critical thinking reflective writing

What Is Reflective Writing? (Explained W/ 20+ Examples)

I’ll admit, reflecting on my experiences used to seem pointless—now, I can’t imagine my routine without it.

What is reflective writing?

Reflective writing is a personal exploration of experiences, analyzing thoughts, feelings, and learnings to gain insights. It involves critical thinking, deep analysis, and focuses on personal growth through structured reflection on past events.

In this guide, you’ll learn everything you need to know about reflective writing — with lots of examples.

What Is Reflective Writing (Long Description)?

Table of Contents

Reflective writing is a method used to examine and understand personal experiences more deeply.

This kind of writing goes beyond mere description of events or tasks.

Instead, it involves looking back on these experiences, analyzing them, and learning from them.

It’s a process that encourages you to think critically about your actions, decisions, emotions, and responses.

By reflecting on your experiences, you can identify areas for improvement, make connections between theory and practice, and enhance your personal and professional development. Reflective writing is introspective, but it should also be analytical and critical.

It’s not just about what happened.

It’s about why it happened, how it affected you, and what you can learn from it.

This type of writing is commonly used in education, professional development, and personal growth, offering a way for individuals to gain insights into their personal experiences and behaviors.

Types of Reflective Writing

Reflective writing can take many forms, each serving different purposes and providing various insights into the writer’s experiences.

Here are ten types of reflective writing, each with a unique focus and approach.

Journaling – The Daily Reflection

Journaling is a type of reflective writing that involves keeping a daily or regular record of experiences, thoughts, and feelings.

It’s a private space where you can freely express yourself and reflect on your day-to-day life.

Example: Today, I realized that the more I try to control outcomes, the less control I feel. Letting go isn’t about giving up; it’s about understanding that some things are beyond my grasp.

Example: Reflecting on the quiet moments of the morning, I realized how much I value stillness before the day begins. It’s a reminder to carve out space for peace in my routine.

Learning Logs – The Educational Tracker

Learning logs are used to reflect on educational experiences, track learning progress, and identify areas for improvement.

They often focus on specific learning objectives or outcomes.

Example: This week, I struggled with understanding the concept of reflective writing. However, after reviewing examples and actively engaging in the process, I’m beginning to see how it can deepen my learning.

Example: After studying the impact of historical events on modern society, I see the importance of understanding history to navigate the present. It’s a lesson in the power of context.

Critical Incident Journals – The Turning Point

Critical incident journals focus on a significant event or “critical incident” that had a profound impact on the writer’s understanding or perspective.

These incidents are analyzed in depth to extract learning and insights.

Example: Encountering a homeless person on my way home forced me to confront my biases and assumptions about homelessness. It was a moment of realization that has since altered my perspective on social issues.

Example: Missing a crucial deadline taught me about the consequences of procrastination and the value of time management. It was a wake-up call to prioritize and organize better.

Project Diaries – The Project Chronicle

Project diaries are reflective writings that document the progress, challenges, and learnings of a project over time.

They provide insights into decision-making processes and project management strategies.

Example: Launching the community garden project was more challenging than anticipated. It taught me the importance of community engagement and the value of patience and persistence.

Example: Overcoming unexpected technical issues during our project showed me the importance of adaptability and teamwork. Every obstacle became a stepping stone to innovation.

Portfolios – The Comprehensive Showcase

Portfolios are collections of work that also include reflective commentary.

They showcase the writer’s achievements and learning over time, reflecting on both successes and areas for development.

Example: Reviewing my portfolio, I’m proud of how much I’ve grown as a designer. Each project reflects a step in my journey, highlighting my evolving style and approach.

Example: As I added my latest project to my portfolio, I reflected on the journey of my skills evolving. Each piece is a chapter in my story of growth and learning.

Peer Reviews – The Collaborative Insight

Peer reviews involve writing reflectively about the work of others, offering constructive feedback while also considering one’s own learning and development.

Example: Reviewing Maria’s project, I admired her innovative approach, which inspired me to think more creatively about my own work. It’s a reminder of the value of diverse perspectives.

Example: Seeing the innovative approach my peer took on a similar project inspired me to rethink my own methods. It’s a testament to the power of sharing knowledge and perspectives.

Personal Development Plans – The Future Blueprint

Personal development plans are reflective writings that outline goals, strategies, and actions for personal or professional growth.

They include reflections on strengths, weaknesses, opportunities, and threats.

Example: My goal to become a more effective communicator will require me to step out of my comfort zone and seek opportunities to speak publicly. It’s daunting but necessary for my growth.

Example: Identifying my fear of public speaking in my plan pushed me to take a course on it. Acknowledging weaknesses is the first step to turning them into strengths.

Reflective Essays – The Structured Analysis

Reflective essays are more formal pieces of writing that analyze personal experiences in depth.

They require a structured approach to reflection, often including theories or models to frame the reflection.

Example: Reflecting on my leadership role during the group project, I applied Tuckman’s stages of group development to understand the dynamics at play. It helped me appreciate the natural progression of team development.

Example: In my essay, reflecting on a failed project helped me understand the role of resilience in success. Failure isn’t the opposite of success; it’s part of its process.

Reflective Letters – The Personal Correspondence

Reflective letters involve writing to someone (real or imagined) about personal experiences and learnings.

It’s a way to articulate thoughts and feelings in a structured yet personal format.

Example: Dear Future Self, Today, I learned the importance of resilience. Faced with failure, I found the strength to persevere a nd try again. This lesson, I hope, will stay with me as I navigate the challenges ahead.

Example: Writing a letter to my past self, I shared insights on overcoming challenges with patience and persistence. It’s a reminder of how far I’ve come and the hurdles I’ve overcome.

Blogs – The Public Journal

Blogs are a form of reflective writing that allows writers to share their experiences, insights, and learnings with a wider audience.

They often combine personal narrative with broader observations about life, work, or society.

Example: In my latest blog post, I explored the journey of embracing vulnerability. Sharing my own experiences of failure and doubt not only helped me process these feelings but also connected me with readers going through similar struggles. It’s a powerful reminder of the strength found in sharing our stories.

Example: In a blog post about starting a new career path, I shared the fears and excitement of stepping into the unknown. It’s a journey of self-discovery and embracing new challenges.

What Are the Key Features of Reflective Writing?

Reflective writing is characterized by several key features that distinguish it from other types of writing.

These features include personal insight, critical analysis, descriptive narrative, and a focus on personal growth.

• Personal Insight: Reflective writing is deeply personal, focusing on the writer’s internal thoughts, feelings, and reactions. It requires introspection and a willingness to explore one’s own experiences in depth.
• Critical Analysis: Beyond simply describing events, reflective writing involves analyzing these experiences. This means looking at the why and how, not just the what. It involves questioning, evaluating, and interpreting your experiences in relation to yourself, others, and the world.
• Descriptive Narrative: While reflective writing is analytical, it also includes descriptive elements. Vivid descriptions of experiences, thoughts, and feelings help to convey the depth of the reflection.
• Focus on Growth: A central aim of reflective writing is to foster personal or professional growth. It involves identifying lessons learned, recognizing patterns, and considering how to apply insights gained to future situations.

These features combine to make reflective writing a powerful tool for learning and development.

It’s a practice that encourages writers to engage deeply with their experiences, challenge their assumptions, and grow from their reflections.

What Is the Structure of Reflective Writing?

The structure of reflective writing can vary depending on the context and purpose, but it typically follows a general pattern that facilitates deep reflection.

A common structure includes an introduction, a body that outlines the experience and the reflection on it, and a conclusion.

• Introduction: The introduction sets the stage for the reflective piece. It briefly introduces the topic or experience being reflected upon and may include a thesis statement that outlines the main insight or theme of the reflection.
• Body: The body is where the bulk of the reflection takes place. It often follows a chronological order, detailing the experience before moving into the reflection. This section should explore the writer’s thoughts, feelings, reactions, and insights related to the experience. It’s also where critical analysis comes into play, examining causes, effects, and underlying principles.
• Conclusion: The conclusion wraps up the reflection, summarizing the key insights gained and considering how these learnings might apply to future situations. It’s an opportunity to reflect on personal growth and the broader implications of the experience.

This structure is flexible and can be adapted to suit different types of reflective writing.

However, the focus should always be on creating a coherent narrative that allows for deep personal insight and learning.

How Do You Start Reflective Writing?

Starting reflective writing can be challenging, as it requires diving into personal experiences and emotions.

Here are some tips to help initiate the reflective writing process:

• Choose a Focus: Start by selecting an experience or topic to reflect upon. It could be a specific event, a general period in your life, a project you worked on, or even a book that made a significant impact on you.
• Reflect on Your Feelings: Think about how the experience made you feel at the time and how you feel about it now. Understanding your emotional response is a crucial part of reflective writing.
• Ask Yourself Questions: Begin by asking yourself questions related to the experience. What did you learn from it? How did it challenge your assumptions? How has it influenced your thinking or behavior?
• Write a Strong Opening: Your first few sentences should grab the reader’s attention and clearly indicate what you will be reflecting on. You can start with a striking fact, a question, a quote, or a vivid description of a moment from the experience.
• Keep It Personal: Remember that reflective writing is personal. Use “I” statements to express your thoughts, feelings, and insights. This helps to maintain the focus on your personal experience and learning journey.

Here is a video about reflective writing that I think you’ll like:

Reflective Writing Toolkit

Finding the right tools and resources has been key to deepening my reflections and enhancing my self-awareness.

Here’s a curated toolkit that has empowered my own reflective practice:

• Journaling Apps: Apps like Day One or Reflectly provide structured formats for daily reflections, helping to capture thoughts and feelings on the go.
• Digital Notebooks: Tools like Evernote or Microsoft OneNote allow for organized, searchable reflections that can include text, images, and links.
• Writing Prompts: Websites like WritingPrompts.com offer endless ideas to spark reflective writing, making it easier to start when you’re feeling stuck.
• Mind Mapping Software: Platforms like MindMeister help organize thoughts visually, which can be especially helpful for reflective planning or brainstorming.
• Blogging Platforms: Sites like WordPress or Medium offer a space to share reflective writings publicly, fostering community and feedback. You’ll need a hosting platform. I recommend Bluehost or Hostarmada for beginners.
• Guided Meditation Apps: Apps such as Headspace or Calm can support reflective writing by clearing the mind and fostering a reflective state before writing.
• Audio Recording Apps: Tools like Otter.ai not only allow for verbal reflection but also transcribe conversations, which can then be reflected upon in writing.
• Time Management Apps: Resources like Forest or Pomodoro Technique apps help set dedicated time for reflection, making it a regular part of your routine.
• Creative Writing Software: Platforms like Scrivener cater to more in-depth reflective projects, providing extensive organizing and formatting options.
• Research Databases: Access to journals and articles through databases like Google Scholar can enrich reflective writing with theoretical frameworks and insights.

