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Genres in Academic Writing: Reflective Writing

The purpose of reflective writing is to help you learn from a specific practical experience. It will help you to connect between what you were theoretically informed, and what you need to do in practice. They reflect so they can learn.

In the reflective write you try to write a part of thinking that you do while you carry out a specific practical activity, e.g. B. when writing an essay, which teaches a class or sells a product. Reflection should be able to make the sense of what they have done and why and maybe help to better do the next time.

You can think in many ways for many reasons, for example in a diary or in a personal protocol. But here we are interested in the type of writing that you require to evaluate. They are often asked to offer a record of what they have prepared, and a reflection, as they have done, and how they use what they have taught in their classes, and every practical experience they bring, this to do.

Reflective writing gives you the chance to think about what you do deeper and learn from your experience. You have the opportunity to find out how what you have taught in the class helps you with your real or academic tasks. If you write your thoughts down, it makes you easier to think about you and links between what you think what you have taught, and what you do what you do. Your written reflection also serve as a reference and evidence in the future.

It is not enough to have only one experience to learn. Without reflecting this experience, it can be forgotten quickly, or his learning potential is lost. It is from the feelings and thoughts that escape from this reflection that generalizations or concepts can be generated. And it's generalizations that can effectively address new situations. (Gibbs, 1988, p. 9)

You may want to think about it, think about it:

• How to choose a topic for your dissertation,
• How to approach your dissertation,
• What your attachment title means
• How will you approach the essay,
• how well have you written a piece of work,
• How did you prepare for a lecture,
• How did you hear a lecture,
• How to do a reading task
• How to perform in a recent examination
• How did you contribute to a group work,
• like others reacted
• How did you do in a practical situation,
• What experiences did you win in some part-time or voluntary work you have done,
• How did you solve a specific problem,
• How can you improve your studies,

In your reflection, you might write about:

• What did you do and why did you do it,
• what was good and bad about it,
• why they found it good or bad,
• What you have found easily or difficult,
• why they found it light or difficult,
• What did you do what you liked what you did,
• Why you felt like that,
• How do you want to pursue it,
• What other people did and why they have done it
• How did you feel, what others have done,
• How did you use what you have taught in the class
• What other information do you need
• What you do differently in this type of situation next time,
• Which steps are they on the basis of the learned that they have learned
• what you will do next.

Reflective writing often includes an action plan in which you should write:

• What you will do differently in this type of situation next time
• What steps will you accept on the basis of the learned.

Kolbs (1984) experience cycle is useful here:

In this case, concrete experience is the activity - what they have done. The reflective observation thought about how they did as they felt and how they did it differently. The abstract conceptualization takes about what they have taught in the class what they read how they can do this phase and why. Active experiments think about what they have learned about their reflection and conceptionalization and plan how they can do otherwise next time.

Let us assume that you have something to reflect that you have done in class.

You will probably start what you describe what you did. You may want to write how to have the activity which methods you have used. You may want to evaluate your performance. How well did you do? To do this, you must take into account what you have taught. You may want to describe what the experts say. You can then consider your reactions. How do you have / do you feel? You could end by considering how to do it next time.

In reflective writing, it is common to use the first person - "I" - if necessary.

Based on the work of Kolb, Gibbs (1988, p. 47), the following stages suggests to promote deeper reflection:

Description:

What happened? What are you thinking about it? Do not make any judgments or try to draw conclusions.

What were your reactions and feelings?

What was good or bad about the experience? Make value judgments.

Which sense can you do from the situation? Match ideas from outside the experiences to help you. What was really going on?

Conclusions (general):

What can generally be completed, from these experiences and the analyzes made by them?

Conclusions (specific):

What can be closed about your own specific, unique, personal situation or way of working?

Personal action plans:

What will you do differently in this type of situation next time? What steps do you do on the basis of what you have learned?

Based on this pattern is a possible structure of a reflective report:

Introduction

Describe your situation

Personal report

Report what they did, and / or what happened.

Personal report

Report how they felt.
What did not like it or do not like it?

Reflection at action

report what good / bad, simple / difficult, pleasant / unpleasant, etc.

Compare and contrast your experiences

Reflection when teaching

Report what have you been learned

Describe what you know

Connections

Rate your practice, draw your knowledge and experience

Identify gaps

Describe all gaps in your knowledge

Explain how you can fill it

generalize in the future

Action plan

Create action plan for the future (learn + practice)

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