Reflective Writing for an

Assignment
Reflection

We reflect quite naturally in our day to day lives, thinking about

things that have happened, why they happened, whether we
handled them well. In academia, you are asked to formalise
your reflections to show learning is taking place.
This may involve:
• Reflecting on your own professional or academic practice.
• Scrutinising an experience and the way you dealt with it.
• Evaluating a project or experiment and considering how to do it
better.
• Reflecting on things you have read and linking theory with
practice/reality.
Why Reflect?

‘It is not sufficient simply to have an experience in order to

learn. Without reflecting upon this experience it may quickly be
forgotten, or its learning potential lost. It is from the feelings
and thoughts emerging from this reflection that generalisations
or concepts can be generated. And it is generalisations that
allow new situations to be tackled effectively.’ (Gibbs 1988)
Reflection

Keeping a learning journal is one way of approaching this.

• What did I learn?
• What went well?
• What could I have done better?
• Long-term implications?

However, effective reflective writing is more than this!

Effective reflective writing provides an opportunity for you to gain further

insights from your work through deeper reflection on your experiences, and
through further consideration of other perspectives from people and theory.
Reflective Writing for an Assignment

When assessing your reflective writing tutors will be expecting more

than a superficial review of your experience. It should not involve
merely describing that happened. Nor does it mean pouring out
everything you think and feel in a totally unstructured way.

They will be seeking evidence of deeper reflection. This means

moving beyond the descriptive, subjecting your experience to greater
scrutiny and analysis, and making connections between the
experience and material from other courses.
Reflective Writing for an Assignment
This means:

• Developing a perspective, or line of reasoning.

• An analytical approach.
• Use of evidence of examples to illustrate your reflections.
• Showing that you recognise that situations are rarely simple and
clear-cut.
• Writing about the links between your experiences/practice and
course material.
• Ability to question their own biases, stereotypes, preconceptions,
and/or assumptions.
• Striking a balance between your personal perspective, and the
requirements of good academic practice and rigorous thinking.
• Writing in an appropriate style.
Models of Reflection

What is the stimulant for reflection? ( incident, event,

Description
theoretical idea ) What are you going to reflect on?

Feelings What were your reactions and feelings?

What was good and bad about the experience? Make value
Evaluation:
judgements.

What sense can you make of the situation? Bring in ideas from
Analysis:
outside the experience to help you. What was really going on?

Conclusions What can be concluded, in a general sense, from these

(general): experiences and the analyses you have undertaken?

Conclusions What can be concluded about your own specific, unique,

(specific): personal situation or ways of working?
What are you going to do differently in this type of
Personal Action
situation next time? What steps are you going to take on
plans:
the basis of what you have learnt?
Bloom’s Taxonomy

• Bloom (1964) identified different levels of thinking processes,

which he presented in a hierarchy (next slide); these can also be
used as a framework for more thorough reflection.

• They move from knowing, evidenced through recalling

information, through to evaluating, evidenced through making
systematic judgements of value.

• In your reflective writing we will be looking for evidence of these

higher level processes.
Bloom’s Taxonomy
Process Explanation
Recognition and recall of information - describing
Knowledge
events

Interprets, translates or summarises given

Comprehension
information - demonstrating understanding of events

Uses information in a situation different from

Application
original learning context
Separates wholes into parts until relationships are
Analysis
clear – breaks down experiences
Combines elements to form new entity from the
Synthesis original one - draws on experience and other
evidence to suggest new insights
Involves acts of decision making, or judging
Evaluation based on criteria or rationale - makes
judgements about
Possible Sources of Evidence for Reflection
Reflection Evaluation Criteria
Criteria Proficient (4 Points) Sufficient (3 Points) Minimal (2 Points) Unacceptable (1 Point)
Clarity Writing is clear, expressive and Writing is mostly clear, concise, and Writing is unclear and/or Writing is unclear and
well organised with excellent well organized with good disorganized. Thoughts are not confusing/disorganized throughout.
sentence/paragraph sentence/paragraph construction. expressed in a logical manner. Thoughts ramble and make little
construction. Thoughts are Thoughts are expressed in a There are frequent lapses in sense. Concepts are either not
expressed in a coherent and coherent and logical manner. There clarity and accuracy. There are discussed or are presented
logical manner. There are no are some minor, infrequent lapses in more than an acceptable number inaccurately. There are numerous
more than a few spelling, clarity and accuracy. There are more of spelling, grammar, or syntax spelling, grammar, or syntax errors.
grammar, or syntax errors per than a few spelling, grammar, or errors per page of writing.
page of writing. syntax errors per page of writing.