Final Thoughts: What Is Reflective Writing?

Reflective writing, at its core, is a deeply personal practice.

Yet, it also holds the potential to bridge cultural divides. By sharing reflective writings that explore personal experiences through the lens of different cultural backgrounds, we can foster a deeper understanding and appreciation of diverse worldviews.

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• Why Does Academic Writing Require Strict Formatting?
• What Is A Lens In Writing? (The Ultimate Guide)

• Cambridge Libraries

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.

Laptop/computer/broswer/research by StockSnap via Pixabay licenced under CC0.

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.

• << Previous: Barriers to reflection
• Next: Free writing >>
• Last Updated: Jun 21, 2023 3:24 PM
• URL: https://libguides.cam.ac.uk/reflectivepracticetoolkit

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Reflective Writing Guide

A great deal of your time at university will be spent thinking; thinking about what people have said, what you have read, what you yourself are thinking and how your thinking has changed. It is generally believed that the thinking process involves two aspects: reflective thinking and critical thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).

Figure 1: The Thinking Process (adapted from Mezirow 1990, Schon 1987, Brookfield 1987)

Reflective thinking

Reflection is: 

• a form of personal response to experiences, situations, events or new information.
• a 'processing' phase where thinking and learning take place.

There is neither a right nor a wrong way of reflective thinking, there are just questions to explore.

Figure 1 shows that the reflective thinking process starts with you. Before you can begin to assess the words and ideas of others, you need to pause and identify and examine your own thoughts.

Doing this involves revisiting your prior experience and knowledge of the topic you are exploring. It also involves considering how and why you think the way you do. The examination of your beliefs, values, attitudes and assumptions forms the foundation of your understanding. 

Reflective thinking demands that you recognise that you bring valuable knowledge to every experience. It helps you therefore to recognise and clarify the important connections between what you already know and what you are learning. It is a way of helping you to become an active, aware and critical learner.

What is reflective writing?

Reflective writing is:.

• documenting your response to experiences, opinions, events or new information
• communicating your response to thoughts and feelings
• a way of exploring your learning
• an opportunity to gain self-knowledge
• a way to achieve clarity and better understanding of what you are learning
• a chance to develop and reinforce writing skills
• a way of making meaning out of what you study

Reflective writing is not:

• just conveying information, instruction or argument
• pure description, though there may be descriptive elements
• straightforward decision or judgement, e.g. about whether something is right or wrong, good or bad
• simple problem-solving
• a summary of course notes
• a standard university essay.

See next: How do I write reflectively?

Essay and assignment writing guide.

• Essay writing basics
• Essay and assignment planning
• Answering assignment questions
• Editing checklist
• Writing a critical review
• Annotated bibliography
• How do I write reflectively?
• Examples of reflective writing
• ^ More support

Scholarly Resources 4 Students | scite.ai 21 May 2024

Discover your Library: Main Library 21 May 2024

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Critical Reflection

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Writing Critical Reflection

Reflective writing is a common genre in classrooms across disciplines. Reflections often take the form of narrative essays that summarize an experience or express changes in thinking over time. Initially, reflective writing may seem pretty straightforward; but since reflective writing summarizes personal experience, reflections can easily lose their structure and resemble stream-of-consciousness journals capturing disjointed musings focused on only the self or the past.   

Critical reflection still requires a writer to consider the self and the past but adopts an argumentative structure supported by readings, theories, discussions, demonstrated changes in material conditions, and resources like post-collaboration assessments, testimonial evidence, or other data recorded during the collaboration . Common arguments in critical reflections present evidence to demonstrate learning, contextualize an experience, and evaluate impact. While critical reflections still require authors to reflect inwardly, critical reflection go es beyond the self and examine s any relevant contexts that informed the experience. Then, writers should determine how effectively their project addressed these contexts. In other words, critical reflection considers the “impact” of their project: How did it impact the writer? How did it impact others? Why is the project meaningful on a local, historical, global, and/or societal level? H ow can that impact be assessed?  

In short: reflection and critical reflection both identify the facts of an experience and consider how it impacts the self. Critical reflection goes beyond this to conceive of the project’s impact at numerous levels and establish an argument for the project’s efficacy. In addition, critical reflection encourages self-assessment—we critically reflect to change our actions, strategies, and approaches and potentially consider these alternative methods.  

Collecting Your Data: Double-Entry Journaling

Double-entry journaling is a helpful strategy for you to document data, observations, and analysis throughout the entire course of a community-based project. It is a useful practice for projects involving primary research, secondary research, or a combination of both. In its most basic form, a double-entry journal is a form of notetaking where a writer can keep track of any useful sources, notes on those sources, observations, thoughts, and feelings—all in one place.  

For community-based projects, this might involve:  

• Recording your observations during or after a community partner meeting in one column of the journal.  
• Recording any of your thoughts or reactions about those observations in a second column.   
• Writing any connections you make between your observations, thoughts, and relevant readings from class in a third column.  

This allows you to document both your data and your analysis of that data throughout the life of the project. This activity can act as a blueprint for your critical reflection by providing you with a thorough account of how your thinking developed throughout the life of a project.   

The format of a double-entry journal is meant to be flexible, tailored to both your unique notetaking practice and your specific project. It can be used to analyze readings from class, observations from research, or even quantitative data relevant to your project.  

Just the Facts, Please: What, So What, Now What

Getting started is often the hardest part in writing. To get your critical reflection started, you can identify the What , So What , and Now What? of your project. The table below presents questions that can guide your inquiry . If you’re currently drafting, we have a freewriting activity below to help you develop content.  

Freewrite your answers to these questions; that is, respond to these questions without worrying about grammar, sentence structure, or even the quality of your ideas. At this stage, your primary concern is getting something on the page. Once you’re ready to begin drafting your critical reflection, you can return to these ideas and refine them.  

Below are some additional prompts you can use to begin your freewriting. These reflection stems can organize the ideas that you developed while freewriting and place them in a more formal context.  

• I observed that...  
• My understanding of the problem changed when...  
• I became aware of (x) when....  
• I struggled to...  
• The project's biggest weakness was…  
• The project's greatest strength was…   I learned the most when...  
• I couldn't understand...  
• I looked for assistance from...  
• I accounted for (x) by...  
• I connected (concept/theory) to...  
• (Specific skill gained) will be useful in a professional setting through…  

Analyzing Your Experience: A Reflective Spectrum

Y our critical reflection is a space to make an argument about the impact of your project . This means your primary objective is to determine what kind of impact your project had on you and the world around you. Impact can be defined as the material changes, either positive or negative, that result from an intervention , program , or initiative . Impact can be considered at three different reflective levels: inward, outward, and exploratory.

Inward reflection requires the writer to examine how the project affected the self. Outward reflection explores the impact the project had on others. Additionally, you can conceptualize your project’s impact in relation to a specific organization or society overall, depending on the project’s scope. Finally, exploratory reflection asks writers to consider how impact is measured and assessed in the context of their project to ultimately determine: What does impact look like for the work that I’m doing? How do I evaluate this? How do we store, archive, or catalog this work for institutional memory? And what are the next steps?  

This process is cyclical in nature; in other words, it’s unlikely you will start with inward reflection, move to outward reflection, and finish with exploratory reflection. As you conceptualize impact and consider it at each level, you will find areas of overlap between each reflective level.   

Finally, if you’re having trouble conceptualizing impact or determining how your project impacted you and the world around you, ask yourself:   

• What metrics did I use to assess the "impact" of this project? Qualitative? Quantitative? Mixed-methods? How do those metrics illustrate meaningful impact?  
• How did the intended purpose of this project affect the types of impact that were feasible, possible, or recognized?  
• At what scope (personal, individual, organizational, local, societal) did my outcomes have the most "impact"?  

These questions can guide additional freewriting about your project. Once you’ve finished freewriting responses to these questions, spend some time away from the document and return to it later. Then, analyze your freewriting for useful pieces of information that could be incorporated into a draft.  

Drafting Your Critical Reflection

Now that you have determined the “What, So What, Now What” of your project and explored its impact at different reflective levels, you are ready to begin drafting your critical reflection.  

If you’re stuck or find yourself struggling to structure your critical reflection, the OWL’s “ Writing Process ” [embe ded link ] resource may offer additional places to start. That said, another drafting strategy is centering the argument you intend to make.  

Your critical reflection is an argument for the impact your project has made at multiple levels; as such, much of your critical reflections will include pieces of evidence to support this argument. To begin identifying these pieces of evidence, return to your “reflection stem” responses . Your evidence might include :  

• H ow a particular reading or theory informed the actions during your partnership ;  
• How the skills, experiences, or actions taken during this partnerhsip will transfer to new contexts and situations;  
• Findings from y our evaluation of the project;  
• Demonstrated changes in thoughts, beliefs, and values, both internally and externally;  
• And, of course, specific ways your project impacted you, other individuals, your local community, or any other community relevant to the scope of your work.  

As you compile this evidence, you will ulti mately be compiling ways to support an argument about your project’s efficacy and impact .  

Sharing Your Critical Reflection

Reflective writing and critical reflections are academic genres that offer value to the discourse of any field. Oftentimes, these reflective texts are composed for the classroom, but there are other venues for your critical reflections, too.  

For example, Purdue University is home to the Purdue Journal of Service-Learning and International Engagement ( PJSL ) which publishes student reflective texts and reflections with research components. Although PJSL only accepts submissions from Purdue students, other journals like this one may exist at your campus. Other venues like the Journal of Higher Education Outreach and Impact publish reflective essays from scholars across institutions, and journals in your chosen discipline may also have interest in reflective writing.  

Document explaining the theories, concepts, literature, strategies that informed the creation of this content page.  

We’re reviewing our resources this spring (May-August 2024). We will do our best to minimize disruption, but you might notice changes over the next few months as we correct errors & delete redundant resources. 

Critical Reflection

A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core.   Critical reflection is   not   a reading assignment, a summary of an activity, or an emotional outlet.   Rather,   the goal is   to change your thinking about a subject, and thus change your behaviour.

Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Read the assignment guidelines before you begin.

