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REFLECTIVE WRITING
Learning Centre, University of Sydney - http://sydney.edu.au/stuserv/learning_centre/
Reflection is a core skill for your university work. What it means will depend on your particular
assignments, the subjects you are studying, your discipline area of study, and so forth. This resource
will introduce you to different kinds of reflective writing at University, the types of assignments that
call for reflective writing, different levels of reflection, some language strategies and example texts.
What is reflective writing?
The word ‘reflection’ is often used as a broad term that covers a variety of writing practices at
University. In most cases at University, you are required to link your reflection – whether on a
problem, your practice, your values, or society – to theories. Different types of reflection the focus
can be on one or more of these aspects.
Types of reflective writing
1. REFLECTION: when you ask questions about something you would like to better
understand, e.g. a problem to solve or an issue to consider.
2. REFLECTIVE PRACTICE: when you reflect on the relationship between practice in your
area of study and the theories you are being introduced to.
3. CRITICAL SELF-REFLECTION: when you consider how you are situated within broader
social and institutional contexts, and to identify assumptions that you have not been aware of,
challenging questions and issues.
See Appendix 1 for more detail.
Types of reflective writing assignments
Critical reflection is often assessed through a
wide variety of tools, such as learning and
reflective journals, reports, reflection papers,
case studies, or narratives. These types of
assignments are increasingly popular in
applied disciplines such as marketing,
business, accounting, nursing, health sciences,
social work or education.
While different disciplines tend to have
different approaches to critical reflection, most
tend to focus on a central ‘case’ which is often
written around a particular or problematic
story sometimes referred to as a ‘learning
event’ or ‘critical incident’. This usually
involves observations of the critical
incident/case, which could be a person, an
event, policy or scenario. Various factors,
themes or problems are then analysed with
reference to an appropriate theory, framework,
policy or methodology. These types of
reflective assignments are often referred to as
analytical.
Another common type of reflective writing is
problem-oriented: in addition to including all
the above-mentioned elements, this type also
requires you to draw appropriate conclusions
in the form of suggestions for change, for
instance, improvement of policies or making
recommendations to take a course of action.
These types of assignments often involve an
understanding of ethical components of
particular applied disciplines, for instance,
education, social work or nursing.
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Prompts for reflective writing
For a critical reflection, based on specific ‘events’ (or possibly ‘critical incidents’):
1. Describe the event (what, when, where, who?)
2. Why have you chosen this event /s to reflect on?
3. What kinds of emotions does this event involve (e.g. at the time)
4. What actions did you take:
a. at the time.
b. subsequently.
To think more deeply and critically, and to see connections between ideas:
• Has the way you see the event changed over time? Why?
• Can you connect the event to broader contexts, e.g. socio-cultural, historical, political?
• Can you think about the event in light of broader contexts (e.g. social, cultural, historical, political, etc.)?
• Can you challenge or question your own responses and/or actions during or after the event, or those of other
people involved?
• Are there any unanswered questions or dilemmas raised in your reflection on the event, e.g. conflicting
interpretations, gaps in your knowledge?
• What have you learnt based on your reflection and how might this new learning influence your future
actions?
(Adapted from Fook & Gardner, 2007)
Levels of reflection
When you reflect, you can do so at differing levels. Which is appropriate will depend on the
requirements of your assignments. Three levels have been identified (Moon, 2001, 2003): descriptive,
analytical and critical. At all three levels, you will need to describe the event itself, e.g. providing
details about what, where, when, the event took place and who was involved, but you will also
identify the emotions involved.
In many of your reflective writing assignments, you will be required to write at either the second
(analytical) and third (critical) levels. Reflections at the descriptive level tend to be more like diary
entries, and are not usually appropriate for university assignments.
Levels of reflection –
from descriptive to critical reflection
Descriptive
• The most foundational level is descriptive. At this level, the reflector focuses most of their attention on
the ‘story’ and describes events in a subjective manner without identifying connections, acknowledging
alternative viewpoints or challenging their own interpretations.
