Download - Reflective Writing ASK Week Spring 2013
ASK WEEK Pathways to Success
18-22 November 2013
Reflective Writing
Courtney Hopf
Academic Skills Adviser
Objectives
Learn what we mean by reflective writing Learn what kinds of assignments involve
reflection Learn about reflective writing’s
similarities and differences from other academic writing
Learn about the importance of linking reflection and theory
Learn how to structure reflective writing
What do they want when they ask for reflective writing?
Writing that mentions your practice where relevant
Writing that mentions your experiences where relevant
Writing that analyses your practice and experience in relation to the ideas and theories of your course.
How is reflective writing different from academic writing?
Academic writing
Reflective writing
Is written in a formal style
Makes use of references
Might refer to ‘feelings’
Might make extensive use of the 1st person (‘I’)
Is analytical more than descriptive
Is highly structured
Must be grammatically correct
Uses the author’s experiences in an analytical way
‘Ordinary’ academic writing
Using our reading to engage with and analyse the ideas that drive our course/subject
Reflective writing
Using our reading and experiences to engage with and analyse the ideas that drive our course/subject
When might I need to write reflectively?
When writing up case studies
After/during a placement
After/during work experience
To answer a question that asks you to refer
to your personal experiences
During employment/self-evalutation
After working on a group project
Example assignment titles
Write a blog entry describing a challenge you encountered during your placement and how you overcame it. At the end of the project write-up, you must include a reflective section discussing how well your group worked together, with reference to readings on group dynamics. Write a 3000-word essay discussing an education-related issue that has somehow affected your practice and that you feel strongly about.
3 steps Looking back at something (an event, an observation, a lesson, an intervention).
Analysing the event or idea (thinking from different perspectives, often linking to a model or theory from your subject)
Thinking carefully about what the event or idea means for you and your ongoing progress as a learner and/or professional.
Structuring reflective writing
S E E
Statement
Evidence
Explanation
= TOPIC SENTENCE
= References or experiences
One-sentence paragraph
= Significance
What constitutes a paragraph?
S
E
E
A standard ‘academic’ paragraph:
In the tea industry, which relies heavily on reputation and taste over trend, the benefits of direct and organic marketing far outweigh the more traditional elements of the marketing mix. Direct marketing can provide a more personal service (Fill, 2005), whilst organic marketing can provide a sense of community and allows contact and the transferring of knowledge with customers (Ghambari, 2008). In considering community in marketing strategy, Booms and Bitner (1981) suggest an extended marketing mix including people as a key element. This emphasises the impact of culture on the success of the tea industry, and in turn allows for the inclusion of cultural practices in marketing strategy development.
A reflective paragraph:
Though we shared out tasks amongst members of the team, this initially caused friction because the tasks were not seen as equally difficult by all team members. Cooperation between group members was thus at risk because of this perception of unfairness. In hindsight, it is clear that we needed a greater degree of what Johnson and Johnson (1993) call ‘positive interdependence’ (cited by Maughan and Webb, 2001, p. 11), or greater cooperation that focuses on the needs of the group as opposed to individuals. Many researchers, including Davis (2003) assert that such cooperation leads to higher achievement of group learners. Given this experience, I will strive to encourage greater positive interdependence in teams in the future, by emphasising that all contributions are equally important, even if they are not equally difficult.
S
E
E
Another way to think about it
Description What happened? What is being examined?
Interpretation
What is most important/interesting/ useful/relevant about the event or idea? How can it be explained e.g. with theory?
Outcome What have I learned from this? What does this mean for my future?
A reflective paragraph:
Though we shared out tasks amongst members of the team, this initially caused friction because the tasks were not seen as equally difficult by all team members. Cooperation between group members was thus at risk because of this perception of unfairness. In hindsight, it is clear that we needed a greater degree of what Johnson and Johnson (1993) call ‘positive interdependence’ (cited by Maughan and Webb, 2001, p. 11), or greater cooperation that focuses on the needs of the group as opposed to individuals. Many researchers, including Davis (2003) assert that such cooperation leads to higher achievement of group learners. Given this experience, I will strive to encourage greater positive interdependence in teams in the future, by emphasising that all contributions are equally important, even if they are not equally difficult.
D
I
O
What’s relevant?
You can’t talk about everything…
1. Make of list of any specific events or experiences that stand out to you.
2. Identify anything you feel you learned from those events.
3. Identify any ways of tying those events to your studies or theory.
4. Choose the best ones to build paragraphs from.
Try using a brainstorming table
Event/Experience What I took away Relevant
theory/teaching
I witnessed an argument between the team leader and a staff member.
I took note of how tasks were assigned amongst the team.
The time I helped one of the clients solve a problem.
I shadowed a very proactive person and watched how they worked
Remember
Seemingly small or insignificant moments can turn out to be prime sources of reflection!
Practice
Using the vocabulary handout for assistance, choose an event from a work placement or other relevant experience and construct a paragraph using the ‘SEE’ or ‘DIO’ method.
Summary
• Reflection is a thought process on paper
• It should not be purely descriptive
• The purpose is to connect theory and practice
• Be reflective in all aspects of your learning
• Consider the small things as well as the big picture
Further Resources
• Exeter University, Writing Reflectively
• Hampton, M (2009) Reflective writing: a
basic introduction. University of Portsmouth Academic Skills [Online] http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/WrittenAssignments/filetodownload,73259,en.pdf [Accessed 24.11.09]
• Moon, J (1999) Reflection in Learning and Professional Development, Kogan Page, London
• Oxford Brookes, Reflective Writing Guide
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