Reflective writing

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Reflective writing is an analytical practice in which the writer describes a real or imaginary scene, event, interaction, passing thought, or memory and adds a personal reflection on its meaning. Many reflective writers keep in mind questions such as "What did I notice?", "How has this changed me?" or "What might I have done differently?" when reflecting. [1] [2]

Contents

Thus, in reflective writing, the focus is on writing that is not merely descriptive. The writer revisits the scene to note details and emotions, reflect on meaning, examine what went well or revealed a need for additional learning, and relate what transpired to the rest of life. [1]

According to Kara Taczak, "Reflection is a mode of inquiry: a deliberate way of systematically recalling writing experiences to reframe the current writing situation." [3]

The more someone reflectively writes, the more likely they are to reflect in their everyday life regularly, think outside the box, and challenge accepted practices. [1]

Adaptation of learning researcher Graham Gibbs's model of reflection Steph Gib Model.jpg
Adaptation of learning researcher Graham Gibbs's model of reflection

Background

When writing reflectively, a writer attempts to convey their own thought process. Therefore, reflective writing is one of the more personal styles of writing as the writer is clearly inserted into the work. This style of writing invites both the reader and the writer to introspect and examine their own thoughts and beliefs, and gives the writer and the reader a closer relationship. [4]

Reflective writing tends to consist of description, or explaining the event and its context; interpretation, or how the experience challenged existing opinions; and outcome, or how the experience contributed to personal or professional development. [2]

Most reflective writing is written in first person, as it speaks to the writer's personal experience, but often it is supplemented with third person in academic works as the writer must support their perspective with outside evidence. [5]

Reflective writing is usually a style that must be learned and practiced. Most novice writers are not reflective initially and must progress from imitative writing to their own style of genuine, critical reflection. [4]

Kathleen Blake Yancey notes that reflection "is the dialectical process by which we develop and achieve, first, specific goals for learning; second, strategies for reaching those goals; and third, means of determining whether or not we have met those goals or other goals." [6]

The concepts of reflection and reflective writing are social constructs prevalent in academic literature, and in different contexts, their meanings have different interpretations. [7]

Characteristics of reflective writing

The main characteristics of reflective writing include: [4]

  1. Reflection: The writer reflects on the issue (that is, the topic they are writing about) and considers how their own experience and points of view might influence their response. This helps the writer learn about themselves as well as contribute to a better final product that considers biases.
  2. Evidence: The writer considers and cites different perspectives and evidence to provide a truly comprehensive reflection. "Evidence" can mean either academic evidence or the writer's own reflections and experiences, depending on whether the piece of reflection is personal or academic.
  3. Clarity: The writer must be clear and cohesive. As reflective writing takes the reader through both the writer's own thoughts and sometimes other outside perspectives, unity and readability are crucial to ensure the reader does not get lost between points of view.

If the reflection is written for academia—that is, it is not a personal reflection or journal—additional features include: [5]

  1. Theory: An academic reflection will integrate theories and other academic works to explain the reflection. For example, a writer might say: "Smith's theory of social engagement might explain why I reacted the way I did."
  2. Learning outcomes: An academic reflection will include commentary on how the writer learned from the experience, what they would have done differently, or how their perspectives or opinions have changed as a result of the experience.

Reflective writing in academia

Reflective writing helps students to develop a better understanding of their goals. Person writing in a note book.jpg
Reflective writing helps students to develop a better understanding of their goals.