How to Critically Reflect

Writing a critical reflection happens in two phases.

• Analyze:   In the first phase, analyze the issue and your role by asking critical questions. Use free writing as a way to develop good ideas. Don’t worry about organized paragraphs or good grammar at this stage.
• Articulate:   In the second phase, use your analysis to develop a clear argument about what you learned. Organize your ideas so they are clear for your reader.

First phase: Analyze

A popular method for analyzing is the three stage model: What? So What? Now what?

In the  What?  stage, describe the issue, including your role, observations, and reactions. The   what?   stage helps you make initial observations about what you feel and think. At this point, there’s no need to look at your course notes or readings.

Use the questions below to guide your writing during this stage.

• What happened?
• What did you do?
• What did you expect?
• What was different?
• What was your reaction?
• What did you learn?

In the second  So What?   stage, try to understand on a deeper level why the issue is significant or relevant. Use information from your first stage, your course materials (readings, lectures, discussions) -- as well as previous experience and knowledge to help you think through the issue from a variety of perspectives.

Tip:  Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.

Below are three perspectives you can consider:

• Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?
• Personal perspective:   Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?
• Systems perspective:   What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?

In the third   Now what?   stage, explore how the experience will shape your future thinking and behaviour.

Use the following questions to guide your thinking and writing:

• What are you going to do as a result of your experiences?
• What will you do differently?
• How will you apply what you learned?

Second phase: Articulate

After completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story. You need to build an organized and clear argument about what you learned and how you changed. To do so,   develop a thesis statement , make an   outline ,   write , and   revise.

Develop a thesis statement

Develop a clear argument to help your reader understand what you learned. This argument should pull together different themes from your analysis into a main idea. You can see an example of a thesis statement in the sample reflection essay at the end of this resource.

Tip: For more help on developing thesis statements, see our   Thesis statements  resource

Make an outline

Once you have a clear thesis statement for your essay, build an outline. Below is a straightforward method to organize your essay.

• Background/Context of reflection
• Thesis statement
• Introduce theme A
• Writer's past position/thinking
• Moment of learning/change
• Writer's current/new position
• Introduce theme B
• Introduce theme C
• Summarize learning
• Discuss significance of learning for self and others
• Discuss future actions/behaviour

Write and revise

Time to get writing! Work from your outline and give yourself enough time for a first draft and revisions.

Even though you are writing about your personal experience and learning, your audience may still be an academic one. Consult the assignment guidelines or ask your instructor to find out whether your writing should be formal or informal.

Sample Critical Reflection

Below are sample annotated paragraphs from one student’s critical reflection for a course on society and privilege.

Introduction

Background/context of reflection : I became aware of privileged positions in society only in recent years. I was lucky enough, privileged enough, to be ignorant of such phenomena, but for some, privilege is a daily lesson of how they do not fit into mainstream culture. In the past, I defined oppression as only that which is obvious and intentional. I never realized the part I played. However, during a class field study to investigate privileged positions in everyday environments, I learned otherwise.   Thesis:   Without meaning to, I caused harm by participating in a system where I gained from others’ subtle oppression. In one of these spaces, the local mall, everything from advertisements to food to products, to the locations of doorways, bathrooms and other public necessities, made clear my privilege as a white, heterosexual male.

Body paragraph

Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. This description crystalized for me when I shopped for a greeting card at the stationary store. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. I freely asked the clerk about a mother’s day card.   Writer’s past position:   Previously, I never considered that a store did anything but sell products. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Some customers stopped to look at me. I felt a heat move over my face. I felt, for a moment, wrong for being in that store.  I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual.   Writer’s current position:   The clerk’s demeanor changed. I was free to check, she said.  It was the only time during the field study that I had felt the need to explain what I was doing to anyone. I could get out of the situation with a simple clarification. But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared.  I realized that, along with its products, the store was selling an image of normal. But my “normality” was another person’s “abnormality.”  After I walked out of the store I felt guilty for having denied being homosexual.

Summary of learning:   At the mall I realized how much we indirectly shame nonprivileged groups, even in seemingly welcoming spaces. That shame is supported every time I or any other privileged individual fails to question our advantage. And it leads to a different kind of shame carried by privileged individuals, too.   Value for self and others:   All of this, as Brown (2003) documents, is exacerbated by silence. Thus, the next step for me is to not only question privilege internally, but to publicly question covert bias and oppression. If I do, I may very well be shamed for speaking out. But my actions might just encourage other people to speak up as well.

Sample paragraphs adapted from James C. Olsen's Teaching Portfolio from Georgetown University .

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Reflective writing: a tool to support continuous learning and improved effectiveness in implementation facilitators

Tanya t. olmos-ochoa.

1 HSR&D Center for the Study of Healthcare Innovation, Implementation and Policy (CSHIIP), VA Greater Los Angeles Healthcare System – Sepulveda, 16111 Plummer Street (152), North Hills, CA 91343 USA

Karissa M. Fenwick

David a. ganz.

2 David Geffen School of Medicine, University of California at Los Angeles, Los Angeles, CA USA

Neetu Chawla

3 Department of Health Policy and Management, Fielding School of Public Health, University of California at Los Angeles, Los Angeles, CA USA

Lauren S. Penney

4 Elizabeth Dole Center of Excellence for Veteran and Caregiver Research, South Texas Veterans Health Care System, San Antonio, TX USA

5 Departments of Medicine and Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX USA

Jenny M. Barnard

Isomi m. miake-lye, alison b. hamilton.

6 Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California at Los Angeles, Los Angeles, CA USA

Erin P. Finley

Associated data.

Consents associated with primary data collection for clinician/staff participants in CTAC did not include permission to share data in publicly available repositories. De-identified administrative datasets may be eligible for future data sharing once national VA guidance on request and distribution processes are provided (in process). Final datasets will be maintained locally until enterprise-level resources become available for long-term storage and access.

Implementation facilitators support the adoption of evidence-based practices and other improvement efforts in complex healthcare settings. Facilitators are trained to develop essential facilitation skills and facilitator effectiveness is typically evaluated post-implementation, but little is known about how facilitators apply and adapt didactic knowledge after training, or how learning and refining experiential knowledge occurs during the facilitation process. We propose the use of reflective writing as a tool to document and support facilitator learning and facilitator effectiveness.

Using an instrumental case study of the Coordination Toolkit and Coaching (CTAC) project, we explore the use of reflective writing by facilitators to support their learning and effectiveness. Six primary care clinics participated in weekly hour-long facilitation calls over a 12-month period to implement quality improvement projects related to care coordination. Two facilitators completed templated reflections after each facilitation call for their assigned sites, totaling 269 reflections. We used the declarative-procedural-reflective model, which defines the process of skill development in clinical practice, to qualitatively analyze the reflections. Two independent coders used content analysis principles to code text that captured facilitators’ observations, evaluations, interpretations, and communication. Descriptive statistics were used to analyze reflections by facilitator and by code within and across reflections.

CTAC facilitators primarily used the reflections to summarize the calls (observation), assess the facilitation process and the tasks and activities they used (evaluation), document their thoughts about how to improve their own effectiveness (interpretation), and describe their communication with implementing teams. Ninety-one percent of reflections included observations, 42% interpretation, 41% evaluation, and 44% facilitator communication. In total, we coded 677 segments of text within reflections: 39% represented observation, 20% interpretation, 18% evaluation, and 23% facilitator communication.

Conclusions

The process of reflective writing allowed the CTAC facilitators the time and structure to evaluate their facilitation and to think critically about how to adjust their facilitation in response to their observations and interpretations. Reflective writing is a feasible and acceptable tool to support and document facilitator learning and effectiveness.

Trial registration

The project was registered with ClinicalTrials.gov ( {"type":"clinical-trial","attrs":{"text":"NCT03063294","term_id":"NCT03063294"}} NCT03063294 ) on February 24, 2017.

Supplementary Information

The online version contains supplementary material available at 10.1186/s43058-021-00203-z.

Contributions to the literature

• Implementation facilitators are highly skilled individuals who enable change and support improvement in complex healthcare settings. Although the skills and training required for effective facilitation have been evaluated previously, few studies have explored how to support facilitator learning and effectiveness during facilitation.
• Clinicians and other professionals use reflective writing to improve and refine their skills through observing, interpreting, and evaluating their practice. Reflective writing by facilitators may support facilitator learning, while also documenting the facilitation process in close to real time and providing additional context to evaluate facilitator effectiveness and implementation outcomes.

Implementation facilitation is an evidence-based implementation strategy used by healthcare organizations and health services researchers to support the adoption of evidence-based practices and to enable quality improvement (QI) [ 1 , 2 ]. Facilitation, which often requires high-intensity interactions with healthcare staff to be successful [ 1 ], can be challenging work that entails attending to both the technical (e.g., QI methods) and relational (e.g., interpersonal dynamics) needs of the implementing staff [ 3 , 4 ]. The skills needed by facilitators to effectively support implementation and QI efforts are well documented [ 5 – 8 ]. Less is known about whether and how the experience of facilitation impacts facilitator learning and effectiveness during the facilitation process [ 3 , 9 ].

Reflection, “the process of intentionally focusing one’s attention on a particular content; observing and clarifying this focus; and using other knowledge and cognitive process to make meaningful links,” [ 10 ] has been used to enable learning within clinical and other professions [ 11 , 12 ]. The declarative-procedural-reflective (DPR) model used in clinical psychology offers a comprehensive framework illustrating how reflection acts as the “engine” for learning [ 13 ], and describes the process of skill development, from didactic learning to its application and refinement in practice. Learners can engage in reflection about their interactions with clients, patients, or colleagues in the context of structured activities like supervision, consultation, and reflective writing [ 10 , 13 ].

Reflective writing is defined as the practice of writing descriptively and analytically about experiences and interactions, including personal reactions and interpretations [ 13 ]. The use of reflective writing is a long-standing tradition across a variety of professions. In management, personal and unstructured reflective writing by managers can promote analysis, synthesis, and critical thinking [ 11 ]. In psychotherapy training, reflective writing can deepen skill in evidence-based practices [ 10 ]. In medical training, reflective writing through structured rubrics and creative writing exercises can improve patient care skills and provider wellbeing [ 14 , 15 ].