Evidence
The learning experiences being The learning experiences being Student makes attempts to Most of the reflection is irrelevant to

reflected upon is relevant and reflected upon is relevant and demonstrate relevance, but the student and/or course learning

meaningful to student and meaningful to student and course relevance is unclear to the goals. Examples, when applicable,

course learning goals. Clear, learning goals. Appropriate examples reader. Examples, when are not provided.

detailed examples are provided, are provided, as applicable. applicable, are vague/unclear or

as applicable. are irrelevant.

Analysis
The reflection moves beyond The reflection demonstrates student Student makes attempts at Reflection does not move beyond

simple description of the attempts to analyse the experiences applying the learning experience description of the learning

experience to an in-depth but analysis lacks depth. Shows to understanding of self, others, experience(s). Shows no evidence of

analysis of how the experiences evidence of insights gained and/or course concepts but fails insights gained throughout the

contributed to student throughout the module, and the to demonstrate depth of analysis. module and the enhancement of the

understanding of self, others, enhancement of the student’s Shows little evidence of insights student’s appreciation for the

and/or course concepts. Shows appreciation for the discipline. gained throughout the module, discipline.

strong evidence of insights and the enhancement of the

gained throughout the module, student’s appreciation for the

and the enhancement of the discipline.

student’s appreciation for the

discipline.

Interconnection
The reflection articulates The reflection articulates connections There is some attempt to No attempt to articulate connections

multiple connections between between the experiences and articulate connections between to previous learning or experience.
Example Reflective Accounts

THE PRESENTATION (1) I thought about the presentation for several days and then talked
I had to take an agenda item to the weekly team meeting in my with Mrs Shaw about the presentation (there was no-one else).
third week of working at PIGG PLC. I had to talk about the She gave me a list of points for improvement next time. They
project that I am on (creating a new database for the management included:
information system). I had done a presentation before and then I • putting less on PowerPoint;
relied on my acting skills. Despite the acting, I spent quite a bit of • ​talking more slowly;
time preparing it in the way that I have seen others make similar
presentations. • calming myself down in some way.
The presentation at the last team meeting, given by my colleague, I also have to write down the figures in a different way so that
went well - she used PowerPoint and I decided to use it too. I they can be understood better. She suggested that I should do a
decided that a good presentation comes from good planning and presentation to several of the team sometime next week so that I
having all the figures that anyone might request so I spent a long can improve my performance.
time in the preparation and I went in feeling confident.
However, I became nervous when I realized they were all waiting
for me to speak and my nerves made my voice wobble. I did not
know how to stop it. Early on, I noticed that people seemed not to
understand what I was saying despite the PowerPoint. Using
PowerPoint meant that people received my presentation both
through what I was saying and what I had prepared on the slides.
In a way that meant they got it twice but I noticed that Mrs Shaw
(My boss) repeated bits of what I had said several times and once
or twice answered questions for me. This made me feel
uncomfortable. I felt it was quite patronising and I was upset.
Later my colleagues said that she always does that. I was
disappointed that my presentation did not seem to have gone well.
Comments on the Quality of Reflection in the Accounts
The Presentation(1)

This account is descriptive and it contains little reflection:

·The account describes what happened, sometimes mentioning past
experiences, sometimes anticipating the future but all in the context of
an account of the event.
·There are some references to Marianne’s emotional reactions, but
she has not explored how the reactions relate to her behaviour.
·Ideas are taken up without questioning them or considering them in
depth.
·The account is written only from Marianne's point of view.
·External information is mentioned but its impact on behaviour is not
subject to consideration.
·Generally one point is made at a time and ideas are not linked.
Example Reflective Accounts