Analytical
• The second level is analytical, in which the reflector manages to achieve some ‘distance’ from the event.
They consider alternative interpretations of the event and see connections between different
perspectives provided, including those gained with the hindsight of experience.
Critical
• The third level is critical at which point the reflector achieves an even broader perspective and
connects the chosen learning event itself and their own interpretations (as well as those of other
relevant parties) to multiple contexts, including historical and socio-political perspectives. The reflector
is more willing to challenge their own actions. Moreover, at this higher level, the reflector has a clearer
appreciation of how various emotions have influenced their behaviour, and how perspectives can
change (sometimes quite dramatically) over time.
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Example of reflective writing
Critical reflection essay in Social Work (extract)
Stages / function
Level of reflection
The incident occurred during my first fieldwork placement,
in a children’s service. I was given the opportunity to assist
a caseworker, Rose, in her work with the Jackson family –
parents: Jason and Mary and their three children [all names
have been changed]. The family history included alcohol
abuse by the parents and concerns regarding the children
including very poor school attendance and apparent
malnutrition.
The key stakeholders of the case – including Max’s school
principal his counsellor and youth worker from his
supported accommodation service – had been invited to a
case study planning meeting and Max and his parents were
also attending. The meeting was held in the conference
room of the agency.
It ended up being a very long meeting. Everyone was being
given the chance to put forward their views as to Max’s
progress and supports that would be useful for him in the
future. My role was to take, as far as possible, verbatim
notes, as was often the practice at that agency.
Background/
Context
introduces the
context of the
research and
describes the critical
incident
introduces the main
participants or
researcher and other
key stakeholders
Descriptive
About half an hour into the meeting, Max began to ‘become
difficult’, swearing and asking if he could leave because it
was ‘so boring’. He left he room several times to visit the
bathroom. At one point, Max’s youth worker said, “Max,
that language is inappropriate. We have all gone to the
effort of being here today, we are all here for you. Please at
least listen to what we have to say’.
It came to the time when Rose asked, ‘so what would you
like to see happen, Max?’ Max replied, angry, ‘I’d like to
go back home, but it’s not as though you’re all listening to
me, is it?” Rose explained that she was sorry he was feeling
upset, and that the meeting would be finished soon. A few
final comments were made, and the meeting was brought to
an end.
Case problems/
Problem
Identification
presents a sequence
of events that may
begin in a usual
fashion but then
change to include
events that are
unusual or
problematic
(complication)
Descriptive
When I reflect on the main themes or patterns emerging out
of my narrative, there is a clear emphasis placed on notions
of participation, dialogue and collaboration. This emphasis
reflects an increasing interest in integrating strengths-based
approaches into child protection practice. Workers are
encouraged to reject a ‘paternalistic posture’, whereby
professional work is defined as the articulation of expert
knowledge, in favour of allowing clients to seize some
control over decisions that are critical to their lives
(Saleeby, 1997, pp 7-8).
(Adapted from Tseris, 2008)
Analysis &
Discussion*
application of key
theoretical concepts/
framework to
analyse the
incident/case/event
Analytical
Critical
*In some texts the Analysis and Discussion stages will be fused in one paragraph/section; in longer assignments they might
be written as two separate sections. The Analysis & Discussion are the sections where we would typically find ‘critical
reflection’ and evaluation linked to theoretical frameworks or policies.
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Language strategies
Description
1.
Words that can be interpreted as positive or negative
Words that intensify the meaning of other words
2.
Words that express degrees of certainty, frequency or obligation
3.
Attributing or projecting claims to outside authorities in a specific or general way
Attributing claims with more or less support or certainty
4.
