what does a reflective essay

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Reflective writing.

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Writing reflectively is essential to many academic programmes and also to completing applications for employment. This page considers what reflective writing is and how to do it. 

What is reflection?

Reflection is something that we do everyday as part of being human. We plan and undertake actions, then think about whether each was successful or not, and how we might improve next time. We can also feel reflection as emotions, such as satisfaction and regret, or as a need to talk over happenings with friends. See below for an introduction to reflection as a concept. 

Reflection in everyday life [Google Slides]

What is reflective writing?

Reflective writing should be thought of as recording reflective thinking. This can be done in an everyday diary entry, or instruction in a recipe book to change a cooking method next time. In academic courses, reflective is more complex and focussed. This section considers the main features of reflective writing. 

Reflective writing for employability

When applying for jobs, or further academic study, students are required to think through what they have done in their degrees and translate it into evaluative writing that fulfils the criteria of job descriptions and person specifications. This is a different style of writing, the resource below will enable you to think about how to begin this transition. 

There are also lots of resources available through the university's careers service and elsewhere on the Skills Guides. The links below are to pages that can offer further support and guidance. 

• Careers and Placements Service resources Lots of resources that relate to all aspects of job applications, including tailored writing styles and techniques.

The language of reflective writing

Reflective academic writing is: 

• almost always written in the first person.
• evaluative - you are judging something.
• partly personal, partly based on criteria.
• analytical - you are usually categorising actions and events.
• formal - it is for an academic audience.
• carefully constructed. 

Look at the sections below to see specific vocabulary types and sentence constructions that can be useful when writing reflectively. 

Language for exploring outcomes

A key element of writing reflectively is being able to explain to the reader what the results of your actions were. This requires careful grading of language to ensure that what you write reflects the evidence of what happened and to convey clearly what you achieved or did not achieve. 

Below are some ideas and prompts of how you can write reflectively about outcomes, using clarity and graded language. 

Expressing uncertainty when writing about outcomes:

• It is not yet clear that…
• I do not yet (fully) understand...
• It is unclear...
• It is not yet fully clear...
• It is not yet (fully?) known… 
• It appears to be the case that…
• It is too soon to tell....

Often, in academic learning, the uncertainty in the outcomes is a key part of the learning and development that you undertake. It is vital therefore that you explain this clearly to the reader using careful choices in your language. 

Writing about how the outcome relates to you:

• I gained (xxxx) skills… 
• I developed… 
• The experience/task/process taught me… 
• I achieved…
• I learned that…
• I found that… 

In each case you can add in words like, ‘significantly’, ‘greatly’, ‘less importantly’ etc. The use of evaluative adjectives enables you to express to the reader the importance and significance of your learning in terms of the outcomes achieved. 

Describing how you reached your outcomes:

• Having read....
• Having completed (xxxx)...
• I analysed…
• I applied… 
• I learned…
• I experienced… 
• Having reflected…

This gives the reader an idea of the nature of the reflection they are reading. How and why you reach the conclusions and learning that you express in your reflective writing is important so the reader can assess the validity and strength of your reflections. 

Projecting your outcomes into the future:

• If I completed a similar task in the future I would…
• Having learned through this process I would… 
• Next time I will…
• I will need to develop…. (in light of the outcomes)
• Next time my responses would be different....

When showing the reader how you will use your learning in the future, it is important to be specific and again, to use accurate graded language to show how and why what you choose to highlight matters. Check carefully against task instructions to see what you are expected to reflect into the future about. 

When reflecting in academic writing on outcomes, this can mean either the results of the task you have completed, for example, the accuracy of a titration in a Chemistry lab session, or what you have learned/developed within the task, for example, ensuring that an interview question is written clearly enough to produce a response that reflects what you wished to find out. 

Language choices are important in ensuring the reader can see what you think in relation to the reflection you have done. 

Language for interpretation

When you interpret something you are telling the reader how important it is, or what meaning is attached to it. 