Early evidence suggests that reflection, such as through reflective writing, may promote the development of expertise, reduce stress, prevent burnout, and increase the effectiveness in clinicians [ 16 , 17 ]. Despite being distinct practices, both clinical work and implementation facilitation hinge on the application of conceptual skills and knowledge within the context of a structured interpersonal relationship. Therefore, we propose that the benefits of reflective writing seen in other fields, including skill acquisition, may also extend to implementation facilitation. Recent studies have examined how facilitators acquire and retain knowledge from trainings and how key skills are transferred from expert to novice facilitators [ 17 , 18 ]. Underexplored is how facilitators adapt and refine their facilitation during the facilitation process and how facilitator effectiveness can be supported and sustained. Documentation of the facilitation process from the facilitator’s perspective may provide a more nuanced understanding of facilitator efforts to learn and adapt their facilitation skills and inform strategies to support and evaluate facilitator effectiveness. In this paper, we use an instrumental case study of the Coordination Toolkit and Coaching (CTAC) project in the Veterans Health Administration (VA) to describe the use of reflective writing by implementation facilitators.

CTAC initiative outcomes

CTAC was a QI initiative funded by the VA to improve patients’ experience of care coordination in primary care [ 18 – 20 ]. A cluster-randomized design was used to recruit matched pairs of VA primary care clinics assigned to either an active (distance-based facilitation plus online toolkit access) or a passive (online toolkit access only) strategy. Clinics selected locally initiated projects to address their care coordination concerns. Facilitation played a key role in helping clinic sites organize their projects to assure clinic-wide implementation, which helped improve intra-clinic communication and created hands-on experiences enabling broader QI skill development for participating staff. In contrast, clinic teams with no facilitator experienced more variable project uptake and skill development was limited to project-specific knowledge [ 21 ].

Study design

To describe the use of reflective writing by CTAC facilitators and to better contextualize our evaluation findings, we used an instrumental case study design, which focuses more on the issue being researched (use of reflective writing) than on the case from which the issue is analyzed (CTAC) [ 22 – 25 ]. Data were generated by two CTAC facilitators employed to deliver the intervention; both were novice facilitators with doctoral training in health services who had reviewed a facilitation training manual developed for CTAC and shadowed a more experienced facilitator for at least 6 months prior to facilitation of CTAC sites. Each CTAC facilitator was assigned as the primary facilitator for three clinics and was responsible for hosting weekly hour-long facilitation calls with each site over a 12-month project period ( n = 269 calls across six clinics).

At the start of facilitation, the two CTAC facilitators debriefed verbally with each other about what transpired on the initial facilitation calls; these debriefings proved helpful in thinking about the facilitation process. As a result, the two facilitators began to document and reflect on their facilitation process more consistently, with the goal of improving their facilitation over time. Facilitators logged these reflections using a simple template developed in consultation with the CTAC team, which contained prompts about the facilitation call’s date, duration, participants, an open-ended summary of what transpired on the call, and descriptions of facilitation challenges and success experienced on the call. Figure ​ Figure1 1 provides an example of a completed facilitation reflection. Thus, in addition to hosting facilitation calls and completing site-related facilitation tasks (e.g., introducing QI methods), CTAC facilitators also completed brief (<5 min) written reflections after each facilitation call [ 26 ].

Example of CTAC facilitator reflection

Conceptual framework

We used the DPR model to guide our coding and analysis of facilitator reflections [ 10 , 13 ]. In the DPR model, skill development and learning occur via three cognitive systems. The declarative system consists of conceptual, technical, and interpersonal knowledge gained from didactic training and study. In the procedural system, declarative knowledge is put into practice during communications with clients. Finally, the reflective system analyzes past, current, or future clinical experiences; compares them with stored information; identifies plans of action; and either maintains or changes stored information as a result of the analysis [ 13 ]. Thus, “information is imported into the reflective system from the declarative and procedural systems for analysis and evaluation, prior to re-export back to these systems with plans for action, change, or retention of the status quo.” [ 13 ]. Reflection is defined as “a metacognitive skill, which encompasses the observation , interpretation , and evaluation of one’s own thoughts, emotions and actions, and their outcomes.” [ 10 ]. Reflection through observation, interpretation, and evaluation requires focused attention on a problem, reconstruction and observation of a situation, elaboration, self-questioning, problem-solving, and imagining of alternatives [ 10 ] during and after clinical encounters. Through reflection, individuals can derive perceptual learning, or learning from a “mental representation” of events “to facilitate new understandings” that are then reinforced or debunked when applied in practice to generate new learning [ 13 ].

Data analysis

We conducted a retrospective qualitative analysis of CTAC facilitators’ use of reflective writing during implementation. To operationalize the DPR model’s reflective system in our analysis, we generated three top-level codes representative of the reflection process: observation, evaluation, and interpretation. We defined observation as text in the facilitators’ reflections that was descriptive, contextual, and a neutral account of what transpired on the facilitation calls. The evaluation code was used to identify text that provided a general valence of the facilitation call (e.g., productive, challenging) and/or the facilitators’ self-perceived effectiveness, such as through descriptions of whether their facilitation methods were successful/unsuccessful. The interpretation code represented facilitators’ analyses of why events transpired as they did, along with the facilitators’ theories about how to refine their facilitation as a result of their analyses, which suggests perceptual learning or efforts to learn. Facilitators also provided examples of implementation tasks and activities that enabled them to support clinic sites (e.g., discussions related to the project timeline, providing QI methods support). We created an additional code, facilitator communication , to capture these tasks and activities and organize them into sub-categories in our results.

Two independent coders iteratively generated a codebook and used content analysis principles to code facilitator reflections in ATLAS.ti (version 8, GmbH, Berlin), resolving discrepancies in code application through weekly discussions to reach consensus [ 27 , 28 ]. Codes were applied to complete sentences and spanned multiple sentences as needed to capture each theme occurrence. Within reflections, each code could be used more than once to capture multiple occurrences of observation, evaluation, interpretation, and facilitator communication. Following coding, the coders identified general themes and presented them to the broader CTAC team (principal investigator, project manager, project evaluator, CTAC facilitators) for discussion and further refinement [ 29 , 30 ]. We used descriptive statistics to analyze reflections by facilitator and by code across sites.

CTAC facilitators’ use of reflective writing varied within and between facilitators, by length (word count), number of reflections completed per site (mean = 45), and processes logged (observation, interpretation, and evaluation, facilitator communication) (Table ​ (Table1). 1 ). These processes were not mutually exclusive, and reflections often contained all four.

Code occurrence by reflections and coded text segments

Content of facilitator reflections

The content of facilitator reflections (Fig. ​ (Fig.2) 2 ) typically started with observations that provided useful context for the facilitators’ evaluations and interpretations of the facilitation call. Observations primarily summarized the call, including descriptions of call attendance, project progress and updates, decisions made, and team dynamics. Evaluations generally focused on the perceived valence of the call (e.g., productive, challenging), facilitators’ assessment of the effectiveness of facilitation strategies used to address project goals, and the affective (e.g., mental, emotional) impact of the facilitation process on the facilitator.

Exemplary quotes of reflective processes in facilitator reflections. Abbreviations: AMSA Advanced Medical Support Assistant, HAS Health Administration Service

Text coded as interpretation revealed the most about the facilitators’ perceptual learning and efforts to learn by documenting adaptations facilitators tested and made to their facilitation during each facilitation call. In their interpretations, facilitators reflected about their facilitation successes and challenges, including factors related to team dynamics, resistance to change, lack of participation or engagement, and project progress. Facilitators also wrote about future strategies to overcome challenges and enable success by weighing possible next steps in their facilitation. In their reflections about the facilitation process, facilitators considered the clinic environment and its impact on project progress, the implementation site’s response to QI methods and tools, and the site’s enthusiasm and engagement vis-à-vis project progress.

Descriptions of facilitators’ communication with the implementation team (Fig. ​ (Fig.3) 3 ) often occurred alongside examples of reflective interpretation and evaluation, suggesting that communication style was a frequent source of reflection, adaptation, and learning for facilitators. Facilitators communicated with sites about managing the project timeline and adjusting project expectations and suggested alternatives to elements that did not work or were outside the scope of the project. They also offered QI and implementation resources to facilitate project progress and the completion of project deliverables. Generating and maintaining enthusiasm and engagement for the project made up a significant part of the facilitators’ communication-related reflections, including maintaining momentum, encouraging attendance and verbal participation on calls, and fostering effective team communication. Facilitators also communicated with teams to create buy-in for data collection, manage team dynamics, navigate project setbacks, guide effective communication with leadership and other key stakeholders, and discuss project sustainability and spread. Additional file 1 contains exemplary quotes.

Exemplary quotes of facilitator communication in facilitator reflections. Abbreviations: AMSA Advanced Medical Support Assistant, HAS Health Administration Service, SMART Specific, Measurable, Achievable, Relevant, and Time-Bound

The process of reflection through writing allowed CTAC facilitators the time and structure to evaluate their role, to adjust their facilitation in response to their observations and interpretations, and to process the affective impact of facilitation. Reflections included observations of what transpired on the facilitation calls, evaluations of the facilitation process including facilitators’ self-perceived effectiveness, interpretations of the facilitation process including facilitators’ perceptual learning and efforts to learn, and descriptions of the facilitators’ communication.

To our knowledge, this study is the first to explore the use of reflective writing by facilitators during implementation. Existing facilitation studies report on facilitators’ characteristics and skills and on activities used by facilitators during facilitation [ 6 – 8 ]. However, few studies have reported on facilitators’ experiences of the facilitation process [ 9 , 31 , 32 ]. Reflective writing may help to capture examples of facilitator learning and self-perceived effectiveness by documenting facilitators’ application of basic didactic knowledge, perceptual learning, and the incremental development of facilitation expertise [ 15 ]. Reflective writing also enabled facilitators to continuously evaluate their facilitation process, identify areas for improvement, and support their learning and effectiveness. Reflecting via writing produced a record of facilitation activities that facilitators could later consult to recall facilitation activities and discussions. It is unclear whether reflective writing offered other unique benefits compared to alternative forms of reflection (e.g., supervision/mentoring, recordings); more work is needed to compare the potential impact of different forms of reflection on facilitator learning. Based on results, we developed and refined a sample reflective writing template with prompts designed to encourage facilitators to reflect on and document their facilitation efforts (Additional file 2 ).