THE PRESENTATION (2) I felt worse when Mrs Shaw, my boss, started to answer
I had to take an agenda item to the weekly team meeting in my questions for me. I felt flustered and even less able to cope. As a
third week of working at PIGG PLC. I had to talk about the project result of this poor presentation, my self-esteem is low at work
that I am on. I am creating a new database for the management now. I had thought I was doing all right in the company. After a
information system. I had given a presentation before and that time few days, I went to see Mrs Shaw and we talked it over. I still
I relied on my acting skills. I did realize that there were feel that her interventions did not help me. Interestingly, several
considerable differences between then and now, particularly in the of my colleagues commented that she always does that. It was
situation (it was only fellow students and my tutor before). I was probably her behaviour, more than anything else, that damaged
confident but I did spend quite a bit of time preparing. Because my poise. Partly through talking over the presentation and the
everyone else here uses PowerPoint, I felt I had better use it - things that went wrong (but not, of course, her interventions), I
though I realized that it was not for the best reasons. I also can see several areas that I could improve. I need to know more
prepared lots of figures so that I could answer questions. I thought, about using PowerPoint - and to practise with it. I recognize,
at that stage, that any questions would involve requests for data. also, that my old acting skills might have given me initial
When I think back on the preparation that I did, I realize that I was confidence, but I needed more than a clear voice, especially
desperately trying to prove that I could make a presentation as well when I lost my way with PowerPoint. Relying on a mass of
as my colleague, who did the last one. I wanted to impress figures was not right either. It was not figures they wanted. In
everyone. I had not realized there was so much to learn about retrospect, I could have put the figures on a handout. I am
presenting, and how much I needed to know about PowerPoint to hoping to have a chance to try with a presentation, practising
use it properly. with some of the team.
When I set up the presentation in the meeting I tried to be calm but
it did not work out. Early on PowerPoint went wrong and I began
to panic. Trying to pretend that I was cool and confident made the
situation worse because I did not admit my difficulties and ask for
help. The more I spoke, the more my voice went wobbly. I
realized, from the kinds of questions that the others asked, that
they did not understand what I was saying. They were asking for
clarification - not the figures.
Comments on the Quality of Reflection in the Accounts
The Presentation (2)

An account showing evidence of some reflection:

There is description of the event, but where there are external ideas or
information, the material is subjected to consideration and deliberation.
·The account shows some analysis.
·There is recognition of the worth of exploring motives for behaviour.
·There is willingness to be critical of action.
·Relevant and helpful detail is explored where it has value.
·There is recognition of the overall effect of the event on self - in other
words, there is some 'standing back' from the event.
·The account is written at one point in time. It does not, therefore,
demonstrate the recognition that views can change with time and more
reflection.
Example Reflective Accounts
THE PRESENTATION (3)
In the event, the session was a disaster and has left me feeling
I am writing this back in my office. it all happened two days ago. uncomfortable in my work and I even worry about it at home. I
Three weeks after I started at PIGG PLC I had to take an agenda need to think about why a simple presentation could have such
item to the team meeting. I was required to report on my progress an effect on me. The PowerPoint went wrong (I think I clicked
on the project on which I am working. I am developing a new on the wrong thing). My efforts to be calm and 'cool' failed and
database for the management information system of the company. my voice went wobbly - that was, anyway, how it felt to me.
I was immediately worried. I was scared about not saying the right My colleague actually said after-wards that I looked quite calm
things and not being able to answer questions properly. I did a despite what I was feeling (I am not sure whether she meant it or
presentation in my course at university and felt the same about it was just trying to help me). When I think back to that moment,
initially. I was thinking then, like this time, I could use my acting if I had thought that I still looked calm (despite what I felt), I
skills. Both times that was helpful in maintaining my confidence could have regained the situation. As it was, it went from bad to
at first, at least. Though the fact that I was all right last time worse and I know that my state became obvious because Mrs
throughout the whole presentation may not have helped me this Shaw, my boss, began to answer the questions that people were
time! asking for me.
I decided to use PowerPoint. I was not very happy about its use I am thinking about the awful presentation again - it was this
because I have seen it go wrong so often. However, I have not time last week. I am reading what I wrote earlier about it. Now I
seen anyone else give a presentation here without using it - and return to it, I do have a slightly different perspective. I think that
learning to use PowerPoint would be valuable. I was not sure, it was not as bad as it felt at the time. Several of my colleagues
when it came to the session, whether I really knew enough about told me afterwards that Mrs Shaw always steps in to answer
running PowerPoint. (How do you know when you know enough questions like that and they commented that I handled her
about something? - dummy runs, I suppose, but I couldn't get the intrusion well. That is interesting. I need to do some thinking
laptop when I wanted it.) about how to act next time to prevent this interruption from
When it came to the presentation, I really wanted to do it well - as happening or to deal with the situation when she starts*. I might
well as the presentations had been done the week before. Maybe I look in the library for that book on assertiveness.
wanted too much to do well. Previous presentations have been
interesting, informative and clear and I thought the handouts from
them were good (I noticed that the best gave enough but not too
much information).
Example Reflective Accounts