You may wish to indicate the value of something:

• superfluous
• non-essential

E.g. 'the accuracy of the transcription was essential to the accuracy of the eventual coding and analysis of the interviews undertaken. The training I undertook was critical to enabling me to transcribe quickly and accurately' 

You may wish to show how ideas, actions or some other aspect developed over time:

• Initially 
• subsequently
• in sequence 

E.g. 'Before we could produce the final version of the presentation, we had to complete both the research and produce a plan. This was achieved later than expected, leading to subsequent rushing of creating slides, and this contributed to a lower grade'. 

You may wish to show your viewpoint or that of others:

• did not think
• articulated
• did/did not do something

Each of these could be preceded by 'we' or 'I'.

E.g. 'I noticed that the model of the bridge was sagging. I expressed this to the group, and as I did so I noticed that two members did not seem to grasp how serious the problem was. I proposed a break and a meeting, during which I intervened to show the results of inaction.'

There is a huge range of language that can be used for interpretation, the most important thing is to remember your reader and be clear with them about what your interpretation is, so they can see your thinking and agree or disagree with you. 

Language for analysis

When reflecting, it is important to show the reader that you have analysed the tasks, outcomes, learning and all other aspects that you are writing about. In most cases, you are using categories to provide structure to your reflection. Some suggestions of language to use when analysing in reflective writing are below:

Signposting that you are breaking down a task or learning into categories:

• An aspect of…
• An element of…
• An example of…
• A key feature of the task was... (e.g. teamwork)
• The task was multifaceted… (then go on to list or describe the facets)
• There were several experiences…
• ‘X’ is related to ‘y’

There may be specific categories that you should consider in your reflection. In teamwork, it could be individual and team performance, in lab work it could be accuracy and the reliability of results. It is important that the reader can see the categories you have used for your analysis. 

Analysis by chronology:

• Subsequently
• Consequently
• Stage 1 (or other)

In many tasks the order in which they were completed matters. This can be a key part of your reflection, as it is possible that you may learn to do things in a different order next time or that the chronology influenced the outcomes. 

Analysis by perspective:

• I considered

These language choices show that you are analysing purely by your own personal perspective. You may provide evidence to support your thinking, but it is your viewpoint that matters. 

• What I expected from the reading did not happen…
• The Theory did not appear in our results…
• The predictions made were not fulfilled…
• The outcome was surprising because… (and link to what was expected)

These language choices show that you are analysing by making reference to academic learning (from an academic perspective). This means you have read or otherwise learned something and used it to form expectations, ideas and/or predictions. You can then reflect on what you found vs what you expected. The reader needs to know what has informed our reflections. 

• Organisation X should therefore…
• A key recommendation is… 
• I now know that organisation x is… 
• Theory A can be applied to organisation X

These language choices show that analysis is being completed from a systems perspective. You are telling the reader how your learning links into the bigger picture of systems, for example, what an organisation or entity might do in response to what you have learned. 

Analysing is a key element of being reflective. You must think through the task, ideas, or learning you are reflecting on and use categories to provide structure to your thought. This then translates into structure and language choices in your writing, so your reader can see clearly how you have used analysis to provide sense and structure to your reflections. 

Language for evaluation

Reflecting is fundamentally an evaluative activity. Writing about reflection is therefore replete with evaluative language. A skillful reflective writer is able to grade their language to match the thinking it is expressing to the reader. 

Language to show how significant something is:

• Most importantly
• Significantly 
• The principal lesson was… 
• Consequential
• Fundamental
• Insignificant
• In each case the language is quantifying the significance of the element you are describing, telling the reader the product of your evaluative thought. 

For example, ‘when team working I initially thought that we would succeed by setting out a plan and then working independently, but in fact, constant communication and collaboration were crucial to success. This was the most significant thing I learned.’ 

Language to show the strength of relationships:

• X is strongly associated with Y
• A is a consequence of B
• There is a probable relationship between… 
• C does not cause D
• A may influence B
• I learn most strongly when doing A

In each case the language used can show how significant and strong the relationship between two factors are. 

For example, ‘I learned, as part of my research methods module, that the accuracy of the data gained through surveys is directly related to the quality of the questions. Quality can be improved by reading widely and looking at surveys in existing academic papers to inform making your own questions’

Language to evaluate your viewpoint:

• I was convinced...
• I have developed significantly…
• I learned that...
• The most significant thing that I learned was…
• Next time, I would definitely…
• I am unclear about… 
• I was uncertain about… 

These language choices show that you are attaching a level of significance to your reflection. This enables the reader to see what you think about the learning you achieved and the level of significance you attach to each reflection. 