Written reflections also provided the CTAC team and external evaluators with context to better understand the mixed-methods outcomes of the CTAC initiative [ 33 ]. For example, external evaluators reviewed the written reflections to better understand how implementing teams addressed critical junctures in the implementation process (e.g., failure/obstacles to implementation) from the facilitators’ perspectives. The reflections were helpful in providing additional context to explain trial results, assessing fidelity and adaptations to the facilitation process, documenting facilitators’ perspectives on successes and challenges to implementation, and aiding facilitator recall during weekly updates to the CTAC team. Our findings align with others suggesting that regular check-ins during implementation may improve documentation of and engagement in implementation activities [ 34 ]. Additional research is needed to assess the potential of facilitator reflections as a novel data source to evaluate facilitation and implementation outcomes.

There were several study limitations that should be considered. The CTAC reflective writing template was open-ended and relatively brief, potentially limiting the extent to which facilitators described thoughts and activities. Nonetheless, these data were rich in detail and offered insight into how facilitators reflect when given minimal prompting. CTAC facilitators were novice facilitators who chose to complete reflections; we were therefore unable to assess whether and how facilitators with different levels of training or expertise may use reflective writing differently. Furthermore, data were limited to reflections from only two facilitators, the total employed for the project. Nonetheless, the high facilitation intensity (weekly, 1-h calls over 12 months) and multiple study sites in this project resulted in a large number of written reflections that captured variations in content within and across reflections and facilitators. CTAC facilitation took place in the context of a funded QI project, and facilitators had protected time to complete their reflections (<5 min each to complete). Facilitators with higher caseloads and/or a lack of protected time may have more difficulty completing reflective writing. Finally, we did not empirically measure the relationship between reflective writing and facilitator outcomes, although the two facilitators in this study anecdotally reported that reflective writing improved their wellbeing and practice. Additional work assessing the use of templated reflections with larger facilitator samples and varying levels of facilitator expertise may address some of these limitations. Work to explore reflective writing across different facilitation settings, and in both internal and external facilitation contexts, is also needed.

Two facilitators, given protected time, found reflective writing to be a feasible and acceptable tool that enabled them to document their observations, interpretations, evaluations, and communication during the facilitation process. Reflective writing provided facilitators a means by which to attend to opportunities for learning and improving their effectiveness as facilitators, while also providing an important source of real-time qualitative data on implementation progress and activities. Reflective writing by facilitators may also have potential for informing the broader study of fidelity to and outcomes in implementation facilitation.

Acknowledgements

We want to acknowledge and thank Lisa Rubenstein for co-conceiving CTAC and Debbie Delevan for the administrative support she provided on the project. We thank Polly H. Noël, Danielle E. Rose, Alissa Simon, and Susan E. Stockdale for their valuable contributions to the CTAC project.

Source of support

This material is based upon work supported by the Department of Veterans Affairs, Quality Enhancement Research Initiative through a grant to the Care Coordination QUERI Program (QUE 15-276). The views expressed in this article are those of the authors and do not necessarily reflect the position or policy of the Department of Veterans Affairs or the US government.

Abbreviations

Authors’ contributions.

DAG (principal investigator) conceived the project, acquired funding, and contributed to the manuscript. TTO and KF led the development of the manuscript, and EPF contributed to the manuscript and provided guidance regarding framing and theory. LP, NC, IM, and ABH contributed to and reviewed the manuscript. JB coordinated the project and contributed to the manuscript. All authors read and approved the final manuscript. None of the coauthors has competing interests.

This project was funded by the Veterans Affairs, Quality Enhancement Research Initiative (QUERI) through a grant to the Care Coordination QUERI Program (QUE 15-276). The views expressed in this article are those of the authors and do not necessarily reflect the position or policy of the Department of Veterans Affairs or the US government.

Availability of data and materials

Declarations.

This project was supported by the VA Quality Enhancement Research Initiative (QUERI). VA Central Office and the IRB at VA Greater Los Angeles Healthcare System designated and approved the project as non-research. Process data collected by the facilitators were collected as part of the quality improvement project and do not identify individual participants in the project. As non-research, participants were not formally consented, but they were also not mandated to participate and could opt out from participating. Their consent was implied through their participation in the project.

No individual person’s data in any form are included in this manuscript.

The authors declare that they have no competing interests.

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Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Writing Nestling

What Is Reflective Writing? (07 Best Tips, Types & Examples)

Reflective writing stands as a beacon of introspection in the realm of personal expression and academic discourse. It is a multifaceted genre that invites individuals to delve into the depths of their thoughts, feelings, and experiences, and to articulate their insights with clarity and authenticity.

At its core, reflective writing is a process of self-examination and self-discovery, where individuals engage in a dynamic dialogue with themselves and the world around them.

It transcends mere narration, weaving together elements of analysis, introspection, and narrative to create a tapestry of understanding and growth.

Whether in the form of personal reflections, academic essays, or professional narratives, reflective writing offers a platform for individuals to explore their inner landscapes, confront challenges, and celebrate moments of triumph.

As we embark on this exploration of reflective writing, we uncover its significance as a tool for fostering self-awareness, enhancing learning, and promoting personal and professional development.

Table of Contents

What Is Reflective Writing?

Here’s a step-by-step breakdown of what reflective writing is:

Introduction

Reflective writing is a type of writing where individuals explore their thoughts, feelings, and experiences regarding a particular topic or event.

The primary purpose of reflective writing is to engage in self-examination, critical analysis , and personal growth. It allows individuals to reflect on their actions, decisions, and beliefs, gaining deeper insights into themselves and their experiences.

Reflective writing typically involves several key steps:

Description

Start by describing the event, experience, or topic you are reflecting on. Provide context and background information to set the stage.

Reflect on the event or experience critically. Consider what happened, why it happened, and how it made you feel. Analyze your thoughts, emotions, and reactions.

Evaluate the significance of the experience or event. Consider its impact on your beliefs, values, and behaviors. Assess what you learned from the experience and how it may influence your future actions.

Conclude your reflection by summarizing your insights and lessons learned. Reflective writing often ends with a plan of action or a consideration of how the experience will shape your future behavior or decisions.

Reflective writing can take various forms, including journals, essays, personal narratives, and self-assessments. The format may vary depending on the purpose and audience.

While reflective writing is often personal and introspective, it can also be shared with others. Some reflective writing is intended for private reflection, while others may be shared with mentors, instructors, or peers for feedback and discussion.

Engaging in reflective writing can have several benefits, including increased self-awareness, enhanced critical thinking skills, improved decision-making abilities, and personal growth and development.

Examples of reflective writing include personal journal entries, reflective essays for academic assignments, self-assessment exercises in professional development settings, and reflective blogs or vlogs shared online.

Overall, reflective writing is a valuable tool for self-reflection, personal growth, and learning from experience. By carefully examining our thoughts, feelings, and experiences, we can gain deeper insights into ourselves and the world around us.

Understanding Reflective Writing

Understanding Reflective Writing is akin to peering into the mirror of the soul, where thoughts, emotions, and experiences converge to create a tapestry of self-awareness and growth.

It transcends mere narration; it’s an intricate dance between introspection and expression, allowing individuals to delve deep into the recesses of their minds and hearts.

Like a masterful painter, reflective writers wield the brush of language to depict their inner landscapes with vivid strokes of insight and revelation.

It’s a journey of discovery, where each word becomes a stepping stone towards understanding oneself and the world around them.

In the realm of reflective writing, the ordinary transforms into the extraordinary, as everyday moments and encounters become portals to profound understanding and enlightenment.

Origins and Evolution

The origins and evolution of reflective writing trace back through the annals of human history, weaving a rich tapestry of introspection and expression.

While its roots may be ancient, with early philosophical musings and spiritual contemplations, its formalization and recognition as a distinct genre emerged more prominently in the modern era.

The 20th century witnessed a surge in interest, particularly within academia, as scholars and practitioners recognized its potential for personal and professional development.

From the introspective diaries of thinkers like Marcus Aurelius to the reflective essays of Michel de Montaigne, the evolution of reflective writing mirrors the shifting paradigms of human thought and society.

Today, in our fast-paced digital age, reflective writing continues to evolve, adapting to new mediums and technologies while retaining its essence as a timeless tool for self-discovery and growth.

Types and Forms of Reflective Writing

Diving into the kaleidoscope of reflective writing reveals a captivating array of types and forms, each offering a unique lens through which to explore the depths of human experience.

Personal reflections shimmer like gems in the sunlight, from the intimate pages of handwritten journals to the digital landscapes of online diaries, offering a sanctuary for raw emotions and unfiltered thoughts to unfurl.

Academic reflections stand as bastions of intellectual inquiry, with reflective essays and critical papers serving as canvases for scholarly introspection and analysis, challenging conventional wisdom and sparking new insights.

Meanwhile, professional reflections stand tall as pillars of growth and expertise, whether in the meticulous records of healthcare practitioners striving for excellence or the reflective teaching practices of educators sculpting minds and futures.

Together, these diverse forms of reflective writing form a mosaic of understanding and evolution, inviting individuals to navigate the labyrinth of their own minds and emerge enlightened and empowered.

Personal Reflections

Personal reflections shimmer as intimate windows into the soul, beckoning us to embark on a journey of self-discovery and understanding.

Within the sacred confines of handwritten journals or the digital realms of online diaries, these reflections serve as sanctuaries for our innermost thoughts, feelings, and experiences.

Here, amidst the pages, we lay bare our vulnerabilities, aspirations, and triumphs, weaving a tapestry of our lives with each stroke of the pen or keystroke.

Personal reflections offer solace in moments of turmoil, clarity in times of confusion, and celebration in moments of triumph.

They are mirrors reflecting the intricacies of our beings, allowing us to witness our growth, evolution, and transformation over time.

Through the act of reflection, we navigate the labyrinth of our emotions, untangle the threads of our experiences, and emerge enlightened, empowered, and more deeply connected to ourselves.

Academic Reflections

Academic reflections stand as pillars of scholarly inquiry, inviting individuals to engage in a profound dialogue with their own learning experiences and intellectual pursuits.

Within the framework of reflective essays and critical papers, students and scholars embark on a journey of introspection and analysis, delving deep into the nuances of their academic endeavors.

Here, the rigors of research and study converge with the introspective gaze, fostering a symbiotic relationship between knowledge acquisition and self-awareness.

Academic reflections serve not only as platforms for synthesizing and evaluating information but also as catalysts for personal growth and intellectual maturation.

Through the process of reflection, students and scholars alike navigate the labyrinth of their academic pursuits, grappling with challenges, embracing insights, and ultimately emerging with a heightened sense of clarity, purpose, and scholarly integrity.

Professional Reflections

Professional reflections serve as integral components of continual growth and development within various fields, providing practitioners with invaluable opportunities to refine their skills, enhance their practice, and cultivate a deeper understanding of their professional roles.

