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Unit 11: Reflective writing - A possible structure

Reflective thinking – especially if done in discussion with others – can be very free and unstructured and still be very useful. Even reflective writing can be unstructured, for example when it is done in a personal diary. In assignments that require reflective writing, however, tutors normally expect to see carefully structured writing. The example of basic reflective writing on the previous page can be broken down into three parts:

  • description
  • interpretation
  • outcome
Description (keep this bit short!)

What happened?
What is being examined?
Specific tasks were shared out amongst members of my team. Initially, however, the tasks were not seen as equally difficult by all team members.
Interpretation

What is most important or interesting or useful or relevant about the object, event or idea?
How can it be explained, for example, with theory?
How is it similar to and different from others?
Cooperation between group members was at risk because of this perception of unfairness. Social interdependence theory recognises a type of group interaction called ‘positive interdependence’, meaning cooperation (Johnson & Johnson, 1993, cited by Maughan & Webb, 2001), and many studies have demonstrated that “cooperative learning experiences encourage higher achievement” (Maughan & Webb, 2001).
Outcome

What have I learned from this?
What does this mean for my future?
Ultimately, our group achieved a successful outcome, but to improve our achievement, we perhaps needed a chairperson to help encourage cooperation when tasks were being shared out. In future group work (on the course and at work), I would probably suggest this.

This is just one way of structuring reflective writing. There are others and you may be required to follow a particular model (for example, GIbbs). Whichever approach to reflection you use, try to bear in mind the following four key points (all of which were made by course tutors who set and mark reflective work):

  • Reflection is an exploration and an explanation of events – not just a description of them.
  • Genuinely reflective writing often involves ‘revealing’ anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact it’s often essential!), as long as you show some understanding of possible causes, and explain how you plan to improve.
  • It is normally necessary to select just the most significant parts of the event or idea on which you’re reflecting. If you try to ‘tell the whole story’ you’re likely to use up your words on description rather than interpretation.
  • It is often useful to ‘reflect forward’ to the future as well as ‘reflecting back’ on the past.

Creative Commons License
SMILE - Writing skills - Reflective Writing by Martin Hampton, ASK, University of Portsmouth modified by Glasgow Caledonian University is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdf