example of reflection in creative 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)

Creative Writing: Reflective Journaling

by Melissa Donovan | Aug 5, 2021 | Creative Writing | 58 comments

Reflective journaling cultivates personal awareness.

A journal is a chronological log, and you can use a journal to log anything you want. Many professionals keep journals, including scientists and ship captains. Their journals are strictly for tracking their professional progress. Fitness enthusiasts keep diet and exercise journals. Artists use journals to chronicle their artistic expressions.

A writer’s journal can hold many things: thoughts, ideas, stories, poems, and notes. It can hold dreams and doodles, visions and meditations. Anything that pertains to your creative writing ideas and aspirations can find a home inside your journal.

Today let’s explore an intimate style of journaling, one in which we explore our innermost thoughts: reflective journaling.

Creative Writing Gets Personal

A diary is an account of one’s daily activities and experiences, and it’s one of the most popular types of journals.

A reflective journal is similar to a diary in that we document our experiences. However, reflective journaling goes deeper than diary writing; we use it to gain deeper understanding of our experiences rather than simply document them.

Reflective Journaling

We all have stories to tell. With reflective journaling, you write about your own life, but you’re not locked into daily chronicles that outline your activities or what you had for dinner. You might write about something that happened when you were a small child. You might even write about something that happened to someone else — something you witnessed or have thoughts about that you’d like to explore. Instead of recounting events, you might write exclusively about your inner experiences (thoughts and feelings). Reflective journaling often reveals tests we have endured and lessons we have learned.

The Art of Recalibration is a perfect example of reflective journaling in which stories about our lives are interwoven with our ideas about life itself.

Reflective journaling has other practical applications, too. Other forms of creative writing, such as poems and stories, can evolve from reflective journaling. And by striving to better understand ourselves, we may gain greater insight to others, which is highly valuable for fiction writers who need to create complex and realistic characters. The more deeply you understand people and the human condition, the more relatable your characters will be.

Do You Keep a Journal?

I guess I’m a journal slob because my journal has a little bit of everything in it: drawings, personal stories, rants, and reflections. It’s mostly full of free-writes and poetry. I realize that a lot of writers don’t bother with journals at all; they want to focus on the work they intend to publish. But I think journaling is healthy and contributes to a writer’s overall, ongoing growth.

I once read a comment on a blog by a writer who said she didn’t keep a journal because she couldn’t be bothered with writing down the events of each day; I found it curious that she had such a limited view of what a journal could hold. A journal doesn’t have to be any one thing. It can be a diary, but it can also be a place where we write down our ideas, plans, and observations. It can hold thoughts and feelings, but it can also be a place where we doodle and sketch stories and poems.

I’m curious about your journal. Do you keep one? What do you write in it? Is your journal private or public? Is it a spiral-bound notebook or a hardcover sketchbook? Does journaling inspire or inform your other creative writing projects? Have you ever tried reflective journaling? Tell us about your experiences by leaving a comment, and keep writing!

58 Comments

Hello. I keep writing refrective journal in Japanese. Now I’m trying to it in English. My dream is publish my book of English someday.Mamo

English takes a lot of practice, even for us native speakers, but with time, patience, and commitment, you can do it! Good luck.

Except for a few short months following an interstate move in December, I’ve faithfully kept a journal for 24 years. It’s reflective, it’s prayer, it’s story starts, character sketches, research and notes, it’s sometimes a rant, and usually how I see the world and my take on life. There’s just no way I function well without the journal. It fills some deep need for reflection and observation, but also the need to physically write, which is soothing and mind-ordering for me.

Twenty-four years is a long time! I’m impressed. Wait… that’s about how long I’ve kept a journal too! However, I haven’t been that faithful about it. There are weeks and months when I’m writing so much in other forms (blogging, fiction, etc.), that my journal gets neglected. I admire anyone who can stick with it over the long haul. No wonder you’re such a good writer!

It is wonderful to know that others in this world feel this way. Journaling does seem to help me fell aggreable about the events and happenings that were wholesomel and settle the ones that were not. I never thought of writing as soothing and wondered about dragon voice recognition to do the writing for me, but it just does not have the right feel. So I have stayed with hand writing to record my experiences in this fleeting life.

I have to confess I’m not a fan of voice recognition software except in cases where it helps people who are disabled and cannot type or write. The act of writing, of putting words down on paper or typing them onto a screen, is how we learn vocabulary, sentence structure, spelling, grammar, and punctuation. Otherwise, we’re just dictating, and that’s not writing.

Yes, I definitely believe that journaling is good for working out problems and celebrating life’s blessings.

Just today I was visiting with my pastor about this very topic. He wants to journal so he could revisit his thinking from time to time but is too impatient with handwriting. He uses Dragon Writing for dictating sermons, etc. and mentioned he might try it for journaling as well. Whatever works! I’m a big fan of handwriting and I occassionally type journal entries, print them and glue them into my journal. My journals include bits of everything – handwritten entries about my life, copies of special emails, images and articles I run across, quotes, creative sign copy I see while traveling, etc. etc. I tend to keep a separate travel journals and include bits of info from local newspapers, promotional brochures, etc. Other than travel, I like to have everything in one journal.

I’m a one-journal person, too, although I have notebooks for various purposes: one for my blog, one for my client work, and another for a fiction project. I don’t consider those journals. My journal is for ideas, personal thoughts, and poetry. Keep writing!

I was just thinking of putting everything in one journal. It drives me buggy to keep track of 20 different journals.(one for this,one for that)The reflective writing sounds helpful for a course I’ve been listening to on Podcast. Thanks!

I write essay and poetry, and I also keep a journal. I write stream of conscious sessions or dive into explanations of what I’m trying to say ina poem or essay. I also write book reviews and thoughts on what I’m reading. Rant too. All kinds of stuff.

I love stream-of-consciousness writing sessions too, although I usually call it freewriting. It’s the ultimate adventure in writing for me, and it generates so much great, raw, creative material. A really good session actually feels magical.

I’ve kept a journal since the early 1970s as a record of the things going on around me in my life, events, good and not so good things. It is a record of my life. I don’t know if anyone will read it after I am gone, but it has been handy for me at times. When I wanted to know when a certain event happened, I look back in my journal. Because people know I keep a regular journal, I have often had others call and ask me when such and such happened and I am able to find it.

I think your journal will be a wonderful record of your life, something you could pass along as an heirloom or donate to an archival library. I know lots of historical writers love to dig through those archives and learn about people’s lives. I think that’s so cool!

Thanks, but I doubt that it will ever make it into an archives. I will just be happy if my children and grandchilren appreciate it. I have read that people put all kinds of things into their journals, but this one is a life journal. That is one reason I started using some of your ideas for different kinds of journals. I have started a reading journal going all the way back to when I can remember reading, recording some of my experiences and favorite books and so on. I am doing in that way as more of a legacy in the hopes that someday my grandchildren who are avid readers (and possibly a few budding writers as well) will enjoy reading about their grandma’s reading adventures. It definitely has to be what works for a person, or they wouldn’t be motivated to write in it.

What a wonderful legacy — such a treasure. Your children and grandchildren are very lucky!

I agree your grandchildren are fortunate. I recently acquired a copy of my great, great aunt’s journal. It is priceless to me and gave me so many new insights into “pioneer days” when she and her family were traveling across the prarie during the land run in Oklahoma.

I have kept a journal for years. It does reflect what is happening in my life but is more conversations with God, my hopes and dreams, my discernments and my frustrations. I know someday my kids will read them but on a whole I am very honest in them. One of the best habits I have is to ‘harvest’ them, rereading what I write and highlighting certain passage. Get double benefits from that.

I have my great Aunt’s 60 plus years of journal and want to do something with them someday. I have a friend who typed out all of his grandfathers journals, gleaned nuggets of thoughts and wisdom and published a book for his family. Isn’t that cool?

Thanks for good thought today!

I love the double benefits of journaling. In my family, there has only been one journal/diary that I know of and I believe they threw it away because it was full of so much smack-talk about other family members. I read it and didn’t think it was all that bad, but someone got offended and our little family heirloom got tossed. Ugh, what a shame. I kind of wish someone had redacted the offending passages and kept the diary. Anyway, yes, one thing about journals is that “one day someone will read them.” People need to keep that in mind. Thanks, Jean.

I’ve been keeping a journal since I’ve been able to write. It was full of angst during my teen years, but since adulthood, it’s been mostly filled with observations and just whatever’s on my mind that day. Some could be called writing exercises, but I think they’re more like Morning Pages purging my mind of whatever ails it, to free it up for fiction writing.

I was a big teen ranter and whiner too (in my journal). I did morning pages for a while and enjoyed them very much, but I’m not a morning person, so eventually I switched. Now, I guess I write night pages, except I call them moonlight pages. Ha!

Hi melissa,

Great post! I do have a journal and I write there everything you have mentioned: ideas, thought, insights, things I observe around, small stories that come out of my mind in the middle of a train ride.