For example, ‘when using systematic sampling of a mixed woodland, I was convinced that method A would be most effective, but in reality, it was clear that method B produced the most accurate results. I learned that assumptions based on reading previous research can lead to inaccurate predictions. This is very important for me as I will be planning a similar sampling activity as part of my fourth year project’ 

Evaluating is the main element of reflecting. You need to evaluate the outcomes of the activities you have done, your part in them, the learning you achieved and the process/methods you used in your learning, among many other things. It is important that you carefully use language to show the evaluative thinking you have completed to the reader.

Varieties of reflective writing in academic studies

There are a huge variety of reflective writing tasks, which differ between programmes and modules. Some are required by the nature of the subject, like in Education, where reflection is a required standard in teaching.

Some are required by the industry area graduates are training for, such as 'Human Resources Management', where the industry accreditation body require evidence of reflective capabilities in graduates.

In some cases, reflection is about the 'learning to learn' element of degree studies, to help you to become a more effective learner. Below, some of the main reflective writing tasks found in University of York degrees are explored. In each case the advice, guidance and materials do not substitute for those provided within your modules. 

Reflective essay writing

Reflective essay tasks vary greatly in what they require of you. The most important thing to do is to read the assessment brief carefully, attend any sessions and read any materials provided as guidance and to allocate time to ensure you can do the task well.

Reflective learning statements

Reflective learning statements are often attached to dissertations and projects, as well as practical activities. They are an opportunity to think about and tell the reader what you have learned, how you will use the learning, what you can do better next time and to link to other areas, such as your intended career. 

Making a judgement about academic performance

Think of this type of writing as producing your own feedback. How did you do? Why? What could you improve next time? These activities may be a part of modules, they could be attached to a bigger piece of work like a dissertation or essay, or could be just a part of your module learning. 

The four main questions to ask yourself when reflecting on your academic performance. 

• Why exactly did you achieve the grade you have been awarded? Look at your feedback, the instructions, the marking scheme and talk to your tutors to find out if you don't know. 
• How did your learning behaviours affect your academic performance? This covers aspects such as attendance, reading for lectures/seminars, asking questions, working with peers... the list goes on. 
• How did your performance compare to others? Can you identify when others did better or worse? Can you talk to your peers to find out if they are doing something you are not or being more/less effective?
• What can you do differently to improve your performance? In each case, how will you ensure you can do it? Do you need training? Do you need a guide book or resources? 

When writing about each of the above, you need to keep in mind the context of how you are being asked to judge your performance and ensure the reader gains the detail they need (and as this is usually a marker, this means they can give you a high grade!). 

Writing a learning diary/blog/record

A learning diary or blog has become a very common method of assessing and supporting learning in many degree programmes. The aim is to help you to think through your day-to-day learning and identify what you have and have not learned, why that is and what you can improve as you go along. You are also encouraged to link your learning to bigger thinking, like future careers or your overall degree. 

Other support for reflective writing

Online resources.

The general writing pages of this site offer guidance that can be applied to all types of writing, including reflective writing. Also check your department's guidance and VLE sites for tailored resources.

Other useful resources for reflective writing:

Appointments and workshops 

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What Is Reflective Writing? (Explained W/ 20+ Examples)

I’ll admit, reflecting on my experiences used to seem pointless—now, I can’t imagine my routine without it.

What is reflective writing?

Reflective writing is a personal exploration of experiences, analyzing thoughts, feelings, and learnings to gain insights. It involves critical thinking, deep analysis, and focuses on personal growth through structured reflection on past events.

In this guide, you’ll learn everything you need to know about reflective writing — with lots of examples.

What Is Reflective Writing (Long Description)?

Table of Contents

Reflective writing is a method used to examine and understand personal experiences more deeply.

This kind of writing goes beyond mere description of events or tasks.

Instead, it involves looking back on these experiences, analyzing them, and learning from them.

