The document discusses the process and importance of reflective writing within a writing workshop, emphasizing its role in professional development for speech-language therapy professionals. It outlines key components for creating descriptive, analytical, and critical paragraphs based on personal experiences, highlighting lessons learned and goals for improvement. The document also provides guidelines for effective writing and encourages the use of available resources for skill enhancement.

1. 271.150 WRITING WORKSHOP 2:
REFLECTION
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2. CONTENTS
Descriptive paragraph
Reflective writing
Summary
Assignment Question
Analytical paragraph
Critical paragraph

3. ASSIGNMENT QUESTION

4. TWO EXPERIENCES FOR YOU TO REFLECT ON

5. REFLECTIVE WRITING

6. Reflection allows you to learn from experience.
goals
experience
reflection
Reflective writing documents this learning process.
It typically forms part of a continuing professional
development portfolio and is discussed at
appraisal meetings.

7. The ability to reflect on performance is especially
important for SLTs as it is part of COMPASS.
(Speech Language Pathology Australia, 2009, p. 13).

8. DESCRIPTIVE
PARAGRAPH

9. Describes what happened
(including problems / challenges /
strategies)
Uses a personal, but factual style
Covers both aspects of the question
Focuses on significant events
Achieves a balance
K
E
Y
F
E
A
T
U
R
E
S

10. My first experience of writing a research-based report had
mixed success. Unfortunately I couldn’t find enough articles
especially about SLT interventions, this meant that I depended
too much on what was in the video and got marked down for
that. I also got marked down for referencing even though I
thought I was following what we were told, obviously I didn’t
quite get it. I tried to follow the instructions in the course
guide, but I got confused about how to refer to the video and
how to bring in the theory so some parts ended up getting
jumbled up. The most effective section was on the feelings
experienced by children with SLI; this was where I was able to
use my experience, as my nephew suffers from the condition
and I am aware of some of the strategies which his parents
use.
EVALUATE
THIS EXAMPLE

11. Describes what happened
Uses a personal, but neutral style
Covers both aspects of the
question
Focuses on significant events
Achieves a balance
FEEDBACK

12. WRITING IMPROVEMENTS
Do not use emotional language.
Avoid run-on sentences.
Unfortunately …. suffers ….
… what we were told, obviously I didn’t …
Be concise.
I tried to follow the instructions in the course guide, but I got confused
about how to refer to the video and how to bring in the theory so some parts
ended up getting jumbled up.

13. ANALYTICAL PARAGRAPH

14. Explores possible causes of
problems encountered
Raises significant questions about
professional identity and skills
Identifies effects of beliefs and
actions
K
E
Y
F
E
A
T
U
R
E
S

15. EVALUATE
THIS EXAMPLE
In retrospect, the experience of researching, writing and receiving
feedback on this report has been a learning experience. My
difficulties in finding enough articles may indicate a need to
sharpen up my research skills. At school, I was used to getting a
helping hand, so this is clearly a learning curve. I need to be
super careful not to take for granted that I already have these
skills and know the ropes, as this led me to some errors and
confusion. My assumption that I was already familiar with SLI
because of my family experience may have led to some
overconfidence. The feedback was a wake-up call, as I was used
to getting top grades for writing at school. The experience did
raise an important question for me: How can I learn from
feedback without losing my self-confidence?

16. Explores possible causes of
problems encountered
Raises significant questions about
professional identity and skills
Identifies effects of beliefs and
actions
FEEDBACK

17. WRITING IMPROVEMENTS
Do not use metaphorical language.
Use a professional style (avoiding slang).
getting …. super …
a helping hand …sharpen up …. a learning curve …
know the ropes … a wake-up call

18. CRITICAL PARAGRAPH

19. Makes links between the experience and the
process of becoming an SLT professional
Identifies gaps in existing skills or competencies
Makes links between the experience and key
concepts and principles in the SLT profession
Sets realistic goals for skill or competency
development
K
E
Y
F
E
A
T
U
R
E
S

20. EVALUATE
THIS EXAMPLE
I have learnt two main lessons from my first experience of
research-based writing and this has allowed me to set two
developmental goals. In hindsight, I realise I should have used
the resources and support more effectively. For example, I should
have sent the reference list to the CLT, this would have meant I
avoided making unnecessary errors. I also wish I had paid more
attention in the library workshop, that would have helped me find
better articles. As someone entering a research-based profession,
this experience has taught me the need to become familiar with
the style and structure of journal articles. I also need to develop a
strengths-based perspective on my own performance so that I am
able to use it as an SLT working with others. Therefore, I’m
planning to read and make notes on one SLT journal article each
week, in addition to my normal studies. I also hope to try and
become a bit more positive about things.

21. Makes links between the experience and the
process of becoming an SLT professional
Identifies gaps in existing skills or competencies
Makes links between the experience and key
concepts and principles in the SLT profession
Sets realistic goals for skill or competency
development
FEEDBACK

22. WRITING IMPROVEMENTS
Do not use hypothetical language
Be precise.
….. I should have used the resources and support more effectively.
For example, I should have ……. , this would have meant …... I also
wish I had paid more attention ….
I also hope to try and become a bit more positive about things.

23. SUMMARY
Write a descriptive, analytical and critical paragraph (500
words in total) based on the experience of researching, writing
and receiving feedback on the report.
The analytical paragraph should focus on causes, effects and questions
arising from the issues mentioned in the descriptive paragraph.
The descriptive paragraph should be factual and focused on
significant issues in both aspects of the experience.
The critical paragraph should link these issues to relevant SLT
concepts and professional development and include SMART
goals.
Keep working on the accuracy, appropriacy and conciseness of
your writing style.

24. References
Speech Language Pathology Australia. (2009). COMPASS:
Competency assessment in speech pathology (2nd ed.).
Melbourne, Vic: Author
© 2017
This PowerPoint Presentation and the accompanying handouts are copyrighted by Centre for
Teaching and Learning, Massey University and may not be used, except for personal study,
without written permission from the copyright owner. Please note that examples are
provided for illustration of writing principles only and no reliance should be placed on any
of the ideas referred to in the texts.
09 441 8143 ctlalb@massey.ac.nz
These slides can be viewed at: tinyurl.com/271150reflection