Regards, Fernanda

I love the multipurpose journal best of all. There are so many different types of journals — who needs a hundred different notebooks floating around? I’m right there with you, Fernanda, although I do have special notebooks for fiction and blogging. Everything else goes into my journal though.

Nice post with some great ideas. As to your questions, I guess I’m a journal slob too. My journal has a little bit of everything and I often put in story ideas and story beginnings. So you could say I get a lot of my writing from what began in my journal. As to what type of journal, I have recently started to keep mine at an online private journaling source, makes it really easy and convenient.

Thanks for posting this.

I’m curious about private online journaling. Do you worry about a third party having control over your journal? Do you back it up locally? I can’t journal electronically anyway. For some reason, I write all poetry and journaling (plus some fiction) longhand. I would love a tablet with a stylus!

I just started using the online journaling a couple of months ago. I use penzu.com, supposedly they use the same encryption that the military uses plus you can lock your journals with two pass codes and no one is suppose to be able to access it but you, not even their staff. You can also download it or print it out at anytime. I use to journal on my computer, because I can type faster than I can write longhand. But constantly downloading to cd and having to upload it each type I wanted to use a different computer was a real pain. I’ve lost journals due to viruses or corrupted cd’s. This way it’s all backedup automatically so I don’t have to worry about losing anything, and I can access it from anywhere. It’s really nice.

Thanks, Tiffiny. I certainly see the benefits of storing a journal online. I guess everything will eventually move to the cloud. Normally, I’m all in favor of technological advances, but storing my stuff (journals, photos, music) somewhere other than my own hard drives is one advance I’m not crazy about. I like the idea, but I am fixed on having my own backup. Anyway, I’ll definitely look into penzu.com. That sounds pretty cool!

I don’t go anywhere without my spiral notebook. I don’t really call it a journal, though. I write everything in it. From grocery lists to affirmations. I tend to think of a journal as being more personal. I cannot underatand a writer who does not keep some form of journal with them at all times. I guess they figure the good ideas will rise to the top.

I kind of understand the good-ideas-rise-to-the-top concept now. A while back, I started conceptualizing a novel and I would just think about my ideas throughout the day — for several months — and didn’t write anything down. And it worked. The best ideas stuck, so then I moved on to brainstorming and note taking. But generally, I write everything down and keep little notebooks stashed in places where I might need them in a pinch (my car, purse, nightstand).

I journaled frequently during our Peace Corps experiences in Ukraine and posted them on my website so they were availableto the public. I was amazed how many people followed them. I received many e-mails from total strangers who were living vicariously through my journals. When we returned to th euSA, we decided to do a stint in AmeriCorps*VISTA and because of my journals, someone contacted me and offered us wonderful housing (a housesitting arrangement) for the duration of our tenure. My journaling is generally reflective. I also do “morning pages” (a la “The Artist’s Way”)…these tend to be rants or details of my day or dreams and schemes and plans…these are private, unedited, quickly tapped out and I do not share them since they may be too intimate or revealing. (I use 750words.com and write as fast as I can for 20 minutes every day – no editing and no thinking just hit it sister!) It is amazing to look back at my journals and relive my thoughts and obeservations. I recommend doing this kind of daily writing. It is cathartic, healing and helps one know themselves. Life is good. “Ginn” In Steamy SC http://www.pulverpages.com (look for my Ukrainian journals there and my Malawi journals and find a link to my blog on my Camino from Roncesvalles to Santiago de Compostela)

I will definitely go check out your journals and 750words.com (I’ve never heard of that site). I love a fast, intense writing session with no editing. That’s where all my best material comes from.

I used to keep diaries when I was a kid and teenager. The ones from my teens were mainly public blogs and I wrote on them nearly everyday. In my twenties I’ve kept a private hardback journal where I write about experiences I don’t want to forget, feelings, stories, lyrics, doodles, rants, etc. I write pretty much anything I want to write about. Sometimes it helps me sort things out and other times it inspires me to write about something.

It is so weird to me that kids these days are keeping public diaries on their blogs. Blogs didn’t exist when I was a teenager (and I’m grateful for that!). When I was a teen and in my twenties, I always wrote down my favorite song lyrics (and made up plenty of my own too). What I love best about journaling is that anything goes. It’s my writing space, so I can write whatever I want there, and so can you!

Hi Melissa, I’ve kept some form of journal writing for years, but in a more deliberately conscious manner for about 8 years, in which I include, as you say, ‘free writes,’ which are so great for personal growth and awareness, as well as sudden insights about family and relationships and story ideas. I love my journal and, as I say, in recent years, keep it handy with me wherever I go.

That’s so interesting because I never get personal insights from my freewrites — just a lot of raw material that I can shape into something like a poem or song. I guess when I do focused freewrites, I solve problems, but in those cases, the freewrite has an intent (as opposed to just writing anything that comes to mind). That’s what I love about freewriting — there are so many different ways to use it.

This is the first time I’ve responded to one of your posts. Yet, you can rest assured that I read them faithfully. Why? Because, um, well, uh, because they are just so darn good!

I learn from you and enjoy the process.

Before I say how I use my journals, I must disclose that I am part owner of a business which sells guided journals as well as a home study course about how to get the most out of using a journal.

My first introduction to journal keeping came while I was in college. I treated the process poorly. I was a very bad date for my poor journal. You can say that while he was always faithful to me I certainly was not that to him.

Later, peer pressure from some very wonderful friends had me reaching for another blank book.

Now, well let’s just say my journals and I have become dearest of friends.

There is one journal which is different from all my others. I began it four years ago and there are only a few pages used. Yet, this journal is used faithfully as it was intended to be used. Once a year my granddaughter and I have a Christmas Tea. After our tea I record things about the tea and ask for her input. She will be six years old when we have our tea this year. This will be the first year her own pen will touch the page.

My desire is that she continue the Christmas Tea Celebration as well as the recording of the event after my death. Perhaps her mom or a friend will join her. Some day her own daughter may be her guest.

At any rate, the treasure she and I are creating together is worth more than any gold I might think of leaving her.

Thank you for your kind words, Yvonne. Your Christmas Tea Celebration and its accompanying journal is a beautiful idea. What a wonderful thing to share with the little ones. I think it’s a lovely tradition.

Yes, I always keep a journal. My thing is to not put any rules on it or it stresses me out. So, it is chaotic, unorganized, pages ripped out, stuff written here and there, scribbles, magazine clippings stuffed inside, pictures stuffed in. Messy.

Rules are stressful, aren’t they? I find that sometimes rules promote creativity but other times (like in my own journal), they hinder it, so I’m with you Kristy — I like a messy journal.

Your post is wondeful!! I do have a journal about which i had forgotten for almost a month :/ Reading your post just reminded of the fact that it was only because of constant reflective writing in my journal that i realised that this (writing) was what i want to do for my entire life! Thank you 🙂

I think a lot of writers start out by keeping a journal. There’s something about journal writing that comes naturally to certain people, and it makes sense that they would go on to become writers.

I started to keep an everyday journal when I was going through a tough time (about 4yrs now), it was suggested to me and ever since I’ve been keeping one. It’s great to get things out,sometimes though it’s hard to put everything down because I’m afraid someone will read it (because they would if they found it).lol but I use my journal for writing thoughts, feelings about things and people,memories,dreams/nightmares, I write about events that have happened too good and bad, I do drawings,sketches,poems,favorite quotes, stick in fav pics etc. Basically a bit of everything!! I prefer leather bound journals with plain paper but at the mo I’m trying out an art blanc journal because the design caught my eye,not to fond of being restricted to lines though! 🙂 I hope I keep one on into my life,sometimes I forget how helpful it is.

Great post! 😀

Your journal sounds a lot like mine! I do have a suggestion for you. If you’re uncomfortable writing your private thoughts in your journal because you’re worried someone will invade your privacy, you might develop a code system or use images instead of text to express certain ideas. I used to use code names for people, and I would sometimes write certain words in another language or using icons. It also makes journaling a little more interesting.

I call my journals Daily Milestones, because that’s what life feels like to me. Even in the most mundane days where I don’t engage in many activities, I can still have an epiphany in some way or another. If I’ve had an activity packed day or week, then I can go off even more!

I also like titling each entry with something witty like Planting Seeds in the Sandbox because it sometimes keeps the focus and intent of a certain entry. That one in particular is about how life is like a giant sandbox and how we, like children, like to play different roles. We plant “seeds” of our imagination to sprout into our reality.

When I first started keeping a journal in 2009, my entries would just be positive messages and revelations about life, but as time went on, they became more personal. I began writing about actual events in my day rather than just abstract inspirations. It felt odd to write about what happened in my day and even more weird to write how I felt about different aspects of the day and my life. I realized if I’m not gonna be honest with myself, especially where I have all the space and time to do so; what chance would I have with being honest with other people or in my creative writing?