It’s a process that encourages you to think critically about your actions, decisions, emotions, and responses.

By reflecting on your experiences, you can identify areas for improvement, make connections between theory and practice, and enhance your personal and professional development. Reflective writing is introspective, but it should also be analytical and critical.

It’s not just about what happened.

It’s about why it happened, how it affected you, and what you can learn from it.

This type of writing is commonly used in education, professional development, and personal growth, offering a way for individuals to gain insights into their personal experiences and behaviors.

Types of Reflective Writing

Reflective writing can take many forms, each serving different purposes and providing various insights into the writer’s experiences.

Here are ten types of reflective writing, each with a unique focus and approach.

Journaling – The Daily Reflection

Journaling is a type of reflective writing that involves keeping a daily or regular record of experiences, thoughts, and feelings.

It’s a private space where you can freely express yourself and reflect on your day-to-day life.

Example: Today, I realized that the more I try to control outcomes, the less control I feel. Letting go isn’t about giving up; it’s about understanding that some things are beyond my grasp.

Example: Reflecting on the quiet moments of the morning, I realized how much I value stillness before the day begins. It’s a reminder to carve out space for peace in my routine.

Learning Logs – The Educational Tracker

Learning logs are used to reflect on educational experiences, track learning progress, and identify areas for improvement.

They often focus on specific learning objectives or outcomes.

Example: This week, I struggled with understanding the concept of reflective writing. However, after reviewing examples and actively engaging in the process, I’m beginning to see how it can deepen my learning.

Example: After studying the impact of historical events on modern society, I see the importance of understanding history to navigate the present. It’s a lesson in the power of context.

Critical Incident Journals – The Turning Point

Critical incident journals focus on a significant event or “critical incident” that had a profound impact on the writer’s understanding or perspective.

These incidents are analyzed in depth to extract learning and insights.

Example: Encountering a homeless person on my way home forced me to confront my biases and assumptions about homelessness. It was a moment of realization that has since altered my perspective on social issues.

Example: Missing a crucial deadline taught me about the consequences of procrastination and the value of time management. It was a wake-up call to prioritize and organize better.

Project Diaries – The Project Chronicle

Project diaries are reflective writings that document the progress, challenges, and learnings of a project over time.

They provide insights into decision-making processes and project management strategies.

Example: Launching the community garden project was more challenging than anticipated. It taught me the importance of community engagement and the value of patience and persistence.

Example: Overcoming unexpected technical issues during our project showed me the importance of adaptability and teamwork. Every obstacle became a stepping stone to innovation.

Portfolios – The Comprehensive Showcase

Portfolios are collections of work that also include reflective commentary.

They showcase the writer’s achievements and learning over time, reflecting on both successes and areas for development.

Example: Reviewing my portfolio, I’m proud of how much I’ve grown as a designer. Each project reflects a step in my journey, highlighting my evolving style and approach.

Example: As I added my latest project to my portfolio, I reflected on the journey of my skills evolving. Each piece is a chapter in my story of growth and learning.

Peer Reviews – The Collaborative Insight

Peer reviews involve writing reflectively about the work of others, offering constructive feedback while also considering one’s own learning and development.

Example: Reviewing Maria’s project, I admired her innovative approach, which inspired me to think more creatively about my own work. It’s a reminder of the value of diverse perspectives.

Example: Seeing the innovative approach my peer took on a similar project inspired me to rethink my own methods. It’s a testament to the power of sharing knowledge and perspectives.

Personal Development Plans – The Future Blueprint

Personal development plans are reflective writings that outline goals, strategies, and actions for personal or professional growth.

They include reflections on strengths, weaknesses, opportunities, and threats.

Example: My goal to become a more effective communicator will require me to step out of my comfort zone and seek opportunities to speak publicly. It’s daunting but necessary for my growth.

Example: Identifying my fear of public speaking in my plan pushed me to take a course on it. Acknowledging weaknesses is the first step to turning them into strengths.

Reflective Essays – The Structured Analysis

Reflective essays are more formal pieces of writing that analyze personal experiences in depth.

They require a structured approach to reflection, often including theories or models to frame the reflection.