Language to introduce similar ideas or results in order to support the writer’s
evaluation
Language to introduce contrasting ideas or results in order to support the writer’s
evaluation
Resources that allow the writer to acknowledge opposing positions without giving
the undue weight
Resources that help link ideas, arguments and evidence in a logical way
Example:
In reflective assignments there is often a shift from emotion to opinion as writers shift from
the description of cases/learning events to analysis and reflection:
Language Resources for critical reflection
Analysing
my behaviour
and expectations of
others with
an open mind has led to some
astonishing
realisations. I was surprised
that
my long held belief that the vast
majority
of
the world adopted individualism
as a value was
incorrect. […] My lack of
cultural knowledge
led to my use of a
direct
communication style which is in stark
contrast
to the commonly indirect Chinese
style and
may have offended the group
members
due to my unintentional effect
of
making them loose face
to each other
(Fox 2008, p.49
-50). On reflection my
selfish
and misguided behaviour is likely
to
be detracting from the very goal I so
seriously
wish to achieve which is to
obtain a
good grade.
3
evaluation &
grading to
show self-
awareness
modality
EVIDENCE:
attribution
LOGIC
1. Evaluative Vocabulary and Grading in the social work essay
› shift from emotion to opinion as the critical incident shifts from the
Problems to reflection and analysis
40
Max replied, angrily,
‘I’d like to go back
home, but it’s not as
though you’re all
listening to me, is it?
(emotion)
The negative attitude
surrounding Bi-polar
disorder affected the
way in which I interacted
with the client. (opinion)
Language Resources for critical reflection
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References
Facione, P. (2010). Critical thinking: What it is and why it counts. Millbrae, CA: Measured Reasons and the
California Academic Press.
Fook, J. (2002). Critical deconstruction and reconstruction. London: Sage.
Fook, J., & Askeland, G. A. (2007). Challenges of critical reflection: 'Nothing ventured, nothing gained'. Social
Work Education: The International Journal, 26(5), 520-533.
Fook, J., & Gardner, F. (2007). Practicing critical reflection: A resource handbook. McGraw Hill: New York.
Fostaty Young, S. (2005). Teaching, learning, and assessment in higher education: Using ICE to improve
student learning. Proceedings of the Improving Student Learning Symposium, London, UK, 13, (pp. 105-115).
Imperial College, London, UK, September 2005. Oxford Centre for Staff and Learning Development.
Kimberly, N., & Crosling, G. (2005). Q Manual (pp. 47-49), Monash University, Caulfield East, Vic,
Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and
Education, 24(1), 8-22.
Millar, L. (1999). Writing case studies: A manual. London, UK.: International Records Management Trust.
Moon J. (2001). Reflection in higher education learning. LTSN Generic Centre, University of Exeter.
Moon, J. (2003). Learning journals and logs, Reflective Diaries, University of Exeter.
http://racma.edu.au/index.php?option=com_docman&task=doc_view&gid=216
Pockett, R., & Giles, R. (2008). Critical reflection generating theory from practice: The graduating social work
student experience. Sydney: Darlington Press.
Nasa, J. A. G. (2010-11). Human growth expresses purpose and constitutes a process. A Report with Sample
Case Study on the Functional Approach to Social Work. Ateneo de Davao University.
Szenes, E., Tilakaratna, N., & Maton, K. (2015). The knowledge practices of critical thinking. In M. Davies &
R. Barnett (Eds.) The Palgrave handbook of critical thinking in higher education (pp. 573-591). New York:
Palgrave MacMillan.
Tseris, E. (2008). Examining these words we use: 'Participation', 'empowerment' and the child protection role. In
R. Pockett & R. Giles (Eds.), Critical reflection: Generating theory from practice. Sydney: Darlington Press.
Wieczorek, J. (2008). Crossing invisible lines: Professional boundaries, gender and power in social work. In R.
Pockett & R. Giles (Eds.), Critical reflection: Generating theory from practice. Sydney: Darlington Press.
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APPENDIX 1: Types of reflection
DESCRIPTION
ASPECT/S
TYPICAL
ASSIGNMENTS
REFLECTION
In its broadest sense, reflection can simply
involve you asking questions about
something you would like to better
understand, e.g. a problem to solve or an
issue to consider.
Theory
• More traditional
essays or reports
The focus is on ideas, e.g.
theories, frameworks,
arguments, etc.