It’s really helpful as a fiction writer to keep a journal because I notice a lot of recurring themes to write about: Reminders of how to remain on the path of truth and virtue amongst the many others that would take too much space in my post. One thing I find is how I judge/commend other people. When I write about other people they feel like they become fictional characters because of how I pick apart their faults and qualities. It helps me see them multidimensionally and transfer that realism in the characters I create in my stories.

And of course all this leads to a massive insight to self discovery as I find myself revisitting old entries just in case I’ve strayed from the path.

Thank you, Marlon, for sharing your experience with reflective journaling and explaining how it has benefited you as a writer, storyteller, and human being. What a wonderful testimonial!

Hi Melissa, sounds like your reflective journal is much like mine, with ideas, lists, doodles and plenty of free writing and first drafts of poem. I also note down story ideas and scraps of conversation or a phrase from someone else’s poem or story – so I suppose mine is a journal cum writer;s notebook. I also have a pad specifically for things to do and also my diary and when I look through they also seem to be combination of things, sometimes including pitching ideas and client requests.

Thanks, Sue. I love learning about how other writers use their journals, notebooks, and other writing tools. I’m glad you shared yours!

Hi Melissa,

I have been filling sketchbooks for years as a way of developing my watercolor painting skills, but I am a writer too, so inevitably I worte abd write a lot too, sometimes more than I sketched. Currrently, my main journal is a sewn-binding refill from Renaissance-Art. I have about 14 of them filled. I use mostly the 5.5 x 8.5 size and put my own hardbound covers on them when done, usualy with a sketch or writing on it and imitation leather trip. I use them for sketches on the spot or from photos, like a scrapbook at times, pasting in photos and this and that. An yes, resflections, insights, acconts of evens and trips, just about anything.

Good post, as usual. Thanks.

Hi Bill! Even though I can’t see your journals, they sound beautiful! I love when words and art come together.

I honestly don’t keep a journal,but I periodicaly write in a tablet ideas for new story development. ps.I have a book out the title is THE SIR DAVID THOMAS SERIES.Perhaps it may be something you would like to read.

A tablet or notebook could be considered a journal.

Honestly, i also don’t keep a journal, but I’d write my story ideas, probable developments of them , brainy quotes by others in every-day life and any interesting observation in my phone, laptop, or on a variety of papers (which do not form a notebook in whole!). But I have a separate notebook to jot down ideas for my thesis research report. I guess I’ll keep on writing my creative notes also in future in the same manner.

Yes, now with all these electronic devices, I think a lot of writers’ notes are becoming spread out. I use Evernote, which syncs to all my devices, including my computer. It has tons of great features — for example, you can clip stuff from the web. You can also create multiple notebooks.

Hi Melissa, Personally, I love keeping journals. I have multiple journals for different things. My private journal is just a regular composition notebook where I write down basically all my thoughts and things that happen to me. Occasionally, I paste pictures and articles. Another journal I keep is a spiral-bound notebook where I write down ideas, poems, short stories, etc. I have a couple of those, and I tend to read through them from time to time. I find it helpful to keep journals, that way, I can see the progress I’ve made over the years.

I love flipping through my old idea journals. I often find little treasures that I’ve forgotten about! Sometimes I even find an old idea that I’m now ready to use.

As silly as it might sound to some, I have MANY journals I keep at once. Of course, I have many to begin with and have been journaling since 1983…I have a journal of daily quotes filled with awe inspiring quotes from famous or important to me people. I journal of family history stories for when the thoughts and memories arise, I record them. My everyday (but not always every day) journal filled with intimate and inspiring yet sometimes dark and dreary moments in life. I have two journals (one for each of my children) loaded with photos and stories of important and important to me events to record in each of their lives. I have a Christmas and Thanksgiving journal so I can record each and every holiday and gathering with family and friends and including the preparing and gift giving. A travel journal that I use to prep for journeys and attach receipts and pics and business cards. I must not forget to mention the Bibliophile Reader’s Journal to record books I am reading so that I remember the most important details from each. An honorable mention is the Homes I Have Lived In Journal where I sketch out each home’s floor plan and add pics from our old albums to depict a room that just happened to be in old photos we took. One might ask, why so many as opposed to combining all in one? My simplest answer is; each journal represents a complex chapter in the Life of Me.

That’s awesome, Marcy! What a wonderful collection you’re creating.

I have already been trying to experiment on different types of journaling method since I was a child. My family knew how attached I have always been to notebooks.However, I would always find it too tedious to keep different notebooks for different aspects of my life. Finally, at 2018, I discovered the bullet journaling method. That was when I realized that I could actually keep an all-in-one journal. Currently, my bullet journal houses my ideas, my Bible reading and book reading reflections, and my thoughts. It also serves as my diary. But probably the most treasured part of my journal is Dream Notes section where I keep my most memorable dreams. That is because I would usually have weird and vivid dreams that sometimes serve as reflections of my current mental or emotional state. Other times, those dreams could be excellent sources for stories and poems. I’m always amazed of what my mind could conceive while I’m asleep. So I keep them recorded in my journal.

I use a variation of bullet journaling too. I’ve been doing it for a couple of years now (just ordered my third one) and it’s been pretty awesome. I use mine strictly as a planner, calendar, and tracker. I’m not sure I’ll keep all those journals; they’re mostly full of work-related stuff. So I like to keep my creative journals separate. I love notebooks too. Can’t have too many!

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Developmental editing · copyediting · proofreading · résumés · more, what is “reflection” in creative nonfiction.

For the most part, novelists and memoirists use the same set of tools to tell their stories. They both create vivid scenes, develop three-dimensional characters, and evoke a strong sense of place. They rely on dialogue, effective pacing, and themes. But there is one tool that is used almost exclusively in creative nonfiction: reflection, sometimes called “the reflective voice” or “the voice of experience.”

Defining Reflection

The purpose of reflection.

The aim of reflection is to make sense of the story, but it is not used to tell the story. (The voice of innocence does that.) Memoirists use the reflective voice to make meaning—to help readers discover the underlying message of a particular scene or moment from the character’s life. The color-coded passage below, from Lucy Grealy’s Autobiography of a Face , illustrates how the voice of innocence (green) and the voice of experience (purple) work together to tell the story in a work of creative nonfiction:

[My mother] borrowed a pair of scissors from the nurse’s desk, and while I sat in a chair she snipped off what remained of my hair, my white, white scalp shining through.  We discovered for the first time that I had a large birthmark above my left ear.

The next morning my mother came in with a hat, a small white sailor’s hat, which I put on and almost never took off for the next two and a half years, even during the periods when my hair was growing back in.  Sometimes it grew several inches and was perfectly presentable as hair, but I knew it was only going to fall out again, and I refused to be seen in public without my hat.  My hat.  It became part of me, an inseparable element of who I thought I was.

My hat was my barrier between me, and what I was vaguely becoming aware of as ugly about me, and the world.  It hid me, hid my secret, though badly, and when [other children] made fun of me or stared at me, I assumed it was only because they could guess what was beneath my hat.  It didn’t occur to me that the whole picture, even with the hat, was ugly; as long as I had it on, I felt safe.  Once, on television, I saw someone lose his hat in the wind and I immediately panicked for him, for his sudden exposure.  It was a visceral reaction.

Here, the voice of innocence communicates the child’s experience—it creates a brief scene that shows the character receiving a haircut and beginning to wear a hat that later becomes central to her identity. Then, the reflective voice takes over to say things the child can’t say because she doesn’t know them yet. The child doesn’t realize her hat acts as a mask or that she is “ugly” even while wearing it. These are the adult’s revelations—things she has learned in the years since she wore a hat to hide from the world.

How to Reflect

Beginning memoirists often fall into the trap of only using the reflective voice or only using the voice of innocence, rather than combining the two. This typically happens because they don’t feel comfortable moving between these distinct voices. However, with a little practice and the use of several effective techniques, it becomes second nature. Below are strategies adapted from memoirist Joyce Dyer’s handout “Techniques to Start Reflection in Creative Nonfiction.” These strategies can be applied in nearly all works of creative nonfiction.

• Ask a question. (Why is to so hard to…?)
• Reject possible explanations. (I don’t believe… It seems unlikely…)
• Imagine or speculate. (I wonder what would have happened if… I like to imagine… I hope my mother knew… Perhaps things would have been different if…)
• Tell an alternative version of events and then reveal the truth. (It didn’t actually happen like that… Unfortunately, that’s a lie…)
• Use timestamps to show distance between the event being described and the present day. (Now, I can see… Today, I understand… Looking back… I didn’t realize it then, but…)
• Use generalizations to explain a key takeaway from a scene. (We don’t often think of justice as…)

The color-coded example below, an excerpt from Richard Hoffman’s memoir Half the House , illustrates the author’s smooth transition from the voice of innocence (green) to the voice of experience (purple) using the “timestamp” technique (underlined).

By the end of football season, I couldn’t bear the shame anymore.  I tried to explain to Coach Tom that as a Catholic I would have to tell the priest about [the sexual abuse] in confession.  I tried to reassure him that he didn’t have to worry, that the priest was bound by “the seal of the confessional.”  Priests had been tortured to death without revealing what was told to them in confession.

