Refer to the course guidelines and the instructor for clarification on the assignment. Expectations for reflective writing can vary.
Determine the number of secondary sources required for this assignment.
Determine the form of the finished piece. Are you asked to complete a journal? Self-assessment? Learning diary? A more structured research piece?
Structural models for critical reflective writing
Critical reflective writing is the culmination of your critical reflective thinking process; it demonstrates your ability to explore, to question, and to analyze experience and to use academic content to enhance your understanding of this experience.
On the following slides, you will find models for structuring your reflective writing. While these models use different terminology to describe the structure of reflective writing, they are similar in moving from an account of experience, to analysis of the experience, and finally to the implications of the experience.
Lay and McGuire (2010) adapted Ash and Clayton’s (2004) DEAL model of reflective writing in social work. Lay and McGuire explain the elements of a structured critical reflection:
Step 1 : DESCRIBE the experience. Provide details on the event or activity that prompts this reflection.
Step 2 : EXAMINE the experience through the integration of personal experience and academic content. Using assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism, analyze the experience.
Step 3: ARTICULATE LEARNING by responding to the questions proposed by Lay and McGuire (p.550):
What did I learn?
How did I learn it?
Why does it matter to me as a social worker?
What will I do in my future social work practice in light of this learning?
Model B: The University of Portsmouth student support model
This model, outlined by Hampton (2010), includes three parts:
What happened? What is being examined?
What is most important/ interesting/useful/relevant about the object, event, or idea?
How can it be explained with theory?
How is it similar to and different from other events or experiences?
You may be asked to create a formal written piece similar to an academic essay in form. This style of response requires an introduction, body, and conclusion. In crafting your response, consider the following (from Ryan, 2011):
Identifies an issue and why it is important
May use theory to explain relevance
Outlines key themes that the paper will address
Each paragraph Introduces a theme or topic
Provides evidence from practice or current literature/theory
Introduces multiple perspectives
Restates the issue
Reiterates key points
Emphasizes the implications of the points
May suggest possibilities for the future or suggest changes
The language you select should enhance the content. Ask yourself the following questions regarding your language use. The italicized sections indicate the type of responses expected. In assessing your own work, you should be able to identify clearly the specific language used in response to each question.
Language use in critical reflective writing (adapted from Ryan, 2011)
How does the writer indicate that he/she is addressing or responding to something he/she has been involved in or observed?
Use of personal pronoun “I”; use of thinking and sensing words such as “I feel”, “I realize”, “I question”, “I wonder”.
How does the writer indicate how the event took place?
Use of temporal language, such as “previously”, “first”, “then”, “afterwards”, “subsequently”.
How does the writer demonstrate knowledge of the social work discipline?
Use of terms and technical language specific to the field of social work.
How does the writer relate this event to similar incidents of personal experiences?
Use of comparison/contrast language (“similarly”, “unlike”, “alternatively”); use of example.
How does the writer demonstrate interpretation of events?
Use of phrases such as “the most significant element…”, “initially I questioned…”, “the relevant aspects were…”, “probably because of…”, “this issue may have resulted in..”
How does the writer reason and explain why things happened the way they did?
Use of causal language, such as “because” ,“since” , or “due to the fact that”; use of references to literature and practice as evidence.
How does the writer look to the future and indicate how he/she will reconstruct and apply new knowledge?
Use of words indicating the future, such as “will”, “going to”, “should”, “may” or “can”.
How does the writer reinforce the implications?
Use of phrases such as “this knowledge could useful to me as a practitioner because..”, “this understanding will be important to me as a learner because…”, or “this skill is essential for…”
Example of academic reflective writing from The Learning Center, The University of New South Wales http://www.lc.unsw.edu.au/onlib/reflect.html
(Description/explanation of method) The field notes were written by hand on lined paper. They consisted of jotted notes and ‘mental triggers’ (personal notes that would remind me of specific things when it came to writing the notes up). I took some direct observational notes recording what I saw where this was relevant to the research questions and, as I was aiming to get a sense of the culture and working environment, I also made researcher inference notes. (Includes discipline-specific language)
(Critical evaluation of method) I found the notetaking process itself helpful, as it ensured that I listened carefully and decoded information. Not all the information I recorded was relevant, but noting what I found informative contributed to my ability to form an overview on re-reading. However, the reliability of jotted notes alone can be questionable. For example, the notes were not a direct transcription of what the subjects said but consisted of pertinent or interesting information. Rarely did I have time to transcribe a direct quotation, so relied on my own fairly rapid paraphrasing, which risks changing the meaning. Some technical information was difficult to note down accurately. (Conclusion and recommendation based on the writer’s experience) A tape recorder would have been a better, more accurate method. However, one student brought a tape recorder and was asked to switch it off by a participant who was uneasy about her comments being directly recorded. It seems that subjects feel differently about being recorded or photographed (as opposed to observers taking notes), so specific consent should be sought before using these technologies.