Example: Reflecting on my leadership role during the group project, I applied Tuckman’s stages of group development to understand the dynamics at play. It helped me appreciate the natural progression of team development.

Example: In my essay, reflecting on a failed project helped me understand the role of resilience in success. Failure isn’t the opposite of success; it’s part of its process.

Reflective Letters – The Personal Correspondence

Reflective letters involve writing to someone (real or imagined) about personal experiences and learnings.

It’s a way to articulate thoughts and feelings in a structured yet personal format.

Example: Dear Future Self, Today, I learned the importance of resilience. Faced with failure, I found the strength to persevere a nd try again. This lesson, I hope, will stay with me as I navigate the challenges ahead.

Example: Writing a letter to my past self, I shared insights on overcoming challenges with patience and persistence. It’s a reminder of how far I’ve come and the hurdles I’ve overcome.

Blogs – The Public Journal

Blogs are a form of reflective writing that allows writers to share their experiences, insights, and learnings with a wider audience.

They often combine personal narrative with broader observations about life, work, or society.

Example: In my latest blog post, I explored the journey of embracing vulnerability. Sharing my own experiences of failure and doubt not only helped me process these feelings but also connected me with readers going through similar struggles. It’s a powerful reminder of the strength found in sharing our stories.

Example: In a blog post about starting a new career path, I shared the fears and excitement of stepping into the unknown. It’s a journey of self-discovery and embracing new challenges.

What Are the Key Features of Reflective Writing?

Reflective writing is characterized by several key features that distinguish it from other types of writing.

These features include personal insight, critical analysis, descriptive narrative, and a focus on personal growth.

• Personal Insight: Reflective writing is deeply personal, focusing on the writer’s internal thoughts, feelings, and reactions. It requires introspection and a willingness to explore one’s own experiences in depth.
• Critical Analysis: Beyond simply describing events, reflective writing involves analyzing these experiences. This means looking at the why and how, not just the what. It involves questioning, evaluating, and interpreting your experiences in relation to yourself, others, and the world.
• Descriptive Narrative: While reflective writing is analytical, it also includes descriptive elements. Vivid descriptions of experiences, thoughts, and feelings help to convey the depth of the reflection.
• Focus on Growth: A central aim of reflective writing is to foster personal or professional growth. It involves identifying lessons learned, recognizing patterns, and considering how to apply insights gained to future situations.

These features combine to make reflective writing a powerful tool for learning and development.

It’s a practice that encourages writers to engage deeply with their experiences, challenge their assumptions, and grow from their reflections.

What Is the Structure of Reflective Writing?

The structure of reflective writing can vary depending on the context and purpose, but it typically follows a general pattern that facilitates deep reflection.

A common structure includes an introduction, a body that outlines the experience and the reflection on it, and a conclusion.

• Introduction: The introduction sets the stage for the reflective piece. It briefly introduces the topic or experience being reflected upon and may include a thesis statement that outlines the main insight or theme of the reflection.
• Body: The body is where the bulk of the reflection takes place. It often follows a chronological order, detailing the experience before moving into the reflection. This section should explore the writer’s thoughts, feelings, reactions, and insights related to the experience. It’s also where critical analysis comes into play, examining causes, effects, and underlying principles.
• Conclusion: The conclusion wraps up the reflection, summarizing the key insights gained and considering how these learnings might apply to future situations. It’s an opportunity to reflect on personal growth and the broader implications of the experience.

This structure is flexible and can be adapted to suit different types of reflective writing.

However, the focus should always be on creating a coherent narrative that allows for deep personal insight and learning.

How Do You Start Reflective Writing?

Starting reflective writing can be challenging, as it requires diving into personal experiences and emotions.

Here are some tips to help initiate the reflective writing process:

• Choose a Focus: Start by selecting an experience or topic to reflect upon. It could be a specific event, a general period in your life, a project you worked on, or even a book that made a significant impact on you.
• Reflect on Your Feelings: Think about how the experience made you feel at the time and how you feel about it now. Understanding your emotional response is a crucial part of reflective writing.
• Ask Yourself Questions: Begin by asking yourself questions related to the experience. What did you learn from it? How did it challenge your assumptions? How has it influenced your thinking or behavior?
• Write a Strong Opening: Your first few sentences should grab the reader’s attention and clearly indicate what you will be reflecting on. You can start with a striking fact, a question, a quote, or a vivid description of a moment from the experience.
• Keep It Personal: Remember that reflective writing is personal. Use “I” statements to express your thoughts, feelings, and insights. This helps to maintain the focus on your personal experience and learning journey.