“Bullshit,” he said.  “He’d go right to your mother and father.  Think about that, you little moron.  I bet that would go over big, huh?”

After that he avoided me, and only spoke to me when he had to.  It was over.  I remember a boy named Chris was always with him after that.

So when my mother asked about the purple wound on my arm, I told her a dog had bitten me on my afternoon paper route.  She wanted to know whose dog it was.  Did it have a collar on?  There was no telling what kind of germs a stray might be carrying.  As I remember this now , I’m not convinced that she believed me, and thinking of the awful silence that came between us, I sometimes feel as desolate as I did back then, when the winter sky slipped away to dark blue and I hurried to get The Evening Chronicle on a mile and a half of doorsteps before it grew too dark to see.

The word “now” is a signal to the reader, a flashing neon sign showing that the narrative has jumped forward in time from a childhood memory to the adult narrator’s reflection on that memory. This shift from the voice of innocence to the voice of experience doesn’t call attention to itself, but it does allow the memoirist to include knowledge and feelings the child wouldn’t have been able to articulate. It also helps readers to understand the long-term impact of the lie and the feelings it created—again, things the child couldn’t have known in the moment.

Reflection is a key element of most memoirs and personal essays. Therefore, it’s an essential skill for writers of creative nonfiction to develop. When writers move seamlessly between the voice of innocence and the voice of experience, they add depth to their work and help readers connect to the characters’ experiences on a deeper level.

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Academic writing: a practical guide

Reflective writing.

• Academic writing
• The writing process
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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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• Last Updated: Apr 3, 2024 4:02 PM
• URL: https://subjectguides.york.ac.uk/academic-writing

• Academic Skills
• Reading, writing and referencing

Reflective writing

Advice on how to write reflectively.

Reflective writing gives you an opportunity to think deeply about something you've learned or an experience you've had.

Watch the video below for a quick introduction to reflective writing. The video includes an example of reflecting on practice, but the approach is equally useful when reflecting on theory.

Video tutorial

Reflecting on practice.

Reflective writing may ask you to consider the link between theory (what you study, discuss and read about at university) and practice (what you do, the application of the theory in the workplace). Reflection on practical contexts enables you to explore the relationship between theory and practice in an authentic and concrete way.

"Yesterday’s class brought Vygotsky’s concepts of scaffolding and the ‘significant other’ into sharp focus for me. Without instruction, ‘Emily’ was able to scaffold ‘Emma’s’ solving of the Keystone Puzzle without directing her or supplying her with the answer – she acted as the ‘significant other’. It really highlighted for me the fact that I do not always have to directly be involved in students’ learning, and that students have learning and knowledge they bring to the classroom context."

What this example does well:

• Links theory to practice.
• Clearly states where learning occurred.

De-identify actual people you have observed or dealt with on placement or work experience using pseudonyms (other names, job titles, initials or even numbers so that real identities are protected). E.g.:

• "It was great to observe ‘Lee’ try to..."
• "Our team leader’s response was positive…"
• "I observed G’s reaction to this..."
• "Student Four felt that this was…"

"The lectures and tutes this semester have broadened my views of what sustainability is and the different scales by which we can view it . I learned that sustainability is not only something that differs at an individual level in terms of how we approach it ourselves, but also how it differs in scale. We might look at what we do individually to act sustainably, such as in what and how we recycle, but when we think about how a city or state does this, we need to consider pollution, rubbish collection and a range of other systems that point to sustainability on a much larger scale."

• Clearly states where learning occurred
• Elaborates on key issues
• Gives examples.

"On the ward rounds yesterday, I felt Mr G’s mobility had noticeably improved from last week. This may be due to the altered physio program we have implemented and it allowed me to experience a real feeling of satisfaction that I had made a real difference."

Action verbs are usually expressing feelings and thoughts in reflective writing, e.g. felt, thought, considered, experienced, wondered, remembered, discovered, learned.

Reflecting on theory

Some reflection tasks are purely theoretical, where you are asked to consider texts you have read, or ideas you may have discussed in tutorials, and reflect on them.

"Comparing the approaches of Mayr and Ulich (2009) and Laevers (2005) to what 'wellbeing' means for the early childhood setting was very illustrative in that I discovered they seek to do similar things but within different frameworks. Analysing the two constructs highlighted that the detail in Mayr and Ulich’s framework provided a much richer framework in defining and measuring wellbeing than Laevers’ does."

• References correctly.
• Considers what the theory has shown.

Using the DIEP model

When writing reflectively for the first time, it’s not uncommon to produce a summary or description of the event or experience without deeply reflecting on it.

Reflective writing needs to go beyond simply summarising what happened. Your reader needs to gain an insight into what the experience meant to you, how you feel about it, how it connects to other things you’ve experienced or studied and what you plan to do in response.

To be sure you don’t leave out any of these critical elements of reflection, consider writing using the describe, interpret, evaluate, plan (DIEP) model to help.

DIEP approach adapted from: RMIT Study and Learning Centre. (2010). Reflective writing: DIEP .

You can and should refer to yourself in your reflection using personal pronouns, e.g. I, we...

Begin by describing the situation. What did you see, hear, do, read or see? Be as brief and objective as possible.

Starting phrases:

• The most interesting insight from my lecture this week is ...
• A significant issue I had not realised until now is ...
• I now realise (understand ...) that ...

Interpret what happened. What new insights have you gained? How does this experience connect with other things you’ve learned or experienced before? How did the experience make you feel?

• This experience idea is relevant to me because…
• This reminded me of the idea that…
• A possible implication could be…

Make a judgement. How useful was this experience for you? What is your opinion? Why do you think this might be?

• Having realised the importance of ..., I can now understand…
• This experience will change the way I view ...
• Being able to see… in this way is extremely valuable for me because…

Comment on how this experience might inform your future thoughts or actions. How could you apply what you’ve learned from the experience in the future? How might the experience relate to your degree or future professional life?

• This is beneficial to me as my future career requires…  
• In order to further develop this skill…I will…
• Next time…I will…by…

[TS] The most surprising insight I have gained so far is how important recording and distributing succinct and accurate information is to the success of the project. [D] In the first week of my internship, I was asked to record some meeting minutes and distribute them to the project team and the client. [I] I initially felt offended as the task appeared trivial to me; it was something we rarely did during team meetings at university. [E] However, after speaking with my industry supervisor, I began to understand how important it is to keep a clear record of the meaningful points raised during meetings. [I] Making accurate notes of the key outcomes was harder than I expected as the rest of my team was relying on my minutes to know what they needed to do. [D]After reviewing my minutes, my supervisor agreed that they were sufficiently clear and accurate. [I] I’ve realised that poorly recorded minutes could have resulted in missed deadlines, miscommunication and costly implications for our contract. [P] To improve my ability to take notes I plan on reviewing the minutes made by my colleagues for other meetings and to investigate note taking techniques such as mind mapping (Trevelyan, 2014). Mind mapping uses links and annotations to record relationships between words and indicate significance. [I] This will help me to continue to develop my skills in this area and develop my ability to “prepare high quality engineering documents” as part of attaining the Stage 1 competency of written communication (Engineers Australia, 2018).

Trevelyan, J. P. (2014).  The making of an expert engineer: How to have a wonderful career creating a better world and spending lots of money belonging to other people . Leiden, The Netherlands: CRC Press/Balkema.

Ask yourself:

• Have I based my reflection on a specific incident, activity, idea or example?
• Have I sufficiently critically analysed the situation?
• Have I integrated theory in a meaningful way? Can I elaborate further to demonstrate the relevance of the idea and my understanding of it?
• Are my plans specific enough? Can I be more concrete?

When editing your draft, try colour coding each element of DIEP to be sure you have a balance of elements.

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Reflective Writing examples

Evaluation of project.

In analysing my work, I feel that this project compelled me to find inspiration from so many various sources, subsequently building on my imaginative capacity as well as my practical knowledge. Therefore I feel I have gained and developed many skills in terms of my own personal creativity and development.

Through creating my styling concepts, I not only became inspired by other practitioners, but felt I gradually began to find my own style in terms of composition and construction of narrative. I thoroughly enjoyed constructing the set for my photo shoot and sourcing possible locations as well as sourcing ideas for stylings from markets and museums and just taking in everything around me. Photographically, I was forced to consider and understand technical concepts of shooting in different locations. Technically I did find some difficulties transferring the image from film negative to computer screen, where I went through processes of scanning negatives etc, so next time I would like to improve on this element.

On reflection I feel the photo shoot was successful, in terms of it being well planned and in terms of realisation of my concept. I found the storyboards to be of great assistance on the day of the shoot. Putting my work into context, I do feel it works well as a CD cover. This is mainly due to my constantly keeping in mind the frame of a CD cover when planning and shooting my compositions, in order to allow for cropping. I feel the images also successfully visually represent and evoke the feel and atmosphere of the artist, the zeitgeist and, most importantly, the track.