Whether in healthcare, education, business, or any other domain, professionals engage in reflective practices to critically evaluate their actions, decisions, and interactions with colleagues and clients.

Through methods such as reflective journals, peer discussions, or structured debriefings, individuals gain insights into their strengths and areas for improvement, fostering a culture of continuous learning and adaptation.

Professional reflections not only facilitate the refinement of technical expertise but also nurture the cultivation of empathy, resilience, and ethical decision-making.

By embracing reflective practices, professionals embark on a journey of self-discovery and refinement, ultimately enhancing the quality of their work and the outcomes for those they serve.

Techniques for Effective Reflective Writing

Embarking on the voyage of effective reflective writing is akin to navigating through a labyrinth of introspection and expression, where each technique serves as a guiding star illuminating the path to self-discovery and insight.

Like a seasoned explorer, one may employ mindfulness techniques to anchor oneself in the present moment, allowing thoughts and emotions to unfurl with clarity and intention.

Alternatively, one might wield the brush of narrative storytelling, painting vivid portraits of personal experiences with strokes of descriptive language and emotional resonance.

For those seeking deeper introspection, critical analysis and evaluation become indispensable tools, enabling the dissection of thoughts and actions with surgical precision, uncovering hidden truths and illuminating pathways to growth.

Whether through mindfulness, narrative, or critical analysis, effective reflective writing transcends mere observation, inviting individuals to embark on a transformative journey of self-awareness and enlightenment.

Self-Reflection Strategies

Self-reflection strategies serve as the compass guiding individuals through the labyrinth of their own thoughts, emotions, and experiences, offering a sanctuary for introspection and growth.

Like a skilled navigator, one may employ mindfulness techniques to anchor oneself in the present moment, fostering awareness and acceptance of one’s inner landscape.

Through practices such as meditation or mindful breathing, individuals cultivate a space for observation without judgment, allowing thoughts and emotions to arise and dissipate like ripples on a tranquil pond.

Alternatively, journaling serves as a vessel for the exploration of inner truths, providing a canvas upon which to articulate thoughts and feelings with clarity and authenticity.

By engaging in structured reflection prompts or free-form writing, individuals unveil layers of self-awareness, uncovering patterns, motivations, and aspirations hidden beneath the surface.

Whether through mindfulness or journaling, self-reflection strategies empower individuals to embark on a journey of self-discovery and transformation, illuminating pathways to personal growth and fulfillment.

Narrative Techniques

Narrative techniques in reflective writing are the brushstrokes that paint the canvas of personal experiences with vivid colors of emotion and detail.

Much like a master storyteller, individuals harness the power of narrative to weave a compelling tale of their inner journey, inviting readers to immerse themselves in the tapestry of their thoughts and feelings.

Through the artful use of descriptive language, dialogue, and pacing, narratives breathe life into the mundane moments of everyday existence, transforming them into profound reflections on the human condition.

Whether recounting moments of triumph, adversity, or introspection, narrative techniques infuse reflective writing with depth and resonance, forging connections between the storyteller and the audience.

In the realm of reflective writing, narratives serve as vessels of empathy and understanding, bridging the gap between individual experiences and universal truths, ultimately illuminating the path to self-awareness and growth.

Critical Analysis and Evaluation

Critical analysis and evaluation are the sharp tools wielded by reflective writers to dissect the complexities of their experiences, thoughts, and actions with surgical precision.

Like skilled detectives, individuals engage in a meticulous examination of their narratives, probing for underlying motives, biases, and assumptions.

Through the lens of critical inquiry, they unravel the threads of their reflections, teasing out insights and revelations hidden within the fabric of their stories.

Employing techniques such as questioning assumptions, examining evidence, and considering alternative perspectives, individuals navigate the terrain of their reflections with rigor and intellectual honesty.

By subjecting their narratives to scrutiny, they uncover layers of meaning and significance, transforming personal anecdotes into profound reflections on the human condition.

In the crucible of critical analysis and evaluation, reflective writers forge a deeper understanding of themselves and the world around them, paving the way for personal growth and enlightenment.

Benefits and Purposes of Reflective Writing

Reflective writing stands as the alchemist’s crucible, where the raw materials of experience, emotion, and thought are transmuted into the gold of self-awareness, growth, and understanding.

Beyond mere documentation, it serves as a transformative tool for individuals to distill the essence of their experiences, extracting valuable insights and lessons that might otherwise remain hidden in the depths of memory.

Like a mirror reflecting the soul, reflective writing offers individuals the opportunity to engage in a profound dialogue with themselves, unraveling the intricacies of their thoughts, emotions, and actions.

Through this process, they cultivate a deeper understanding of their strengths and weaknesses, aspirations and fears, ultimately forging a path towards personal growth and fulfillment.

Moreover, reflective writing fosters empathy and connection, inviting readers to bear witness to the storyteller’s journey and find resonance in their own experiences.

In essence, the benefits and purposes of reflective writing extend far beyond the page, permeating every facet of human existence with the promise of insight, growth, and transformation.

Personal Growth and Self-Development

Personal growth and self-development are the sacred fruits harvested from the fertile soil of reflective writing, nourished by the seeds of introspection and nurtured by the gentle rains of contemplation.

Through the act of reflection, individuals embark on a journey of self-discovery, traversing the landscape of their innermost thoughts, emotions, and experiences. Like a gardener tending to their garden, they cultivate self-awareness, uprooting weeds of doubt and watering seeds of potential.

With each stroke of the pen or keystroke, they unearth insights and revelations, fostering a deeper understanding of themselves and their place in the world.

Through the lens of reflection, they confront challenges with courage, embrace strengths with humility, and chart a course towards their fullest expression of authenticity and fulfillment.

Personal growth and self-development, thus, emerge as the blossoms of reflection, radiant and resplendent, illuminating the path to a more enriched and empowered existence.

Enhancing Learning and Critical Thinking Skills

Reflective writing serves as the crucible in which learning and critical thinking skills are forged into tools of profound insight and understanding.

Through the process of reflection, individuals engage in a dynamic dialogue with their own experiences, dissecting, analyzing, and synthesizing information with keen intellectual rigor.

This act of introspection cultivates a deep understanding of the subject matter, allowing learners to connect theoretical concepts with real-world applications.

Moreover, reflective writing prompts individuals to question assumptions, challenge perspectives, and explore alternative viewpoints, fostering a culture of critical inquiry and open-mindedness.

By honing their critical thinking skills through reflection, individuals not only enhance their capacity to evaluate information but also develop a nuanced understanding of complex issues.

Ultimately, reflective writing becomes a catalyst for transformative learning experiences, empowering individuals to navigate the complexities of the world with clarity, discernment, and intellectual curiosity.

Applications of Reflective Writing

Reflective writing serves as the alchemist’s elixir, transforming the ordinary into the extraordinary across a myriad of applications.

In education, it becomes the compass guiding students through the labyrinth of learning, fostering deep introspection and critical analysis as they navigate complex subjects and concepts.

In healthcare, it emerges as the healer’s tonic, enabling practitioners to reflect on their experiences, refine their skills, and enhance patient care with empathy and insight.

Within the realm of business and leadership, it assumes the mantle of the visionary’s scroll, empowering professionals to navigate the turbulent waters of decision-making with clarity, integrity, and foresight.

Whether in the classroom, the clinic, or the boardroom, reflective writing becomes a beacon of transformation, illuminating pathways to growth, understanding, and excellence in every facet of human endeavor.

Education and Pedagogy

In the realm of education and pedagogy, reflective writing emerges as the cornerstone of transformative learning experiences, inviting students and educators alike to embark on a journey of self-discovery and intellectual growth.

Through the act of reflection, students engage in a dynamic dialogue with their own learning experiences, uncovering insights, confronting challenges, and charting pathways to mastery.

Educators, too, harness the power of reflective writing to refine their teaching practices, critically evaluating their methods, and adapting strategies to meet the diverse needs of their students.

Whether through journaling, reflective essays, or classroom discussions, reflective writing becomes a catalyst for deeper understanding, fostering a culture of inquiry, empathy, and lifelong learning within educational settings.

By integrating reflective practices into pedagogy, educators cultivate not only academic excellence but also the essential skills of critical thinking, self-awareness, and personal growth that empower students to thrive in an ever-changing world.

Challenges and Considerations in Reflective Writing

Embarking on the journey of reflective writing unveils a labyrinth of challenges and considerations, each adding depth and nuance to the process.

One must navigate the treacherous currents of emotional vulnerability, confronting the raw truths and uncertainties that lie beneath the surface.

Moreover, the quest for authenticity poses a formidable challenge, as individuals grapple with the tension between candid self-expression and societal expectations.

Ethical considerations loom large on the horizon, prompting reflection on the implications of sharing personal experiences and perspectives with others.

Additionally, the specter of resistance and self-doubt lurks in the shadows, threatening to derail the journey before it even begins.

Yet, amidst these challenges, lies the promise of growth, insight, and transformation. By embracing the obstacles and uncertainties inherent in reflective writing, individuals emerge strengthened, wiser, and more deeply connected to themselves and the world around them.

Overcoming Resistance to Self-Reflection

Overcoming resistance to self-reflection is akin to navigating through a dense forest shrouded in mist, where each step forward is met with uncertainty and trepidation.

Yet, beneath the veil of resistance lies the promise of profound self-discovery and growth. To navigate this terrain, one must first confront the shadows of fear and self-doubt that obscure the path ahead.

Embracing vulnerability becomes the compass guiding individuals through the fog, allowing them to shed the armor of defensiveness and open themselves to the transformative power of introspection.

Cultivating self-compassion becomes the lantern illuminating the darkness, offering gentle encouragement and forgiveness as individuals confront their innermost thoughts and emotions.

Moreover, fostering a mindset of curiosity and acceptance becomes the sturdy rope bridging the chasm of resistance, enabling individuals to lean into discomfort and explore the depths of their inner landscape with courage and humility.

Ultimately, by embracing the journey of self-reflection with open hearts and minds, individuals transcend resistance, emerging stronger, wiser, and more deeply connected to themselves and the world around them.

Dealing with Emotional Vulnerability

Dealing with emotional vulnerability in the context of reflective writing requires the courage to venture into the depths of one’s soul, where raw emotions ebb and flow like turbulent waters.

It’s a journey fraught with uncertainty, where the weight of past traumas and insecurities can cast a shadow over the process.