Here is a video about reflective writing that I think you’ll like:

Reflective Writing Toolkit

Finding the right tools and resources has been key to deepening my reflections and enhancing my self-awareness.

Here’s a curated toolkit that has empowered my own reflective practice:

• Journaling Apps: Apps like Day One or Reflectly provide structured formats for daily reflections, helping to capture thoughts and feelings on the go.
• Digital Notebooks: Tools like Evernote or Microsoft OneNote allow for organized, searchable reflections that can include text, images, and links.
• Writing Prompts: Websites like WritingPrompts.com offer endless ideas to spark reflective writing, making it easier to start when you’re feeling stuck.
• Mind Mapping Software: Platforms like MindMeister help organize thoughts visually, which can be especially helpful for reflective planning or brainstorming.
• Blogging Platforms: Sites like WordPress or Medium offer a space to share reflective writings publicly, fostering community and feedback. You’ll need a hosting platform. I recommend Bluehost or Hostarmada for beginners.
• Guided Meditation Apps: Apps such as Headspace or Calm can support reflective writing by clearing the mind and fostering a reflective state before writing.
• Audio Recording Apps: Tools like Otter.ai not only allow for verbal reflection but also transcribe conversations, which can then be reflected upon in writing.
• Time Management Apps: Resources like Forest or Pomodoro Technique apps help set dedicated time for reflection, making it a regular part of your routine.
• Creative Writing Software: Platforms like Scrivener cater to more in-depth reflective projects, providing extensive organizing and formatting options.
• Research Databases: Access to journals and articles through databases like Google Scholar can enrich reflective writing with theoretical frameworks and insights.

Final Thoughts: What Is Reflective Writing?

Reflective writing, at its core, is a deeply personal practice.

Yet, it also holds the potential to bridge cultural divides. By sharing reflective writings that explore personal experiences through the lens of different cultural backgrounds, we can foster a deeper understanding and appreciation of diverse worldviews.

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• Why Does Academic Writing Require Strict Formatting?
• What Is A Lens In Writing? (The Ultimate Guide)

• Directories

Reflective essays

Reflective essays are academic essays; what makes an essay "good" will work for a reflective essay. What is different about a reflective essay is that the essay is about you and your thinking. However, you will need evidence from your course to back up your reflections.

You should structure a reflective essay as an essay, that is write to persuade your reader of your key reflections (or argument). The diagram above, details how to stucture your reflections through the essay. To find out more see the section on essay writing .

Business example

The following example comes from business. Thanks to Dr Colleen Hayes for the three samples.

Students were asked to write a reflective essay on their learning in the course by responding to the following question:

What key thing have you learned about corporate social responsibility in the course?

Example 1: Retelling

This writing is (1) descriptive/listing of content, not reflective and (2) not properly referenced (the definition of stakeholders is directly copied from Freeman in the lecture slides.

Example 2: Relating

One of the most important things I have learned so far is the stakeholder view of the firm. I was very interested to learn that Australia is more of a shareholder-oriented country (similar to UK/US). I come from country X, and I believe that it is also very shareholder-oriented. For example the company I used to work for did not seem to have much concern for its stakeholders. As staff, we were worked extremely hard in poor conditions without overtime pay or paid leave (employees are a stakeholder group), and the company did not care at all about its impact on the environment. The company was just so concerned with cutting costs and making more profit for shareholders - usually at the expense of other stakeholders.

This writing involves relating to personal experience and has some integration of course concepts (stakeholders).