As a whole in terms of a finished product I feel I fully transferred my original visualisation into a finished image, and feel it reflects many of my research sources from surrealism to psychedelia. I was really pushed to think conceptually and found this project challenging, enjoyable and, most importantly, a significant step in furthering my creativity, and hope this is reflected visually through my journal.

Adapted from Hannah Robinson, FdA Fashion Styling and Photography (LCF)

In the music image project, my aim was to resolve the problems I had in my last project with my accessories. This time, I customised and modified the gas masks and belts and printed some logos on a flag. I also made a mask from a T-shirt and printed an image onto a jacket. This has all come out quite well, but after I had made them, I continued developing the ideas in my head, and realised I could have done some alternative modifications.

It took a long time to create the images for this project. This is because I was dealing with political and historical content. I thought I could create good ideas if I explored them enough, but it was too time consuming, and I became confused when coming up with my own ideas. It was, however, very stimulating and inspiring to do some research on western history and politics.

In the styling section, my ideas for customising and modifying were not perfect, but I was able to achieve a certain amount. I am pleased with the work, and feel encouraged to push myself in the next project. I liked my styling, but found it difficult to make four outfits, because I had to use each garment separately. What I could have done was have put all the garments in one or two outfits only instead of spreading them through all of them.

In relation to the photography, I feel I should have explored more photographers. This would have given me inspiration for the mood, composition, lighting and location. I need to do more research on a daily basis not only for projects but for my visual diaries as well. On the day of the photo shoot, one of the models didn't turn up, so I had to consider everything again on location. From this I learnt that I need to be more responsive and flexible as this is likely to happen again. Choosing which photographs to use was difficult as well, as I had to consider both composition and layout for the cover.

In terms of IT, I really improved. I started using Photoshop about a month ago, and I can now create a quality of work which I am confident about.

Overall, what I discovered from this project is the importance of a schedule. I have to set a proper timetable and follow it. I also need to fully consider things before I actually do them, as otherwise I get lost and lose inspiration. Finally, reflecting on the positive and negative aspects of my project will, I believe, really help me improve myself for the next one.

Adapted from Ryusuke Kase, FdA Fashion Styling and Photography (LCF)

Reflective statement for dissertation

The dissertation process has been an important journey for me in which I have developed my independent learning. It has, however, been challenging at times.

It has been a time consuming process needing much focus and commitment. At first, I thought everything would be straightforward and that I could manage my time, but it was hard to juggle between my part-time work and family commitments. In order to prioritise the dissertation, I took a short period of time out from work and held back from family events.

To keep myself on track I constructed action plans. At the beginning of each week I would make a daily plan of what I hoped to achieve and how I would do it. I then ticked off each task as achieved. This helped me achieve smaller goals within the research. So throughout this process I have learnt to be self-disciplined, organised and become better at time management. These are clearly needed for future employment.

The primary research part was difficult and at times very frustrating. It was hard to find staff in retail companies that were willing to take part, and I did not have enough information. Through a personal contact I was able to interview someone who gave me a much clearer insight into my field of study. I learnt that it is important to test out your questions before actually doing an interview. Next time I would approach key people earlier and also maybe try to vary the research method: a telephone interview may be more successful for very busy people.

I also had to research a variety of sources such as industry journals and key texts. This at first felt overwhelming. My tutor gave me some targeted references and I also asked the library staff for support in accessing the information I required. I learnt that asking for help can be a good thing.

The information itself needed to be interpreted which required critical and analytical skills. I kept having to return to my initial question to avoid missing the point. At times I felt that I was not getting anywhere. I now understand that this is all part of doing research and, over time, I discovered some interesting themes.

Writing up the dissertation was also a challenge. I had to disregard a lot of information that was not entirely relevant to my research question. Also at times the content was vague, and the ideas did not always follow logically. I used Study Support to develop my writing skills, but wished I had approached them for help at an earlier stage, as this would have saved me a considerable amount of stress.

To conclude, the dissertation assignment has improved my confidence in my ability, through producing a lengthy piece of work. I feel it has effectively concluded the academic phase, and I am excited and motivated by the prospect of getting a job in the fashion industry.

Extracts from BA (Hons) Fashion Management students' dissertations (LCF)

Reflective journal - work experience

In a small salon environment such as London Beauty, customer service and communication skills are really important as the clients tend to know the therapist very well and have a close trusting relationship with her. The manager Shelly knows all the clients and talks very easily to them. This is a skill that I find comes very naturally to me and I have a few clients for whom special communication skills were required. They were nervous about some of the treatments. I could reassure them and put them at their ease. For example, a man came into the salon for a facial. It was his first time and was very uncomfortable. I saw this as a challenge and engaged him in conversation as I would with any other client. By the end of the treatment he was very relaxed and planned to come back again soon! I felt proud I had been able to make him feel comfortable.

Something that did not come easily to me was promotion. It was my job to stand outside the spa giving leaflets to people who went past explaining the treatments that were on offer. This is an awkward task as people do not like to be approached by others to sell them things. I was worried I would not be successful. I threw myself into the task and gave out over 100 leaflets and secured 7 bookings! I learnt that sometimes you just have to be enthusiastic and think positively about trying to sell things.

I felt my personal appearance was good throughout my time in the salon. I wore a light amount of make up and had no jewellery on at all. It is important in maintaining a professional appearance as well as the health and safety implications about following the dress code.

My organisational skills have always been a weakness for me and I did not want this to affect my work in the salon. I made sure I was always punctual and any task was completed in the appropriate time.

Overall I think my communication skills and my ability to work on my own initiative are my biggest strengths. I have learnt how to sell the services and also become more organised with my time. One thing I need to do is spend more time thinking about the more complicated treatments. Making a note in my learning journal on a regular basis would have helped me reduce my stress levels, and reminded me of where I was likely to mix up the order of the routine.

Overall, I learnt a great deal on my placement and I am now more determined than ever to qualify as a Beauty Therapist and have my own salon.

Adapted from Geraldine Topping, FdSc Beauty Therapy and Health Studies student (LCF)

Evaluation of work experience

Over the course of the week I examined work as diverse as From the House of the Dead, Demented and Deformed , to the Cunning Little Vixen . I feel this emphasises the importance of drawing as a tool for any designer, and by honing this skill I will feel more confident in expressing my ideas. I am pleased that I chose the Figure in Context as an elective. I have improved my technique and developed more competence with various media, particularly paint, an expressive means of suggesting texture.

Stan Won't Dance has opened up a new area of costume for performance thus far in my experience. I particularly enjoyed the process of examining designs and breaking down the image into practical components that can be sourced and customised to create viable, wearable costumes that must withstand the demands of movement and dance. Working closely with the assistant supervisor has given me practical exposure to the role of costume supervisor in the creative process. It was also satisfying to share these experiences with a member of my class peer group. I have drawn the conclusion that it is a role I would be interested in pursuing during my professional future.

Regarding the overall visual style of the production, I am now aware that I find an alternative approach to costume more stimulating than the conventional approach. I feel that such projects encourage an assistant to use his or her own creativity to a considerable extent, notwithstanding the development of pre-ordained designs.

The daily work schedules were regular, thus I had more time to attend exhibitions, read and draw. These activities have been inspiring and fruitful, and have helped me achieve an enjoyable balance between work, studies and leisure time. In the past I have not taken enough time to reflect on work and its related experiences, so it is a personal progression for me to do so now.

Perhaps one negative aspect of this industry-linked project has been that I have not been intensely involved in any one project. Yet this only serves to confirm my belief that I must be thoroughly engaged by a project with sufficient responsibility in order to feel satisfied by the process. The fragmented nature of this term's projects was partially down to circumstance - the archive did not require an assistant or trainee for the duration. However, the situation has taught me to be more pro-active in the future.

In conclusion, I believe that as a result of this experience, I have gained new perspectives on the roles I would like to pursue, and also on how teams - designers, supervisors, makers - work together to realise a creative vision. I am also more aware of the areas that inspire me, for example, how movements in art history (often symptomatic of social flux) have provoked design, and how the abstract and esoteric can, paradoxically, become material, and make comment on the world in which we live by way of a performance narrative. This is demonstrated by both the work of artist Antony Gormley, and proposed by Off the Wall.

Finally, I feel that I now can apply my research, drawing and academic skills to produce work that will do justice to this new, lucid perspective.

Adapted from a final year, BA (Hons) Costume for Performance, LCF

What Is Reflective Writing?

Written by Scott Wilson

What is a reflection in writing? Reflection in writing is the act of including analysis or perspective on the text within the text itself. It’s a technique that is used to examine and interpret a passage or event described in a written work, and can be either a literary device or a tool for self-analysis.

Commonly found in academia, reflective writing is a genre of essay that prompts the writer to tell about a meaningful personal experience and reflect on the lesson learned or how it changed their perspective. 

Though you will likely be tasked with exercises in reflection in academic setting, you will still be expected to take a creative approach in order to engage your readers.

