence from literature?

5. Conclusion

What did you learn? What else could you have done?

6. Action Plan

If it were to happen again, what would you do? How will you apply what you have learnt?

The above examples have been adapted and used with student permission. For the full sample of a Gibbs reflection with annotations, see the Word and PDF files at the bottom of the page.

Tips for reflective writing

• write your reflections as soon as possible after the event
• discuss with friends or family to get more insight and/or other perspectives
• focus on both positives and negatives.
• include your own or another person’s personal information
• include location or any other identifiable information
• judge or criticize others or yourself too harshly.

For a full sample of reflective writing with annotations, see the Word and PDF documents below.

• Sample Reflective Writing [Word 65kb]
• Sample Reflective Writing [PDF 224kb]

Further resources

• Reflection Toolkit and examples Includes other models of reflection such as the 5R framework
• Reflective writing: Find out what reflective writing is and how to use it in your assignments

Pathfinder link

Still have questions? Do you want to talk to an expert? Peer Learning Advisors or Academic Skills and Language Advisors  are available.

Bartlett, C., & Derrington, K. (2021). Types of assignments. In C. Bartlett, T. Cawthray, L. Clark, S. Conway, K. Derrington, A. Devi, A. Frederiks, L. Gunton, W. Hargreaves, D. Howarth, S. Irvine, M. Jeffers, K. Lovric, R. McGregor, E. Peters, L. Pickstone, B. Retallick, Y. Rose, A. Sahay, ... R. Tweedale (Eds.),  Academic success  (Australian ed., pp. 332-339). University of Southern Queensland.  https://usq.pressbooks.pub/academicsuccess/  Used under  CC BY-NC-SA 4.0  license.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods . Further Education Unit. Oxford.

Rolfe, G., Freshwater, D., & Jasper, M. (2001).  Critical reflection in nursing and the helping professions: a user’s guide . Palgrave Macmillan.

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How to reflect in an academic context

Guidance on reflective thinking and writing.

Reflection at university

Throughout your time at university, you will be asked to think and write reflectively. 

Sometimes what we have learned from an activity or piece of work is not obvious, which is why we need to reflect on our experiences. This page will take you through that process step-by-step. 

What is reflective thinking?

Reflective thinking involves:

• Evaluating your first-hand experience of an event, process or activity, then;
• Analysing the experience to understand what has gone well and less well, then;
• Drawing on the experience to improve or refine your performance if a similar situation arises again.

What is reflective writing?

Reflective writing is a specific style of writing in which you analyse your own experience, using the tools of reflective thinking.

There are various types of reflective writing, for example:

• Stories or narratives: Analysis of an event with a beginning, middle and end and a set of characters
• Learning journals, logs or diaries: Reflect on your learning experiences over time, eg daily or weekly. An entry might be on something as specific as a particular lab method or data analysis technique
• Case studies: demonstrate your understanding of a theory or concept by applying it to your own practice and linking it to your experience
• Personal Development Planning (PDP): eg Doctoral Development Programme (DDP) for PhD students. The DDP helps you use your past experiences and aspirations to identify your training needs and develop an action plan
• Blogs, social media, video diaries: Good ways of selling yourself to potential employers and collaborators as a reflective, self-sufficient learner

Reflective assignments

You may be asked to do some reflective writing for an assignment. You might find it quite different to other styles of academic writing in your subject. Take some time to learn about reflective writing and understand what is required. Here are some tips:

• Reflective writing can vary by discipline, so check with your tutors what is expected from you. 
• You can use a reflective model [anchor link to Reflective models] to structure your writing.
• Reflective writing is personal, but it still needs to be rigorous. It might help to think about your personal experience as a case study or data set for exploration. 
• You will need to put your own experience into a broader context and draw out its implications. For example, you could relate your experience to existing literature or theories, or consider what other researchers/practitioners can learn from your experience.

If you have been set a reflective assignment, read the instructions and marking criteria carefully. Ask your module tutor if there is anything you are not sure about.

Attend a writing advisory service appointment for feedback and guidance on reflective assessments. 

Book an appointment (student login required)

MySkills and Reflection

MySkills is a digital skills portfolio which provides a space to reflect on your learning and co-curricular experiences during your programme. 

Recording your reflections in MySkills will allow you to build an authentic portfolio that will be invaluable in creating CVs and strengthening job applications and interview performance.

Get started with MySkills

Why, when and how to reflect

Why reflect.

Reflecting can help you to:

• Apply experiences from one situation to another
• Deal with new challenges confidently
• Identify ways to improve your performance
• Demonstrate that you are an independent and critical learner

When is reflective thinking and writing needed?

Reflective thinking and writing could be needed for the following:

• On your course: reflecting on group work, practical work and coursework, including reflective assessments.
• Dissertation or research: understanding what went well or badly, where your approach was limited and what would you do differently if you were to continue with the research. 
• Job applications or interviews: competency-based questions may require you to reflect on experience, for example: 'Tell me about a time when you worked collaboratively and what challenges you had to overcome'.
• Professional development: engaging in continuous professional development and accreditation in the workplace will usually involve elements of reflection on performance. 

Reflective thinking – how?

When thinking reflectively, you should aim to:

• Be objective, honest and be critical of your own actions. 
• Discuss your experiences with others (peers, lecturers, personal tutor) to gain perspective.
• Compare your experience with that of others, or explore relevant theory – does it match up? Can you learn from, or challenge the theory?

Attend a workshop on Reflecting on your academic progress

Reflective Models

You may be asked to use different reflective models within your assignments, or you may wish to choose a reflective model of your own. This guide introduces you to some of the most common models of reflection used within academic writing. 