REFLECTIVE
PRACTICE
Reflection is often used to mean ‘reflective
practice’, in which you are asked to reflect on
the relationship between practice in your area
of study and the theories you are being
introduced to.
Sometimes you will be asked to reflect on the
relationship between your practice and the
theories you are being introduced to. The
end-result of your reflection can be that you
will improve or change your practice in some
way.
Theory and
Practice
• Case studies
The focus is theories, etc.,
but with respect to what
other people are doing
(i.e., others, not you)
• Reflective reports
The focus is theories, etc.,
but also on what you are
doing/have done, not
necessarily others.
CRITICAL
SELF-
REFLECTION
With ‘critical’ reflection, you are not only
required to reflect on your practice (as above)
but are being asked required to consider how
you are situated within broader social and
institutional contexts, and to identify
assumptions that you have not been aware of,
challenging questions and issues, conflicts,
and so on. There is an increased emphasis on
understanding how your socialisation
influences your behaviour and issues such as
the relative power and privilege that we
might or might not have, depending on the
social groups to which we belong. The end-
result of critical reflection should be more
insight into yourself as a social actor but it
might also involve a change in your practice
(attitudes, and so on).
Self,
Practice
and Theory
• Critical reflection
reports
• Learning journals
• Reflective sections
within essays or
reports
The focus is on what you
are doing/ have done, but
very importantly why and
should not only you, but
whether our institutions,
workplaces and social
structures need to be
changed.
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APPENDIX 2: Additional example of reflection
Reflective report in Education (extract from analysis/discussion section)
Ultimately, this lesson plan took much more work than initially thought, however, once we began to delve
into the research and theories regarding this stage of development ideas for activities and general lesson
layout came almost instantly. While it may have come across confrontational, we believe this to be a
necessary feature of our lesson in order to break through the stage of egocentrism that year eight students
would be currently experiencing. As Moshman (2011) pointed out, there is no universally accepted definition
of identity and this is the message that we hope that our lesson, in conjunction with the other three lessons in
our series would portray to the students and that they would leave the lesson series with a greater appreciation
of what makes them an individual and gives them their personal identity. Activities such as the collage and
word box activity are age appropriate, and carry many subtle messages regarding students’ knowledge of
themselves. As stated by Erikson (1968), identity is formed through an acceptance and unity of past life
events and of future events. The collage along with the box activity and the lesson as a whole helps adolescent
students of this developmental stage to consider what about their past and futures defines them, and hence
leads to a clearer understanding of their personal identity.
(Used with student permission)
Reflective journal in Business Studies (extract)
A weakness I consistently exhibit as a team member is a conscious form of behaviour known as discounting.
Discounting involves devaluing the ideas and opinions of other group members due to a self-belief that your
own thoughts are superior (Langhout, Rosselli & Feinstein 2007, p. 150). I used discounting sporadically
during group discussions and only in the aim of achieving the highest level of success in the task at hand. It is
widely accepted that culture is multidimensional with visible elements such as behaviour being a
manifestation of the hidden and core elements of a culture (Solomon & Schell, p.47). The hidden value that
underpins my behaviour of discounting is individualism. Individualism involves a preference to act
independently and to put an individual’s own interests before any group interests (Parker, pp. 194-196). The
main reason I have used discounting in the past is to ensure that I get the best marks possible at university
which can be classified as my individual objective. The broader objective this links to is success in life. Doing
well at university has been shown statically to positively impact upon a person’s career, health and material
wealth in a generalised case (Todaro & Smith 2009, p.373). I therefore used discounting behaviour in the aim
of achieving my own individual objective which I justified to myself by claiming it was similarly helping the
group achieve its objective.
[…] Australia’s history plays another role in Australia’s core culture through its history of immigration
(Encarta Encyclopaedia 2009a). […] Some of Australia’s national heroes are also responsible for developing
individualism. Sir Donald Bradman who is arguably the most famous sporting hero in Australia was made
famous for his outstanding individual cricket batting record (ESPN cricketinfo 2009). […] Individualism has
consequently evolved from two main areas of core culture, its history and its heroes.
(Used with student permission)