Telling an engaging story is important here because your essay will be most effective when your readers find themselves leaning into the page, a physical posture of their interest. 

Like a mirror, reflective writing allows the writer and readers to look back at the text and themselves to uncover deeper meaning. This allows perspectives or unexamined aspects of the text that might otherwise be hidden to be discovered and unpacked.

For the author, reflection is an exercise in self-analysis. While writing reflectively, the writer is expected to examine their own reactions and to document them as they are writing. In works of fiction, the reflection may be undertaken on behalf of a narrator and used to weave additional drama or meaning into a work.

Reflective writing describes the internal reactions of the writer and uses them to interpret the events described in the text.

Although reflection is a subjective exercise, it is often used to inject more objectivity into writing. When the writer engages in reflective writing, they can take a step back and deliver more context in the piece. This offers them a path not only to greater understanding of their own instincts and ideas, but also for the reader to better understand the work.

Creative Writing Degrees Use Reflection as a Tool for Study and Storytelling

Reflective writing is a popular academic tool in general. Students asked to summarize assignments, or keep journals, or describe their experiences are all engaging in reflective writing assignments. The use of reflection creates an academic focus and draws more learning from a given experience by giving students time to think about both the lessons and their connections.

You can expect to be assigned quite a few reflective writing assignments in the average creative writing degree program. Just as in other academic fields, reflection is of the tools that professors use to help students understand their own process and how to deconstruct their own work to improve it. But it’s also training for using reflection creatively, as a device to create new and deeper experiences for their readers.

Self-reflective narrators like Holden Caulfield and Mr. Stevens makes works like The Catcher in the Rye , and The Remains of the Day the classic works of literature they are. While reflection offers the individual writer a tool for investigating their process and methods, it can also become a tool for injecting life and drama into characters and plots.

Where would Samuel Beckett be without the use of reflection in writing? Likely waiting on a break that never comes.

In other cases, such as the works of Milan Kundera, feature entire reflective philosophical essays, both shaping the characters and offering more universal truths that are an essential aspect of the story.

Creative writing students explore both those uses of reflective writing in other literary works and ways to use reflection in their own work and study. Assignments may ask for self-reflective essays exploring your ideas and works, or for you to incorporate reflective writing into those pieces themselves. Either way, expert professors help shape your sense of reflection and its uses through the study of creative writing.

The Components of Reflective Writing

Formulaic writing is never encouraged in creative writing, especially at the college level, but there are some key parts to reflective writing that cannot be ignored. Think of these elements as ingredients for a recipe. Key components of a reflective essay are:

• Description: Give a detailed account of the experience you had. Remember to treat your reader as though they are beside you during the experience, relying on the five senses to make the retelling of the event as real as possible. Be mindful of inundating your reader with details, instead choosing to focus on the ones that would leave holes in your story if you kept them out. 
• Interpretation: What’s your take on the episode? What did you learn? What does it mean? Is there something bigger than yourself that chose to teach you this lesson? Why you, why then, would you have learned the same lesson if it had happened at a different time in your life? All of these questions are starting points for reflection. The interpretation of the experience should be personal, almost to the point of feeling uncomfortable to write (respect your boundaries, but push them where you are able). 
• Evaluation: This is almost an extension of interpretation. Here, you will focus on the value of the lesson learned. You’re not here to only tell a good story about a personal experience, you’re here to explain what you learned from it and to tell your reader why it was so valuable. Maybe you don’t know the answer yet and will arrive at the conclusion as you’re planning it out. Reflective writing will be entertaining and empowering for your reader, but it offers the opportunity to be cathartic for you. Don’t be afraid to dig deep. 
• Planning: This is your opportunity to share what you are currently doing with the lesson learned or what you plan to do with it. Life lessons are inevitable, the meaning of them left to our own interpretation. Their power lies in how we reflect on them, how we use the experiences to change us in one way or another. There is potential here to let this part of the essay feel like a call to action for your reader, or to turn a little too sweet. If that’s your thing, go for it. But don’t feel pressured to turn this reflective essay into an after school special if what you experienced and what you learned ended on a sad or upsetting note. Be authentic in what you say and how you say it, whether it be happy, sad, or somewhere in between. The most important thing you can do in any of your writing is remain true to yourself. 

Reflective Practice: Home

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Reflective practice.

• Further Reading

Reflective practice is ‘defined as the process involved in making sense of events, situations, or actions that occur in practice settings; reflection, in this sense, emphasises a thoughtful approach to understanding experience, whether in real time or retrospectively’ (Boros, 2009, cited in Oelofsen, 2012). Reflective practice is much encouraged across disciplines and industries. In higher education, as Moon (2004) suggests, ‘[w]e reflect in order to learn something, or we learn as a result of reflecting’. At UCA, reflective practice is higher valued and often assessed during your study.

You may find Kolb’s Reflective Cycle (1984) a helpful and familiar tool in engaging in reflective practice through your work. You can find more information on how to reflect in the next sections.

The reflective cycle begins with looking back. Applying Kolb’s reflective cycle (1984) to an example of practice, we start with the ‘ experience ’. This is the example of practice or experience we wish to reflect on. It could be a piece of work, an experiment, a day on work placement, a crit, group work or tutorial, a written draft or submission, or some feedback. In a piece of writing this might section might be an introduction, for example.

We then move to the next step which looks at the ‘ reflective observation ’ where we review or reflect on the event/observation. This is where you may wish to ask questions to help you reflect on the event, such as;

• What did I do? What happened?
• What were my reactions?
• What did I think or feel about what I was doing? Why?
• What was interesting about what I did / made? Why?
• What went well?
• And what didn’t go so well? Why?

Moving around the reflective cycle, we then begin looking forward. Embarking on the next stage ‘ abstract conceptualisation ’ we conclude the learning from the experience. Through our previous reflections we can see how we might adapt our practice, acknowledge what didn’t work and change the way we work to move forward.

Finally we reach the ‘ active experimentation ’ stage where we begin to try out what has been learnt, based on reflecting on previous knowledge. This is also where we begin to explain and critique what happened, what are we trying to resolve here and how would we move forwards. In a piece of writing this might section might be a conclusion, for example.

You may wish to answer questions such as what would I do differently in future? How could I develop my work from here? How can I apply what I have learned, which should conclude your reflective writing task?

• What? (what is the experience you wish to reflect on)
• So what? (what is it about this experience that you are choosing to pinpoint)
• What now? (how have you learnt from your observations and how will this improve your practice moving forward)

How to create a reflective space? To facilitate your reflection, you may like to consider the following aspects:

• To many people, reflection could be very personal and individual. However, you can also reflect with other people. For example, if you are reflecting on your group work experience, you could do this with another group member who was involved in the work.
• When your reflection is assessed, you need to follow your tutor’s instruction about how to do it. For example, if you are asked to submit an individual reflective essay, the work is then expected to draw on ‘your own’ reflection.
• Some types of reflective assignments tend to be formal, such as a reflective essay/report and a placement report. Such writing is often part of your summative assessment, which could determine your scores for a unit/course.
• You may also be asked to submit reflective journals or blogs for your tutor to understand your progress and provide you with feedback. Such entries might not be marked or graded, but will help you with your learning.
• Reflection can be done when an incident happens or shortly after it happens.
• You may set aside time daily or weekly to reflect on your learning and practice. Developing a habit of reflection would be useful for you to complete a reflection-based task for assessment.
• Writing is a common way, often in the form of a journal. See Reflective Journal in the Academic Skills section for more information.
• You could also explore other creative means, such as drawing, photography, and audio-/video-recording.
• There are a range of digital tools you could apply. These are a few examples: word processing software like Microsoft Word and Google Docs ; bespoke journal keeping tools like Penzu ; note-taking tools like Microsoft OneNote and Evernote ; online notice board like Padlet or Google Jamboard ; blog sites like WordPress and Blogger ; Podcast tools like Spotify Anchor ; recording function of your computer or mobile device. [Please note that UCA does not endorse any third-party digital tools.]

Reflective writing underpins reflective practice. When studying at university, you may be asked to write in a variety of ways that show you can reflect on your practice. This might be through journals, annotating sketchbooks, work placement reports, and many more approaches. It is important to understand the reasons that you are asked to reflect. This guide will support this understanding. Reflective writing can be structured or unstructured. The process of reflection normally contains mind mapping, notes on collaboration, conversations, crits and tutorials, among other things, but can be presented in different ways.