THE PRESENTATION (3 cont’d) As I write this, I am noticing how useful it is to go back over
I have talked to Mrs Shaw now too. I notice that my confidence in things I have written about before. I seem to be able to see the
her is not all that great while I am still feeling a bit cross. situation differently. The first time I wrote this, I felt that the
However, I am feeling more positive generally and I can begin to presentation was dreadful and that I could not have done it
analyse what I could do better in the presentation. It is interesting differently. Then later I realized that there were things I did not
to see the change in my attitude after a week. I need to think from know at the time (e.g., about Mrs Shaw and her habit of
the beginning about the process of giving a good presentation. I interrupting). I also recognize some of the areas in which I went
am not sure how helpful was my reliance on my acting skills*. wrong. At the time I could not see that. It was as if my low self-
Acting helped my voice to be stronger and better paced, but I was esteem got in the way. Knowing where I went wrong, and
not just trying to put over someone else's lines but my own and I admitting the errors to myself give me a chance to improve next
needed to be able to discuss matters in greater depth rather than time - and perhaps to help Mrs Shaw to improve in her
just give the line*. behaviour towards us!
I probably will use PowerPoint again. I have had a look at the
*I have asterisked the points that I need to address in order to
manual and it suggests that you treat it as a tool - not let it
improve.
dominate and not use it as a means of presenting myself. That is
what I think I was doing. I need to not only know how to use it,
but I need to feel sufficiently confident in its use so I can retrieve
the situation when things go wrong. That means understanding
more than just the sequence of actions*.
Comments on the Quality of Reflection in the Accounts
The Presentation (3)

This account shows quite deep reflection, and it does incorporate a recognition
that the frame of reference with which an event is viewed can change:
·Self-questioning is evident (an 'internal dialogue' is set up at times)
deliberating between different views of her own behaviour (different views of
her own and others).
·Marianne takes into account the views and motives of others and considers
these against her own.
·She recognizes how prior experience, thoughts (her own and other's) can
interact with the production of her own behaviour.
·There is clear evidence of standing back from the event.
·She helps herself to learn from the experience by splitting off the reflective
processes from the points she wants to learn (by an asterisk system).
·There is recognition that the personal frame of reference can change
according to the emotional state in which it is written, the acquisition of new
information, the review of ideas and the effect of time passing.
Considerations for your own essay

• Probably the hardest thing to write.

• Highly individualised.
• Plan it, as you would with any essay, before writing it.
• Use a framework if that helps.
• Like all essays, there is an introduction, body and conclusions.
Considerations for your own essay
When reflecting on your learning you might address the following
questions:

• Description – What is the concept, idea or theory you are reflecting

on?
• Analysis – Are there aspects you found particularly interesting or
challenging? Does it tie in with anything you have learned in the
past? Has it changed the way you think, or affirmed something you
already knew?
• Outcomes or Action – What else might you need to find out? Do
you have any questions? How might you incorporate or apply these
ideas in the future, perhaps in your professional life?

Whether reflecting on an experience, on your own learning, or both,

you will need to make sure you include description, analysis and
outcomes or action.
Considerations for your own essay

• Teamwork, relationships
• Communication
• Idea Generation & Innovation
• Business Innovation
• Market Analysis
• Technical
• Links to other module material
• Impact on future career path/opportunities
• What did not go well for you and team
• What did you not like - impact on future CPD, action plan
Conclusion

Reflection is a useful process even if you have not been set a specific
assignment. It helps you to make sense of and learn from your
experiences.

Many academic programmes of study involve assessed reflective

writing - Engineering is no exception. This is to allow you to
demonstrate that you can think critically about your own skills or
practice, in order to improve and learn.

It is important to analyse rather than just describe the things you are
reflecting on, and to emphasise how you will apply what you have
learned.