Yet, it is within this vulnerability that the seeds of growth and healing are sown. By creating a safe and nurturing space for expression, individuals can gently unravel the knots of suppressed emotions and confront the ghosts of their past.

Embracing self-compassion becomes the guiding light through the darkness, offering solace and understanding amidst the storm.

Moreover, seeking support from trusted allies and mentors provides a lifeline of empathy and validation, reminding individuals that they are not alone in their struggles.

Through this process of courageous vulnerability, individuals unearth the buried treasures of resilience, authenticity, and self-acceptance, emerging from the depths with newfound clarity, strength, and emotional well-being.

Ethical and Confidentiality Issues

Navigating the ethical and confidentiality issues inherent in reflective writing demands a delicate balancing act between transparency and discretion.

As individuals delve into the intimate recesses of their thoughts and experiences, they must tread carefully to ensure that personal boundaries are respected and ethical standards upheld.

Safeguarding confidentiality becomes paramount, as the sanctity of trust between writer and audience must be preserved at all costs.

Moreover, individuals must grapple with the ethical implications of sharing potentially sensitive information, weighing the benefits of transparency against the risks of harm or exploitation.

By adhering to ethical guidelines and exercising discernment in their writing, individuals can navigate these murky waters with integrity and compassion, honoring the sacred trust bestowed upon them by their readers and peers.

Ultimately, by upholding the principles of confidentiality and ethical conduct, reflective writers can harness the transformative power of self-expression while safeguarding the dignity and privacy of themselves and others.

Case Studies and Examples

Case studies and examples in reflective writing serve as beacons of illumination, illuminating the path to understanding and insight with their vivid narratives and poignant anecdotes.

Like windows into the human experience, they offer glimpses into the complexities of real-life situations, providing context and depth to abstract concepts and theoretical frameworks.

Whether recounting moments of triumph, adversity, or epiphany, each case study and example becomes a testament to the transformative power of reflection, showcasing the profound impact it can have on individuals and communities alike.

Moreover, by highlighting diverse perspectives and experiences, case studies and examples foster empathy and connection, bridging the gap between theory and practice, and inspiring others to embark on their own journeys of self-discovery and growth.

In the tapestry of reflective writing, case studies and examples emerge as jewels of wisdom, sparkling with the brilliance of human resilience, compassion, and understanding.

Future Directions and Innovations in Reflective Writing

As we peer into the horizon of reflective writing, the future unfolds like a tapestry woven with threads of innovation and possibility.

Emerging technologies stand poised to revolutionize the landscape, offering digital platforms and interactive tools that amplify the reach and impact of reflective practices.

Virtual reality environments beckon, providing immersive spaces for self-exploration and narrative expression, while artificial intelligence algorithms offer personalized feedback and insights tailored to individual needs and preferences.

Moreover, interdisciplinary collaborations promise to enrich the tapestry of reflective writing, as diverse fields—from psychology to neuroscience to creative arts—converge to deepen our understanding of the human psyche and enhance the efficacy of reflective interventions.

As we embark on this journey of innovation and discovery, the future of reflective writing shines bright with promise, inviting individuals to embark on a transformative voyage of self-discovery and growth unlike any other.

Frequently Asked Questions (FAQ) about What Is Reflective Writing?

What exactly is reflective writing.

Reflective writing is a genre that involves introspection and self-examination, where individuals articulate their thoughts, emotions, and experiences in a structured manner. It goes beyond mere narration, often incorporating analysis, critical thinking, and personal insight.

What are the benefits of reflective writing?

Reflective writing offers numerous benefits, including enhanced self-awareness, improved critical thinking skills, and personal growth. It provides a platform for individuals to process their experiences, gain insights, and make meaning out of their lives.

How does reflective writing differ from other types of writing?

Unlike other forms of writing that focus primarily on conveying information or arguments, reflective writing emphasizes self-reflection and introspection. It encourages individuals to explore their thoughts and feelings, often in a subjective and personal manner.

What are some common techniques used in reflective writing?

Techniques for reflective writing vary, but they often include methods such as journaling, free writing, guided reflection exercises, and structured reflection prompts. These techniques help individuals organize their thoughts and delve deeper into their experiences.

Where is reflective writing commonly used?

Reflective writing finds applications in various fields, including education, healthcare, business, and personal development. It is often used in academic settings for assignments such as reflective essays or journals, as well as in professional contexts for personal development and practice improvement.

How can I get started with reflective writing?

Getting started with reflective writing is simple. Begin by setting aside time for introspection, finding a quiet space to reflect, and choosing a writing medium that suits you, whether it’s pen and paper or a digital platform. Then, start writing freely about your thoughts, feelings, and experiences, without worrying about grammar or structure.

Is there a right or wrong way to do reflective writing?

Reflective writing is inherently personal, so there is no one-size-fits-all approach. What matters most is authenticity and sincerity in exploring your thoughts and experiences. There are no right or wrong answers; the goal is to engage in honest self-examination and learning.

How can I use reflective writing to improve my personal or professional life?

Reflective writing can be a powerful tool for personal and professional development. By regularly reflecting on your experiences, identifying patterns, and setting goals for growth, you can gain valuable insights and make positive changes in your life and work.

In conclusion, reflective writing emerges as a profound and transformative practice that transcends mere expression to become a journey of self-discovery and growth.

It invites individuals to delve into the depths of their thoughts, emotions, and experiences, weaving together introspection, analysis, and narrative to create a tapestry of understanding and insight.

Through reflective writing, individuals cultivate self-awareness, enhance critical thinking skills, and foster personal and professional development.

It finds applications across various domains, from education to healthcare to personal development, offering a versatile tool for exploration and learning.

As we embrace the practice of reflective writing, we embark on a voyage of self-discovery and empowerment, where every word becomes a stepping stone towards a deeper understanding of ourselves and the world around us.

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Learning Objectives

• Examine the components of reflective writing

Reflective Writing

Reflective writing includes several different components: description, analysis, interpretation, evaluation, and future application. Reflective writers must weave their personal perspectives with evidence of deep, critical thought as they make connections between theory, practice, and learning. The steps below should help you find the appropriate balance among all these factors.

1st Step: Review the assignment

As with any writing situation, the first step in writing a reflective piece is to clarify the task. Reflective assignments can take many forms, so you need to understand exactly what your instructor is asking you to do. Some reflective assignments are short, just a paragraph or two of unpolished writing. Usually the purpose of these reflective pieces is to capture your immediate impressions or perceptions. For example, your instructor might ask you at the end of a class to write quickly about a concept from that day’s lesson. That type of reflection helps you and your instructor gauge your understanding of the concept.

Other reflections are academic essays that can range in length from several paragraphs to several pages. The purpose of these essays is to critically reflect on and support an original claim(s) about a larger experience, such as an event you attended, a project you worked on, or your writing development. These essays require polished writing that conforms to academic conventions, such as articulation of a claim and substantive revision. They might address a larger audience than you and your instructor, including, for example, your classmates, your family, a scholarship committee, etc. It’s important before you begin writing, that you can identify the assignment’s purpose, audience, intended message or content, and requirements.

2nd Step: Generate ideas for content

As you generate ideas for your reflection, you might consider things like:

• Recollections of an experience, assignment, or course
• Ideas or observations made during that event
• Questions, challenges, or areas of doubt
• Strategies employed to solve problems
• A-ha moments linking theory to practice or learning something new
• Connections between this learning and prior learning
• New questions that arise as a result of the learning or experience
• New actions taken as a result of the learning or experience

3rd Step: Organize content

Researchers have developed several different frameworks or models for how reflective writing can be structured. For example, one method has you consider the “What?” “So what?” and “Now what?” of a situation in order to become more reflective. First, you assess what happened and describe the event, then you explain why it was significant, and then you use that information to inform your future practice. [1] [2] Similarly, the DIEP framework can help you consider how to organize your content when writing a reflective piece. Using this method, you describe what happened or what you did, interpret what it means, evaluate its value or impact, and plan steps for improving or changing for the future.

The DIEP Model of reflective writing

The DIEP model (Boud, Keogh & Walker,1985) organizes the reflection into four different components:

Remember, your goal is to make an interpretive or evaluative claim, or series of claims, that moves beyond obvious statements (such as, “I really enjoyed this project”) and demonstrates you have come to a deeper understanding of what you have learned and how you will use that learning.

In the example below, notice how the writer reflects on her initial ambitions and planning, the a-ha! moment, and then her decision to limit the scope of a project. She was assigned a multimodal (more than just writing) project, in which she made a video, and then reflected on the experience:

Student Example

Keeping a central focus in mind applies to multimodal compositions as well as written essays. A prime example of this was in my remix. When storyboarding for the video, I wanted to appeal to all college students in general. Within my compressed time limit of three minutes, I had planned to showcase numerous large points. It was too much. I decided to limit the scope of the topic to emphasize how digitally “addicted” college students are, and that really changed the project in significant ways.

4th Step: Draft, Revise, Edit, Repeat

A single, unpolished draft may suffice for short, in-the-moment reflections, but you may be asked to produce a longer academic reflection essay, which will require significant drafting, revising, and editing. Whatever the length of the assignment, keep this reflective cycle in mind:

• briefly describe the event or action;
• analyze and interpret events and actions, using evidence for support;
• demonstrate relevance in the present and the future.

The following video, produced by the Hull University Skills Team, provides a great overview of reflective writing. Even if you aren’t assigned a specific reflection writing task in your classes, it’s a good idea to reflect anyway, as reflection results in better learning.

You can view the transcript for “Reflective Writing” here (opens in new window) .

Check your understanding of reflective writing and the things you learned in the video with these quick practice questions:

https://h5p.cwr.olemiss.edu/h5p/embed/60

• Driscoll J (1994) Reflective practice for practise - a framework of structured reflection for clinical areas. Senior Nurse 14 (1):47–50 ↵
• Ash, S.L, Clayton, P.H., & Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). Raleigh, NC. ↵

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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Academic Writing: Reflective Writing

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Reflective Writing

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What is Reflective Thinking?

Reflection involves thinking about actions undertaken, whether they were successful or not and the reasons for this, and to consider what steps can be taken to improve outcomes in future. Reflection can be applied to an area of professional practice or personal performance. At a personal level, it allows us to examine feelings that impact and arise from actions and behaviours in different situations.

Reflective thinking is a three-stage process:

Stage 1: Looking back Think about what happened and your role in this

Stage 2: Analysing Think about what worked, what didn’t, why and what you think and feel about it

Stage 3: Looking forward Think about what you (and potentially others) could do differently in future for a better outcome

What is Reflective Learning?