A more structured journal could contain all of the above, but also more specifically this list below. This is not fixed. However, it could include -

• Any annotated research material
• Personal responses to your own work
• Notes from tutorials
• Selected extracts from lecture notes
• Notes from gallery visits
• Extracts from relevant critical texts
• Annotated photocopies and downloads
• Your own thoughts
• Photographs/video
• A daily entry of tasks
• CV development
• Work placement report
• Video/photographic/digital record

Something less structured could also contain mind mapping, notes on collaboration, conversations, crits and tutorials, and be any of the following;

• A sketchbook . You may be asked to produce annotations through your sketchbooks. Reflective writing is a really good way to show progression of ideas.
• Narrative writing . As well as your visual work, you could document your processes through a narrative writing processes that are connected to your practice. For example, you could write about a work placement experience and to support these reflections write a letter from your past self to your present or future self, highlighting your work, an exhibition, a comparison of brands or artists work, for example. Embarking on writing in this way can broaden your experiences of different styles of writing, further expanding on knowledge of some of the variety of ways you may be required to write as an industry professional.
• A dialogue . Look at examples of artists' journals e.g.: The diary of Frida Kahlo (book available in UCA library), or Pat Francis’ example of the dialogic journal created by John Berger and John Christie: 'I send you this Cadmium red’ in which two practitioners exchange ideas through a series of letters to one another (Francis, P. 2009:43).

All of these more creative processes are there as a way into reflective practice, rather than a check list of answering a bank of the same questions.

When writing, you do not have to write formally you could -

• write in the 1st person
• use mind maps or spider diagrams
• write poetry
• annotate images
• Methodology
• Leave blank pages or spaces so that you can go back to reflect review and revise; this enables you to track your progress.

Use your reflective writing to identify anything you could incorporate into your own work (techniques, materials, approaches, theory etc) and contextualise the work of others and your own work.

Get into the habit of regularly documenting -

• your evaluation of the previous project
• your initial ideas in response to the brief
• your thoughts and feelings about your studio practice
• feedback from crits and tutors
• creative links

You might choose to -

• Make an entry every day or once a week
• Record and evaluate every piece of research you do.
• Record the progress of an experiment in the studio.
• Jot down ideas that you cannot pursue immediately for future reference
• Record the responses you make to any research material you use
• Stepping Back
• Be objective and try to form judgements about your responses.

Consider feedback from previous assessments:

• What have you learnt?
• How can you apply this?
• Are there other ways you could have responded to the project?
• Are there other ways you could have made use of your research?
• Are you receptive to change?
• Are you making assumptions?
• Analyse your approach to your project
• Revisit previous entries e.g. read the previous few pages
• Ask questions e.g. "How does this new idea/approach relate to what I already know?"
• Identify gaps in your knowledge (hints and clues from your previous research will help you with this)
• Extend your horizons

Through reflective journals, you will often be asked to map your learning over a period of time. This, for example, can be a different approach to an essay brief. It is a continued and sustained area to reflect, much like a diary. Through a journal, you can also include reflections on advice from tutors and peers.

• Generate initial ideas
• Track your thinking
• Identify where your inspiration comes from
• Show how you are going to make use of the information
• Develop your concepts
• Explore potential outcomes
• Evaluate how successful they are
• Indicate what you could take forward to inform your future practice
• The purpose of a reflective journal is to log your processes, developing analytical skills which show how you have developed your practice, through learning from old experiences, developing new connections.

Your research journal will help you to -

• Learn from your experiences
• Improve your thinking skills
• Develop problem solving skills
• Apply theory to practice
• Generate ideas/enhance creativity
• Develop your own 'voice'
• Improve communication skills
• Explore and experiment with ideas
• Move your project on
• Make creative links to develop your own line of reasoning
• Support your response to the brief
• Make your processes visible and track your thinking through each unit
• Talk about your work
• You might return to it and make use of it in later projects

Reflective models There are many models of reflection, as summarised in the University of Edinburgh’s Reflection Toolkit . Two models are introduced here.

Gibbs (1988) Reflective cycle This cycle is one of the most popular reflective models. It is highly structured and easy to apply.

• Description : What happened? What was the context/situation? Avoid making any judgment at this stage.
• Feelings : How did you feel – your emotional reactions – towards the experience?
• Evaluation : What did you think about the experience – positive, negative, good, bad, beneficial, harmful…? Start to make some judgments.
• Analysis : What did you learn from the experience? How was the experience related to existing knowledge – theories and professional practice? Do bring in any literature to understand, analyse and interpret the experience in greater depth. Since critical analysis and synthesis of knowledge are common assessment criteria in many units at UCA, do pay special attention to this stage/element of reflection when preparing a reflective piece for assessment.
• Conclusion : Based on your evaluation and analysis of the experience, what conclusion can you draw?
• Action plan : What will you do in the future when you face a similar situation -what will you do the same and what will you do differently? What could have been done to improve your experience or practice? What impact has the experience had on your future practice?

Oelofsen (2012) The Three-Step CLT reflective cycle This cycle is overlapped with Gibbs’ model – actually many reflective models are overlapped to some degree. It is presented in a more succinct manner, providing more flexibility in its application.

Reflection could be a crucial element of many assignments. For example, when you write an essay, a report or a dissertation, you may provide a reflection on your professional experience as evidence to support your argument and discussion. Reflection, at the same time, can be a stand-alone form of assessment, for example, a reflective essay, a placement report, a reflective blog or a reflective video. Your reflective piece could be part of the formative or summative assessment. Your tutor will provide a clear instruction about how you should produce your reflection and submit it for assessment.

Suggested Reading List

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• Last Updated: Apr 17, 2024 11:36 AM
• URL: https://mylibrary.uca.ac.uk/reflectivepractice

Introduction to Reflection

There are many ways to produce reflection in writing. Try using these examples to kick-start your reflective writing.

Open each drop-down to see a different reflective writing example and exercise. 

The Six Minute Write (Bolton, 2014)

If you are being asked to write reflectively you may feel that you do not know where to begin. Bolton’s Six Minute Writing exercise is a useful way to help get you started.

Peter has just started a course to train to be a counsellor and his tutor is asking every student to reflect on their learning and the development of their interpersonal skills. Peter is unsure where to start as reflective writing is a new thing for him, so he decides to try the Six Minute Write.

“Well, I’ve never written anything like this before! When I wrote at school I was always told to be really careful – make sure your spelling and grammar are correct, don’t use abbreviations, make it sound formal. This feels quite liberating! But, is it any good? The tutor says ‘Just write what’s in your head’ so here goes.

Today we did our first role play exercises and how scary was that? I always knew that the course would involve this and I do enjoy talking with people, but trying out listening skills and asking open questions is all really difficult. I felt so nervous and forgot what to do. The people I was working with seemed so much better than me – I know I’ve got so much to learn it’s frightening. Will I ever be able to do this? I really don’t know, but I do know I’m going to try.”

Use Bolton’s (2014, p. 136) Six Minute Write exercise to begin any writing exercise, whether academic or reflective, personal or formal.

Here are Bolton’s pointers:

• Write for six minutes without stopping.
• Write whatever comes to mind and let your writing flow freely.
• Keep writing and do not pause to think too much about what you are writing.
• Do not pause to analyse what you have written, otherwise you will be tempted to write what you think you should write rather than what you want to write.
• Keep writing even if it does not make much sense to you.
• Do not worry about spelling, punctuation, grammar or jargon.
• Allow yourself to write anything.
• This is your writing and whatever you write is correct because it is yours. Remember, no-one else needs to read what you have written.
• Stop after six minutes and look at how much you have been able to write.

If we pay attention to how we think, we’ll soon notice that we are often in conversation with ourselves.

We have a kind of internal dialogue as we go about our day, making decisions (“The red top or the blue one?”) observing the world (“Beautiful day. But chilly. Where did I put my gloves?”) and maintaining self-awareness (“Oh goodness, she’s heading this way. You’re nervous? Interesting. Calm down. Be polite.”).

Reflective writing can take the shape of dialogue and be structured as a conversation with different aspects of yourself. We all have multiple identities (child, parent, student, employee, friend etc.) and each aspect of ourselves can take a different perspective on a situation.

Dialogic reflection harnesses these multiple perspectives to explore and inquire about ourselves in a certain situation, often when the purpose or outcome is unknown.

So now they’re encouraging us to try different types of reflective writing. I like the idea of this dialogical writing thing – feels like having a conversation with myself, so I think I’ll have a go. Not sure how it will pan out but I’m going to imagine talking with my organised self (OS) and my critical self (CS) and see how it goes.

OS – so doing really well at the moment, feeling pretty much on track with things and definitely on top.

CS – so how long do you think that will last? I know what you’re like! You always do this – think things are ok, sit back, relax and then get behind.

OS – do I? Umm… suppose you might be right…

CS – what do you mean, might be right?

OS – ok, you are right!

CS – and we know where this ends up, don’t we? Panic mode!

OS – and I need to avoid that. So, let’s think about what I can do. Look at the coming week and month and start planning!

Focus on an issue or concern that you have relating to your studies or practice. Imagine you are having a conversation with a friend about the issue because you want to get their perspective. Write a dialogue with “them” that explores your concerns. Raise any questions you’d like answered.

If need be, write another dialogue on the same issue with another “friend” to explore another perspective.

Once you’ve finished, re-read your conversation. Did your “friend” offer any new perspectives on the issue that hadn’t occurred to you before you began writing? Are any of these worth reflecting on further?

Driscoll (2007) What?, So what?, Now what?