Reflective writing is regularly used in academic settings, as it helps students think about how they think and allows students to think beyond the scope of the literal meaning of their writing or thinking. [8] In other words, it is a form of metacognition. Proper reflective writing is heavily influenced by metacognition. Metacognition allows for better self-reflection and allows the writer to take the material beyond the literal meaning. [9] Reflective writing can be seen as a metacognitive genre that heavily influences literacy narrative assignments due to the increased reflective thinking it applies to students. Students can consciously and unconsciously analyze their experiences and interactions through this assessment tool. [8] It is frequently assigned to postsecondary students and is particularly useful to students and practitioners in composition, education, and health-related fields as it helps them reflect on their practice. [10] [11] Typical academic reflective writings include portfolios, summaries, and journals. [12] Reflective writing is not limited to academic writing because it often takes many different forms. Sometimes it is used in stand-alone assessment tasks, and other times it is incorporated into other tasks such as essays. [13]

Reflective writing in education systems aids in adapting students' "knowledge in waiting" into "knowledge in practice" which encourages students to analyze previous professional experiences when applying these to future situations. This type of analytical skill is advantageous for students pursuing professions that have recurring unpredictable situations and allows students to be better prepared for the workplace. [14]

Evidence shows that reflective writing is a good way to increase empathy in medical students. [15] Another study showed that students who were assigned reflective writing during a camp developed greater self-awareness, had a better understanding of their goals, and were better able to recognize their personal development. [10]

It is also found that students who partake in critical reflective assignments use it as a way to let out their pent-up emotions, making critical reflection a way to seek cathartic relief. [16]

Reflective writing is useful to improve collaboration, as it makes writers aware of how they sound when they voice their thoughts and opinions to others. [11] Additionally, it is an important part of the reflective learning cycle, which includes planning, acting, observing, and reflecting. [5] [17]

Students can be hesitant to write reflectively as it requires them to not just consider but actively cite things they typically would hide or ignore in academic writing, like their anxieties and shortcomings. [5]

Reflective writing in academic settings is sometimes criticized, as concerns exist regarding its effectiveness. Reflective writing assignments are often weighted low in a course's grade calculations, and among a crowded workload, students can see them as an afterthought. It has also been argued that reflective writing assignments are only assigned as "busy work", as they are low maintenance and relatively easy to grade. [7] Additionally, because students know they will be graded on their reflection, it might be written in an inauthentic way. [7]

Reflective writing shifts the focus from the final product to the learning process. This encourages students to evaluate their writing and consider how different audiences might engage with their work, as well as learning more about their writing styles along the way. Engaging in reflective writing helps students develop metacognitive skills, enabling them to monitor their learning, evaluate their thought processes, and adjust their understanding accordingly. [18]

Reflective writing facilitates a deeper understanding of students' awareness of their writing processes and serves as a valuable tool for studying this knowledge across diverse student populations. It also encourages students to analyze their learning experiences and think about the reasoning behind their choices in various projects. [19] Designing reflective writing tasks that encourage students to use their learning as a collaborative classroom activity can enhance their meta-awareness and show the role of collaboration in their educational thinking. Integration of reflective writing must be shown in the classroom and the student's curriculum to ensure they address student learning as well as classroom objectives. [20]

Nonetheless, reflective writing is becoming increasingly important in education, as reflecting on completed work helps students see room for improvement. [21]

Benefits of reflective writing

There are many benefits to reflective writing. A few are: increased self-awareness about personal writing techniques; improved critical analysis; and ability to examine and understand social, cultural, and political issues that involve language. [22]

Within professions, reflective writing can be used as a therapeutic form of expression, especially useful in stress-filled professions. [22]

Writing reflectively is an important aspect of nursing education, as it enhances clinical reasoning, promotes personal growth in the profession, and helps overcome obstacles to learning. It has been found to improve student's ability to remain mindful in clinical situations; however the depth of reflection may be surface level. Reflective writing serves as a mechanism for both professional growth and personal development. [23]

Reflective thinking helps individuals make sense of their learning by analyzing past experiences and using those insights to create meaningful personal and intellectual growth. It fosters high order thinking by enabling students to evaluate their experiences, and using their conclusions drawn from that to support their conclusions with insights from their learning process. [24] It plays a key role in helping students evaluate their writing practices. However, many students require structured opportunities, demonstrations, and feedback to develop effective reflective thinking and metacognitive skills. [25]

Within a classroom setting, the addition of reflective writing assignments can help improve intellectual thinking by introducing assignments that encourage a deeper relationship between the individual and their writing. [26] The introduction of reflective assignments in classroom settings further aids in student retention of information being discussed in the classroom. [27]

Other benefits include therapeutic journalism which blends writing with healing, helping individuals explore emotions and improve mental health.