Gibbs Reflective Learning Cycle 

This is one of the most commonly-used reflective models in academic writing. It is especially useful if you would like a highly structured way to reflect on an experience, e.g. if you are new to reflective writing.

The stages of the Gibbs model are: 

See G. Gibbs (1988), Learning by Doing: A guide to teaching and learning methods . Further Education Unit. Oxford Polytechnic: Oxford. 

Watch a video on the Gibbs Reflective Cycle (2 minutes)

Try out the Gibbs model. Read through the stages with a recent experience in mind, for example, a job interview or a group project. Write down a few words or bullet points in response to each stage.

Use a Gibbs reflective cycle template

STARR (situation, task, action, result, reflection)

The STARR method (external website) is a good technique for job interviews and for completing your reflections in mySkills. This model is quite simple to follow and helps you practise communication and reflective skills which are valued by employers.

Think of a specific experience that you want to describe and write about the following points:

• Situation: When / where did the situation take place? Who was involved? What was the environment like?
• Task: What was your role in the situation? What did you want to achieve? How did you perform the task? What was expected of you vs what did you expect from yourself / others?
• Action: How did you approach it and why? What actions did you take & why? How did you try and improve the situation? (if appropriate)
• Result: Has your approach worked - why / why not? What was your part in the end result? What part did you have in the success / failure of the task?
• Reflection: What have you learned from it? How do you think you did in this situation? How satisfied are you with this result? What would you do differently? Can you apply what you have learned to other situations? How did you feel about the end result?

Think of a skill that you could demonstrate to an employer, for example, team working, problem solving, creative thinking, or time management. Have a go at using the STARR method to describe a situation in which you used that skill.

Use a STARR technique template (google doc)

What? So What? Now What? 

This is one of the simplest models for reflective writing. While it was originally designed for reflecting on medical practice, it can be used for any kind of reflective writing. It is memorable and useful for reflecting on-the-go in practice-based disciplines.

The stages of the model are:

• What? What happened, how did you react, and what did you do in response? If relevant to explaining your response, how did others who were involved respond? For an accurate record of the event, try to write this as soon as you can afterwards.
• What effect did your response and actions have, and what positive and negative observations have you made about your practice as a result of the event (both in practice and through the process of reflection?) Did you benefit from any observations or feedback from others involved in the event? 
• Now what? What are the implications of the event for you and others involved - what have you learned, and what conclusions do you draw from the event? Is there literature that can help you to understand your experience? Looking forward, how could you change your approach if you faced a similar situation in the future?

See J. Driscoll (1994), ‘Reflective practice for practise’, Senior Nurse , 14(1), pp.47-50 and (2007), Practising Clinical Supervision . 2nd edn. Amsterdam: Elsevier.

Try using What? So What? Now What? Think of an experience that was difficult or that you really learned from. Write down a few words or bullet points in response to each question.

Use a ‘What? So What? Now What?’ template (google doc)

Try using the following phrases to get you started:

• I learnt or I discovered…
• I was surprised or I was excited by…
• I was moved by or I felt…
• I wonder about…
• I need to know more about…
• I was reminded that…
• I’m challenged by… or challenged to…
• I need to remember… or remember to…

Ask yourself the following questions:

• What? When? Who? Why? Where?
• How? What if? So what? What next?

Remember the following:

• Insights – What I've learnt
• Applications – How I'll use what I've learnt
• Questions – What I need to learn or explore further
• How to mind map your academic work
• How to make notes
• How to study independently

Further Resources

• University of Cambridge: Reflective practice toolkit
• University of Hull Reflective Writing Video [6.07 minutes]
• University of Reading Reflective Writing Study Guide

Use your mySkills portfolio to discover your skillset, reflect on your development, and record your progress.

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Pakistani students’ perceptions about knowledge, use and impact of artificial intelligence (AI) on academic writing: a case study

• Published: 11 September 2024

Cite this article

• Shaista Rashid 1 ,
• Sadia Malik   ORCID: orcid.org/0000-0002-4989-2359 2 ,
• Faheem Abbas 2 &
• Javaria Ahmad Khan 3  

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Integrating artificial intelligence (AI) in language pedagogy can help learn and develop many skills. In this context, this study explores Pakistani students' perceptions and trends regarding the knowledge, use, and impact of AI on their academic writing. The data was collected using a quantitative method, using a questionnaire through cluster sampling of four faculties and random sampling of 229 students from Bahuddin Zakariya University, Multan, Pakistan. Data is subjected to frequency analysis, Kruskal–Wallis hypothesis test, and chi-square association test using SPSS. The findings reveal that most students agree regarding the knowledge, use, and impact of AI on their academic writing. For the Kruskal–Wallis test, significant variations are seen in semesters and age groups for all three variables; however, only the knowledge variable shows significant variation across faculties. Moreover, chi-square test results indicate an association among components of knowledge, use, and impact of AI. The research suggests that academia should introduce AI as a pedagogical tool to improve students' comprehension, productivity, and writing quality. Furthermore, trends indicate that comprehensive policy formulation should be implemented to equip students of all faculties, semesters, and age groups to use technology equally.

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Data availability

The data was collected through questionnaire using Google Forms; SPSS file can be provided if requested.

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Shaista Rashid

Department of English, Bahauddin Zakariya University, Multan, Pakistan

Sadia Malik & Faheem Abbas

Department of Statistics, Bahauddin Zakariya University, Multan, Pakistan

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Rashid, S., Malik, S., Abbas, F. et al. Pakistani students’ perceptions about knowledge, use and impact of artificial intelligence (AI) on academic writing: a case study. J. Comput. Educ. (2024). https://doi.org/10.1007/s40692-024-00338-7

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Published : 11 September 2024

DOI : https://doi.org/10.1007/s40692-024-00338-7

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