Reflective or experiential learning is required to achieve success in many HE courses, particularly vocational courses such as nursing and social work.  It enables you to assess your own strengths and weaknesses, develop critical thinking skills, increase self-knowledge, and improve future performance by analysing past experiences. Reflecting on experiences helps to embed the learning you gain from them.  

Learning through reflection can build confidence and enable you to feel more empowered. It also helps you to identify future development needs. Reflective learning encourages you to be an independent learner by enabling you to develop your own insights rather than relying on those of others and supports positive change. 

• Reflective Writing for Academic Purposes
• Helpful Prompts for Reflective Writing
• Language of Reflective Writing
• Reflective Models
• Further Reading

Reflective writing at HE level is a particular style of academic writing which demonstrates your own reflective learning. Informal forms of reflective writing include diaries, blogs, and journals which, depending on the guidance you are given, can usually adopt a more informal, conversational writing style. Formal academic reflective writing can take the form of essays and reports. 

Reflective writing requires a certain amount of description or scene-setting. This typically includes:

• What happened
• When it happened
• Where it happened
• Who was involved

However, any description should be kept to the minimum needed to inform the reader. More importantly, you need to include:

• Your own observations, thoughts, and feelings
• Explanation of why things happened, with the benefit of hindsight
• Evaluation of strengths and weaknesses that impacted outcomes
• Consideration of relationships between causes and effects
• Constructive criticism of yourself and others and their roles

Furthermore, you need to examine the implications of your reflective learning and propose how things might be done differently for better outcomes in the future. Typically, this requires you to:

• Explain how you will apply your reflective learning to future experiences
• Propose actions to improve future outcomes, utilising knowledge gained since the original experience
• Explain the benefits of changes in actions, thinking and behaviours over the longer term
• Summarise individual personal learning outcomes and any future personal development needs

Formal academic reflective writing needs to be both personal and academic.  In other words, you need to make connections between your own observations and related theory, areas of controversy or dispute, research, policy and so on.  As with any other kind of academic writing, these need to be carefully researched and referenced. Academic reflective writing will, therefore:

• Usually incorporate theory
• Incorporate supporting literature, properly referenced
• Use formal, academic language
• Use expressive adjectives to describe individual experiences
• May require you to write in the first person (check assignment guidance)
• May require you to write in the third person, referring to yourself as ‘the author’ or ‘the practitioner’ for example (check assignment guidance)  

Whilst the precise questions that you ask yourself will depend on the nature of the task you have been given, there are certain generic questions that may help you to get started and also to structure your reflective writing. These can be divided into before, during and after the experience. For example:

• What preconceptions did I have?  What did I already know (or think I knew)?
• Did I have any prejudices or assumptions?   Was I completely open- minded?
• Did I have any anxieties or concerns at the outset?   

During                                             

• How did I behave or react at first?
• Did this change over time, or stay the same?
• Who and what helped me the most/least in the situation I was in?
• What did I find particularly challenging or tricky?
• Was there anything I found relatively easy or straightforward?
• What did I find surprising/shocking/stimulating/thought-provoking?

After 

• What would I do differently in future?
• What connections can I now make between my own experience and previous reading and study (between theory and practice?)
• What have I learnt, and how can I apply it?
• What new questions arise from my experience?
• How can I best move forward?

  With most of these questions it is important that you go on to explain why? or why not?  For example, why would I do this differently?   

You can use a variety of expressive adjectives to set out your experience.  For example: Positive: Rewarding, encouraging, stimulating, pleasant, beneficial, supportive, considerate, constructive, helpful, inclusive, thorough, detailed, ethical, methodical... Negative: Inadequate, unsatisfactory, careless, arbitrary, repetitive, unclear, lax, disorganised, disappointing, wasteful, hazardous, harmful, damaging, demotivating...

For formal reflective writing, avoid casual language such as ‘great’, ‘super’, ‘nice’, ‘rubbish’, ‘stupid’.

Unlike in most academic writing, it is usually acceptable to use the personal pronoun "I" but check your assignment brief.

The following are some phrases that you may find useful.

• This experience has made me aware of/highlighted the need for/given me an insight into/made me reconsider...
• One of the most significant issues/conflicts/concerns that arose was...
• At the time/at the outset/subsequently I felt that...
• My initial reaction/response/instinct was...
• Having considered/explored/reflected on this incident further...  I now realise that...  it is clear to me that...
• Were I to be in this situation again I would...  

There are several different reflective models which support academic reflective writing. You may be directed to make use of a specific one or, alternatively to choose the one that is most appropriate to your task. 

Gibbs' Reflective Cycle is one of the most widely used.   It consists of the following sequential stages:  

• Description:  what exactly happened?
• Feelings:  what were your initial thoughts/feelings?
• Evaluation:  what was good and bad about the situation? 
• Analysis:  what sense are you able to make of the experience?
• Conclusion:  what else could you have done?  What should you perhaps not have done? 
• Action:  what would you do if the situation arose again? 

  Another commonly used model is the Framework for Reflexive Practice (Rolfe et al. , 2001). This is based on three questions, each intended to stimulate reflection, namely "what?", "so what?"  and "now what?"  Again, this moves from factual description of what happened to personal evaluation to consequences and future actions.  

A final example is Johns' (2004) Model of Structured Reflection.  This entails five stages: description of the experience; reflection upon its purpose and consequences; influencing factors (i.e., upon your decision-making at the time); alternative courses of action and learning (what will change as a result?).    

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Reflective Writing

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Critical Reflective Writing

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Questioning your analysis of the experience is an important element of reflective writing, and is a good way to include critical writing in your essay.

In our writing, we need to to evidence that we have questioned our analysis .

Questions to ask

Here are more examples of how you can be critical of your analysis. 

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Critical Thinking and Reflective Thinking

Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.

People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

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Analyzing and critiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities.

Questioning and investigating

Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.

Designing and developing

Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.

Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.

I can explore.

I can explore materials and actions. I can show whether I like something or not.

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned.

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Critical and Reflective Thinking is one of the Thinking Core Competency’s two interrelated sub-competencies, Creative Thinking and Critical and Reflective Thinking.

Critical and Reflective Thinking and Creative Thinking overlap. For example:

• Students use creative thinking to generate new ideas when solving problems and addressing constraints that arise as they question and investigate, and design and develop
• Students use critical thinking to analyze and reflect on creative ideas to determine whether they have value and should be developed, engaging in ongoing reflection as they develop their creative ideas

Communication

Critical and Reflective Thinking is closely related to the two Communication sub-competencies: Communicating and Collaborating. For example:

• Students apply critical thinking to acquire and interpret information, and to make choices about how to communicate their ideas
• Students often collaborate as they work in groups to analyze and critique, and design and develop

Personal and Social

Critical and Reflective Thinking is closely related to the three Personal and Social sub-competencies, Personal Awareness and Responsibility, Social Awareness and Responsibility, and Positive Personal and Cultural Identity. For example:

• Students think critically to determine their personal and social responsibilities
• Students apply their personal awareness as they reflect on their efforts and goals

Connections with areas of learning

Critical and Reflective Thinking is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the “doing” within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Critical and Reflective Thinking sub-competency can be seen in the sample inquiry questions that elaborate on the following Big Ideas in Science:

• Light and sound can be produced and their properties can be changed: How can you explore the properties of light and sound? What discoveries did you make? (Science 1)
• Matter has mass, takes up space, and can change phase: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? (Science 4)
• Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined: What are the similarities and differences elements and compounds? How can you investigate the properties of elements and compounds? (Science 7)
• The formation of the universe can be explained by the big bang theory: How could you model the formation of the universe? (Science 10)

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Critical reflection for assessments and practice

• Critical reflection writing

Critical reflection for assessments and practice: Critical reflection writing

• Reflective practice
• Critical reflection
• How to reflect
• Recount and reflect

Critically reflective language and writing

"Our language is the reflection of ourselves..."

Mahatma Ghandi -  Cries of Never  (1916)

Our language is part of our identity. How we speak or write or paint or move when communicating shapes our sense of self and our presence in this world.  Critical reflection uses particular language and writing styles.

What is reflective writing? 

Critical reflection uses particular language and writing styles, often linked to your study area. For example, critical reflection in Health disciplines is linked to evidence-based practice and therefore uses a combination of clinical language and first-hand clinician perspective. In contrast, critical reflective writing for a dance student may have technical terms and creative language. Regardless of area, reflective writing at uni needs you to link your reflection to theories. This means that there is a formal tone to reflective writing assessments.    

What does critical reflective writing include?

Critical reflective writing is not just a summary or description of an event or something that you have observed. Description is needed for context in a critical reflection but the core of good reflective writing is exploring the significance of events (the ‘why’ and ‘how’) by providing analysis and insights into your thinking.  

In critical reflective writing you need to:

This helps you to develop new insights and perspectives which can inform your future practice. 

Language of reflective writing

The language used in reflective writing allows you to discuss your personal experiences, feelings and ideas. It’s fine to refer to yourself and use “I”, “my” and “me”. 

You can also use action verbs when writing about your feelings and opinions, for example, “I felt…”, “I think…”, “I realise…”. 

Remember you also need to include theory to support what you are saying. Take a look at the  language of reflective writing  for more support in this area. 

What? So What? Now What? Model 

Just as there are models to help you critically reflect on your actions, thoughts and feelings, there are also models to help you write critical reflections. 

The 'What? So What? Now What?' model guides your own reflections and learning from events that are significant for you. It gives you prompts to help you identify and discuss the different components of critical reflective writing. 

Click on the plus symbols (+)  below to see what is discussed in each section. 

What? So What? Now What? template

To help you put this model into practice for your own context, download the template provided below to use for assessments. 

• What? So What? Now What? template

Essay versus critical reflection essay

At uni a common form of critical reflection writing is the critical reflection essay. For a quick recap on the major differences, look at this table.

Try to express your reactions, feelings, attitudes and views in an open and honest way. Avoid writing what you think others ‘want to hear’.

Remember that a critical reflection should describe, analyse and evaluate? Use this checklist to shape up a draft critical reflection based on a recent experience. Don’t forget to use the SWOT model to help prompt your writing

• A brief description of the event or context
• What you noticed
• What you were thinking and feeling
• Why this learning is significant to you
• What you have learnt from this experience
• How this will inform future practice.
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Critical Thinking: A Simple Guide and Why It’s Important

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Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .

Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.