Example 3: Reflecting

The notion of the stakeholder challenged many of the assumptions I have about the role of corporations in society. I hope to run my own business one day, and the distinction between stakeholders and shareholders really makes me think about what responsible leadership might look like. What I appreciate about Friedman's view is its simplicity - the idea that companies pursuing their own profits creates the best outcomes for society (ref included). Adopting a stakeholder orientation (consistent with Freidman), and managing multifarious accountabilities and balancing trade-offs between them, would seem to be much more complex and a far greater challenge for leaders to navigate. However, today's internet age allows stakeholders to have global reach and a powerful voice, so I'm not sure that it would be so easy to silence or ignore them in pursuit of profit.

More reflective (forward-looking), better citation and integration of multiple course concepts, and reflection that links with personal experience.

An anthropology marking rubric

For this assessment, students were required to write a 1500-1800 word essay building on the themes of the course to address the question "We are all pirates". Attached under reference documents is the rubric used to mark the essay (thanks to Dr Caroline Schuster). Notice that it requires both the reflection (reflect, relate and retell) as well as the poor traditional requirements of an essay (Writing and organisation, Supporting claims with scholarly sources).

Reflective writing

Learning journals

Reference Documents

• Sample rubric from Anthropology (PDF, 243.24 KB)

Use contact details to request an alternative file format.

• ANU Library Academic Skills
• +61 2 6125 2972

Reflective Writing

“Reflection is a mode of inquiry: a deliberate way of systematically recalling writing experiences to reframe the current writing situation. It allows writers to recognize what they are doing in that particular moment (cognition), as well as to consider why they made the rhetorical choices they did (metacognition). The combination of cognition and metacognition, accessed through reflection, helps writers begin assessing themselves as writers, recognizing and building on their prior knowledge about writing.” —Kara Taczak, “Reflection is Critical for Writers’ Development” (78) Naming What We Know: Threshold Concepts of Writing Studies

Reflective writing assignments are common across the university. You may be asked to reflect on your learning, your writing, your personal experiences in relation to a theory or text, or your personal experiences in an internship or other type of experience in relation to course readings. These are assignments, as Kara Taczak notes, that offer opportunities to solidify knowledge about our experiences and how they might relate to others’ experiences and existing research. Moreso, reflection can lead to more informed understandings of our own experiences and course content in ways that may make that knowledge more useful in future classes and practice. However, often  reflective writing  is not taught as an explicit writing skill and can be problematically treated as a less rigorous form of writing. Below are some broad writing tips that can help not only your reflective writing to be stronger, but also the reflective inquiry to be more meaningful.

Collect relevant evidence before you start writing.

Yes–we recommend using  evidence  in reflective writing! When connecting personal experiences to the readings, that means selecting quotes from the readings and then coming up with specific moments in your life that relate to those quotes. When reflecting on learning or growth, that might mean locating evidence (quotes) from your previous papers that showcase growth.

Be specific.

It’s really easy to see reflective writing as more informal or casual, and thus, as requiring less attention to details; however, strong reflective writing is very precise and specific. Some examples of statements that are too vague and meaningless include, “I learned a lot about writing this semester.” Or, “I feel like my experiences are exactly as Author B says in this quote.” Neither of these statements tells us much–they are a bit devoid of content. Instead, try to name exactly what you learned about writing or exactly how your experiences are related to the quote. For example, you might reflect, “At the beginning of the semester, unsure of how to summarize a text well, I was just describing the main the idea of the text. However, after learning about Harris’ concept of capturing a writer’s “project,” I believe I have become better at really explaining a text as a whole. Specifically, in my last essay, I was able to provide a fully developed explanation of Author A’s argument and purpose for the essay as well as their materials and methods (that is, how they made the argument). For example, in this quote from my last essay,...”

Focus on a small moment from your experiences.

It’s hard to not want to recap our entire childhood or the full summer before something happened for context when sharing a personal story. However, it’s usually more effective to select a very specific moment in time and try to accurately describe what happened, who was involved, and how it made you feel and react. When writing about a moment, try to place readers there with you–help readers to understand what happened, who was involved, where it happened, why it happened, and what the results were. If this is a more creative assignment, you might even include some sensory descriptions to make the moment more of an experience for readers.

Fully explain the quote or focus of each point.