Writing provides a safe space for expressing difficult emotions or memories, making it easier to process complex feelings. It can enhance self-awareness, helping people understand themselves better. Therapeutic writing can uncover unconscious thoughts and beliefs, providing insight into personal challenges or emotional barriers. Reflective writing, in particular, provides a way to process these emotions by encouraging individuals to examine and reframe their experiences, leading to greater emotional insight and healing. It is frequently combined with other therapeutic approaches, like narrative therapy, to support the healing process.

Classrooms can be a transformative space for healing and processing emotional pain, and reflective wiring can become big part of the process. The academy’s intellectual goals can align with the emotional and empathetic processes necessary for trauma recovery. Writing can be use as a tool for self-expression and emotional release in the classroom. Students are encouraged to engage in writing, using an unfiltered form of expression that connects them to their inner emotions and personal experiences. As they share their stories and read others, they develop a sense of empathy for one another.  Students affected by trauma may struggle with emotional regulation, making it harder for them to express themselves or engage fully in academic settings.  In a trauma-informed writing pedagogy, collaboration with counselors or mental health professionals can provide additional support for students who need it. Educators may refer students to resources or integrate mental health awareness into their teaching practices, ensuring that students are receiving appropriate care.

A guide for this process might include:

  1. Self-reflection exercises to explore emotions and behaviors.
  2. Journaling prompts designed for self-exploration.
  3. Writing rituals that enhance emotional awareness.
  4. Exploring life challenges through structured writing.
  5. Mindfulness techniques integrated into writing practices.
  6. Positive affirmations and goal-setting through writing.

See also

Related Research Articles

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Free writing is traditionally regarded as a prewriting technique practiced in academic environments, in which a person writes continuously for a set period of time with limited concern for rhetoric, conventions, and mechanics, sometimes working from a specific prompt provided by a teacher. While free writing often produces raw, or even unusable material, it can help writers overcome writing blocks and build confidence by allowing them to practice text-production phases of the writing process without the fear of censure. Some writers even use the technique to collect initial thoughts and ideas on a topic, often as a preliminary to formal writing.

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.

Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.

Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.

<span class="mw-page-title-main">Experiential learning</span> Learn by reflect on active involvement

Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.

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Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.

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References

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  2. 1 2 Hampton, Martin. "Reflective writing: a basic introduction" (PDF). University of Portsmouth, Department for Curriculum and Quality Enhancement. Retrieved 26 February 2020.
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  15. ↑ DasGupta, Sayantani (2004). "Personal Illness Narratives: Using Reflective Writing to Teach Empathy". Academic Medicine. 79 (4): 351–356. doi: 10.1097/00001888-200404000-00013 . PMID   15044169.
  16. ↑ Szenes, Eszter (2021). "Deconstructing critical reflection in social work and business: Negotiating emotions and opinions in reflective writing". Journal of English for Academic Purposes. 49: 49. doi:10.1016/j.jeap.2020.100931. S2CID   228870312.
  17. ↑ Ryder, Mike; Downs, Carolyn (November 2022). "Rethinking reflective practice: John Boyd's OODA loop as an alternative to Kolb". The International Journal of Management Education. 20 (3): 100703. doi: 10.1016/j.ijme.2022.100703 . S2CID   252152374.
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  22. 1 2 Alexander, Kara Poe (2015). "From story to analysis: Reflection and uptake in the literacy narrative assignment. Composition Studies". Gale Literature Resource Center. 43 (2) – via University of Massachusetts Boston.
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  27. ↑ Anthony, Jared Judd (September 2009). "Classroom computer experiences that stick: Two lenses on reflective timed essays". Assessing Writing. 14 (3): 194–205. doi:10.1016/j.asw.2009.09.001.
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