Driscoll’s (2007) ‘What?’ model is a straightforward reflective cycle of 3 parts. Evolved from Borton’s (1970) Developmental Framework, it has 3 stages that ask us to consider What?, So what?, and Now what?

Step 1 – What? – involves writing a description of an event or an experience.

Step 2 – So what? – here we reflect on the event or experience and start to analyse selected aspects of it, considering why they were important and how they impacted the whole.

Step 3 – Now what? – a range of proposed action points are devised following the experience, focusing on what has been learned.

Dan is training to be a nurse in elderly care and wants to reflect on the experiences he is gaining on his placement. Dan decides to use the questions in Driscoll’s model to help him to begin to analyse what he is learning.

Step 1 – What?

Today I was observing an experienced community nurse change a dressing on a man’s leg that is badly infected. The man was nervous and became very distressed – he has had dressings replaced regularly and knows that the process is very painful. I felt awful about causing him more pain. The community nurse seemed very calm and spoke to him in a reassuring way. She asked him if he would like some pain relief and he said yes. She sat with him for ten minutes to make sure that the pain relief was working and spoke with him about his grandson’s visit that he was looking forward to at the weekend. This definitely seemed to put him at ease.

Step 2 – So what?

She made it all look so easy. How would I cope if I had to do this? As a nurse I am meant to relieve pain not cause it. She focused on the patient while I focused on myself.

Step 3 – Now what?

I learned a lot from the community nurse. She was very caring but firm. She knew the man’s dressing needed to be changed but did everything in a very calm and kind way. She distracted him and helped him to relax. These are all strategies that I can try in the future if I have to do this. Nursing isn’t only about my clinical skills; my interpersonal skills are vital, as is compassion and understanding for my patients.

Driscoll has formulated some useful questions to help us to use the model effectively, including:

Step 1 – What? – how did I react and what did others do who were involved?

Step 2 – So what? – do I feel troubled in any way, and if so, how?

Step 3 – Now what? – how can I change my approach if I face a similar situation again and what are my main learning points? What different options are there for me?

Write some notes about an experience you have had recently where you feel you have learned a lot. Can you use the stages of Driscoll’s cycle to develop this into a short reflection?

Note: Driscoll’s model is useful when you are new to professional practice and it seems like there is so much to learn. In particular, the question ‘Do I feel troubled in any way?’ is useful as our feelings can act as a prompt to deeper thinking. However, after a while you may find that you want to explore at a more complex level and move on to other approaches. It’s important to allow space for your reflective skills to develop in the same way as your professional skills.

Some small scale reflective questions :

• What were 3 things that went well today/this week? How do you know?
• What was a situation today/this week where I could have done better? How?
• What was your biggest challenge today/this week? How did you overcome it?
• What was the predominant feeling you had today/this week? Why?
• What made you happy/sad/frustrated/angry/etc today/this week? Can you find some way of having more or less of the identified aspects?

Some larger scale reflective questions :

• Am I optimising my time, energy and performance according to my values, goals and objectives?
• Am I making the most of opportunities available to me? Am I working effectively within any fixed restrictions? Where there are barriers, am I identifying them and tackling or circumventing them where possible?
• Do my values, goals and objectives still align with each other? Is this reflected in how I am spending my time?
• Are my goals still the right ones to deliver on my values? Should/Can I refine or revise the strategies I am using for fulfilling my values and goals?

Where you have been

Where you are now, related links, © 2021. this work is licensed under a cc by-nc-sa 4.0 license..

• 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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Examples of Reflective Writing

Types of reflective writing assignments.

A journal  requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.

A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.

A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.

A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.

An essay diary  can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).

a peer review  usually involves students showing their work to their peers for feedback.

A self-assessment task  requires you to comment on your own work.

Some examples of reflective writing

Social science fieldwork report (methods section), engineering design report, learning journal (weekly reflection).

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.

We thank the students who permitted us to feature examples of their writing.

Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required. 

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

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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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Freshman Composition Portfolio

Heather langer, reflection letter.

The English Reflection

In freshman composition, I have academically enhanced my understanding of language, writing, and the collaborative nature of the learning process within the virtual classroom environment. I now know more about collaborative attitudes of sub-division topics that impact our daily lives from the impact of commercials, mental health, and art. Thus, this has helped me to communicate sensitively and respectfully with individuals from diverse backgrounds. The purpose of this self-evaluation is to reflect or demonstrate the way my development has been formed by the course and the extent to which I have met the learning objectives of this course.

The fundamental various ways of learning, for instance, class discussions, readings, and assignments have helped me comprehend that language is the most important aspect of identity and various social factors. Through class discussion and research, the topics that not only were expressed through art, science, math, and psychology were fascinating but it helped me learn about the value and cultural expressions of the biases that are faced in societal norms. My classmates taught me that everyone is affected by something, and we can all connect to one another in some way and we all show some type of this expression in a particular way just like literature and art. 

At the beginning of each class, the act of drawing served as a unique means of expression, allowing us to capture visual thoughts rather than written ones. These drawings, centered around specific topics, not only sparked meaningful class discussions but also fostered creativity, encouraging us to look at things differently. This activity helped me learn that everyone has a different way of perceiving something, and more interestingly when we draw, talk, and write about it there are so many other ideas that come up. My favorite thing to draw was the creative project which focused on my bipolar depression. I drew, one side showing a positive light which was flowers and sunshine, and the other side showing a negative light which is being isolated in my room away from everything. Overall, I believe the drawings help me express something that writing wouldn’t be able to and this is one huge part of the class I am reflecting on because I will miss it. 

Throughout the course, through the small writing assignment, I learned to create a draft effectively, collaborate with peers, revise, and edit. My focus throughout the course was detailed towards bipolar depression, which is a meaningful topic that is close to me. Through the writing process and the feedback I received, I focused on creating outlines that would help me structure and organize my essay into concise ideas for the final product. I found it important that the thesis and the introduction can help build the essay’s body of details, counterpoints, and arguments. In-class discussions allowed me to work on specific parts of my essay that needed improvement. The peer-review process helped with the editing and revising of my paper and my classmates for constructive feedback to help support and improve our writing. Participating in peer review workshops deepened my understanding of strategies and motivated me to refine my arguments and points in my writing, resulting in more compelling, detailed, and impactful writing. As a result, I now approach the writing process with greater caution, collaboration, and reader focus.

Furthermore, the course included a lot of work with writing. The research project required that I develop a more academic formal tone and competently put together scholarly information to build a strong argument. Moreover, I discovered that examining various rhetorical tactics in magazine articles and academic journals improves my knowledge of how authors mold their speeches to the targeted audience. Through the process of peer review and collaborative conversations, I understood what to pick as the key rhetorical elements and how to integrate them into my writing.

Collaboration and paying attention during this class are the two most important factors in the learning process. Peer review sessions and group discussions, which formed the core of the course, opened up the possibility for me to share my ideas with others and, likewise, to provide them with constructive feedback, all of which led to an atmosphere of collaboration. As I was working on portfolio over the semester, my classmates’ remarks provided me with a new insight into storytelling techniques and the things I could work on to make the final draft stronger, highlighting that teamwork is a key component of the research project because pooling resources and deliberating on them together improves the quality of individual papers. 

The course also helped me write texts that can appropriately and effectively combine my point of view with the appropriate sources through strategies like summary, critical analysis, interpretation, and argumentation. In my research paper, I spoke about bipolar depression and the effects and how everyday life can be affected by the disorder. Summing up the important points from articles and news reports, I summarized the research project for my audience, and my interpretation helped to make the difficult concepts easy to understand. The main thing is making my stand clear and making sure people know how serious and effective this disorder is. 

Lastly, the assignments for the course, which comprised weekly in-class participation and the final portfolio, created a framework for perfecting my writing ability. Weekly assignments and Blackboard Mondays encouraged active participation and involvement through reading, writing, drawing, thus creating a participatory and interactive learning environment. The portfolio, which has a diorama and two drafts of my past essays, allowed me to both explore and improve my storytelling skills by reflecting on my life-changing experience. This foundation made me improve my skills by asking me to write a four-page paper that had to be revised several times.The project has been made interesting by including an icon and a class presentation. The reflection and statement of an artist are the parts of my project that make what I did and how my creative process evident. The final portfolio at the CUNY Academic Commons was a summary of my semester’s work. It was an excellent occasion for me to look back on the things that I found useful and on the lessons that I learned, as well as to deal with the course learning goals.

Overall, this English class has really had an influence on me and affirmed my view of language, writing, and collaborative learning that cannot be viewed in any other way apart from this one. I have realized that language attitudes and conventions are critical, as well as analysis and evaluation of different genres in addition to an understanding of the writing process – primarily peer feedback and group work. This course has enabled me to acquire a critical, meaningful, and comprehensive approach to language, as well as to apply writing strategies and academic conventions to enhance my writing. The impact of passing this course, as far as my communications skills are concerned, is no doubt positive in terms of writing. Therefore, I really value the time and effort that has been spent on this academic adventure.

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