ASK WEEK Pathways to Success

18-22 November 2013

Reflective Writing

Courtney Hopf

Academic Skills Adviser

Objectives

Learn what we mean by reflective writing Learn what kinds of assignments involve

reflection Learn about reflective writing’s

similarities and differences from other academic writing

Learn about the importance of linking reflection and theory

Learn how to structure reflective writing

What do they want when they ask for reflective writing?

Writing that mentions your practice where relevant

Writing that mentions your experiences where relevant

Writing that analyses your practice and experience in relation to the ideas and theories of your course.

How is reflective writing different from academic writing?

Academic writing

Reflective writing

Is written in a formal style

Makes use of references

Might refer to ‘feelings’

Might make extensive use of the 1st person (‘I’)

Is analytical more than descriptive

Is highly structured

Must be grammatically correct

Uses the author’s experiences in an analytical way

‘Ordinary’ academic writing

Using our reading to engage with and analyse the ideas that drive our course/subject

Reflective writing

Using our reading and experiences to engage with and analyse the ideas that drive our course/subject

When might I need to write reflectively?

When writing up case studies

After/during a placement

After/during work experience

To answer a question that asks you to refer

to your personal experiences

During employment/self-evalutation

After working on a group project

Example assignment titles

Write a blog entry describing a challenge you encountered during your placement and how you overcame it. At the end of the project write-up, you must include a reflective section discussing how well your group worked together, with reference to readings on group dynamics. Write a 3000-word essay discussing an education-related issue that has somehow affected your practice and that you feel strongly about.

3 steps Looking back at something (an event, an observation, a lesson, an intervention).

Analysing the event or idea (thinking from different perspectives, often linking to a model or theory from your subject)

Thinking carefully about what the event or idea means for you and your ongoing progress as a learner and/or professional.

Structuring reflective writing

S E E

Statement

Evidence

Explanation

= TOPIC SENTENCE

= References or experiences

One-sentence paragraph

= Significance

What constitutes a paragraph?

S

E

E

A standard ‘academic’ paragraph:

In the tea industry, which relies heavily on reputation and taste over trend, the benefits of direct and organic marketing far outweigh the more traditional elements of the marketing mix. Direct marketing can provide a more personal service (Fill, 2005), whilst organic marketing can provide a sense of community and allows contact and the transferring of knowledge with customers (Ghambari, 2008). In considering community in marketing strategy, Booms and Bitner (1981) suggest an extended marketing mix including people as a key element. This emphasises the impact of culture on the success of the tea industry, and in turn allows for the inclusion of cultural practices in marketing strategy development.

A reflective paragraph:

Though we shared out tasks amongst members of the team, this initially caused friction because the tasks were not seen as equally difficult by all team members. Cooperation between group members was thus at risk because of this perception of unfairness. In hindsight, it is clear that we needed a greater degree of what Johnson and Johnson (1993) call ‘positive interdependence’ (cited by Maughan and Webb, 2001, p. 11), or greater cooperation that focuses on the needs of the group as opposed to individuals. Many researchers, including Davis (2003) assert that such cooperation leads to higher achievement of group learners. Given this experience, I will strive to encourage greater positive interdependence in teams in the future, by emphasising that all contributions are equally important, even if they are not equally difficult.

S

E

E

Another way to think about it

Description What happened? What is being examined?

Interpretation

What is most important/interesting/ useful/relevant about the event or idea? How can it be explained e.g. with theory?

Outcome What have I learned from this? What does this mean for my future?

A reflective paragraph:

Though we shared out tasks amongst members of the team, this initially caused friction because the tasks were not seen as equally difficult by all team members. Cooperation between group members was thus at risk because of this perception of unfairness. In hindsight, it is clear that we needed a greater degree of what Johnson and Johnson (1993) call ‘positive interdependence’ (cited by Maughan and Webb, 2001, p. 11), or greater cooperation that focuses on the needs of the group as opposed to individuals. Many researchers, including Davis (2003) assert that such cooperation leads to higher achievement of group learners. Given this experience, I will strive to encourage greater positive interdependence in teams in the future, by emphasising that all contributions are equally important, even if they are not equally difficult.

D

I

O

What’s relevant?

You can’t talk about everything…

1. Make of list of any specific events or experiences that stand out to you.

2. Identify anything you feel you learned from those events.

3. Identify any ways of tying those events to your studies or theory.

4. Choose the best ones to build paragraphs from.

Try using a brainstorming table

Event/Experience What I took away Relevant

theory/teaching

I witnessed an argument between the team leader and a staff member.

I took note of how tasks were assigned amongst the team.

The time I helped one of the clients solve a problem.

I shadowed a very proactive person and watched how they worked

Remember

Seemingly small or insignificant moments can turn out to be prime sources of reflection!

Practice

Using the vocabulary handout for assistance, choose an event from a work placement or other relevant experience and construct a paragraph using the ‘SEE’ or ‘DIO’ method.

Summary

• Reflection is a thought process on paper

• It should not be purely descriptive

• The purpose is to connect theory and practice

• Be reflective in all aspects of your learning

• Consider the small things as well as the big picture

Further Resources

• Exeter University, Writing Reflectively

• Hampton, M (2009) Reflective writing: a

basic introduction. University of Portsmouth Academic Skills [Online] http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/WrittenAssignments/filetodownload,73259,en.pdf [Accessed 24.11.09]

• Moon, J (1999) Reflection in Learning and Professional Development, Kogan Page, London

• Oxford Brookes, Reflective Writing Guide

ASK WEEK Pathways to Success

Find these slides (and much more) on Blackboard

Organisations -> Academic Skills -> Workshop Presentations -> ASK Week Spring 2013