In reflective writing, you are usually asked to share your experiences in relation to something–a perspective in a text, learning about writing, the first-year experience, a summer internship, etc. When introducing this focal point, make sure you fully explain it. That is, explain what you think the quote means and provide a little summary for context. Or, if you’re reflecting on writing skills learned, before you jump to your learning and growth, stop to explain how you understand the writing skill itself–”what is analysis?,” for example. Usually, you want to fully explain the focus, explain your personal experiences with it, and then return to the significance of your experiences.

Use “I” when appropriate.

Often, in high schools, students are taught to abandon the first-person subject altogether in order to avoid over-use. However, reflective writing requires some use of “I.” You can’t talk about your experiences without using “I”! That being said, we’ve saved this advice for the bottom of the list because, as we hope the above tips suggest, there are a lot of important things that likely need explaining in addition to your personal experiences. That means you want to use “I” when appropriate, balancing your use of “I” with your explanation of the theory, quote, or situation you were in, for example.

Reflection conclusions can look forward to the future.

In the conclusion, you may want to ask and answer questions like:

• What is the significance of my experiences with X?
• What did I learn from reflecting on my experiences with Y?
• How might this reflective work inform future decisions?
• What specific tools or strategies did this activity use that might be employed in the future? When and why?

Write the reflection introduction last.

We always recommend writing introductions after you’ve drafted your entire essay–this allows you to actually introduce the specific essay you’ve already written (it’s easier to do and more likely to be strong). Reflective introductions have a little bit more flexibility. You do want to introduce the focus of your essay right away–and you might do that by naming it, by sharing a related anecdote, by naming a previously held idea/belief that has changed through learning happening during this course, or by explaining a reading or class discussion that make you curious about the focus you selected.

A Link to a PDF Handout of this Writing Guide

How to Write a Reflective Essay?

07 August, 2020

17 minutes read

Author:  Elizabeth Brown

A reflective essay is a personal perspective on an issue or topic. This article will look at how to write an excellent reflexive account of your experience, provide you with reflexive essay framework to help you plan and organize your essay and give you a good grounding of what good reflective writing looks like.

What is a Reflective Essay?

A reflective essay requires the writer to examine his experiences and explore how these experiences have helped him develop and shaped him as a person.  It is essentially an analysis of your own experience focusing on what you’ve learned.

Don’t confuse reflexive analysis with the rhetorical one. If you need assistance figuring out how to write a rhetorical analysis , give our guide a read!

Based on the reflective essay definition, this paper will follow a logical and thought-through plan . It will be a discussion that centers around a topic or issue. The essay should strive to achieve a balance between description and personal feelings.

It requires a clear line of thought, evidence, and examples to help you discuss your reflections. Moreover, a proper paper requires an analytical approach . There are three main types of a reflective essay: theory-based, a case study or an essay based on one’s personal experience.

Unlike most academic forms of writing, this writing is based on personal experiences and thoughts. As such, first-person writing position where the writer can refer to his own thoughts and feelings is essential. If the writer talks about psychology or medicine, it is best to use the first-person reference as little as possible to keep the tone objective and science-backed.

To write this paper, you need to recollect and share personal experience . However, there is still a chance that you’ll be asked to talk about a more complex topic.

By the way, if you are looking for good ideas on how to choose a good argumentative essay topic , check out our latest guide to help you out!

The Criteria for a Good Reflective Essay

The convention of an academic reflective essay writing will vary slightly depending on your area of study. A good reflective essay will be written geared towards its intended audience. These are the general criteria that form the core of a well-written piece:

• A developed perspective and line of reasoning on the subject.
• A well-informed discussion that is based on literature and sources relevant to your reflection.
• An understanding of the complex nuance of situations and the tributary effects that prevent them from being simple and clear-cut.
• Ability to stand back and analyze your own decision-making process to see if there is a better solution to the problem.
• A clear understanding of h ow the experience has influenced you.
• A good understanding of the principles and theories of your subject area.
• Ability to frame a problem before implementing a solution.

These seven criteria form the principles of writing an excellent reflective essay.

Still need help with your essay? Handmade Writing is here to assist you!

What is the Purpose of Writing a Reflective Essay?

The purpose of a reflective essay is for a writer to reflect upon experience and learn from it . Reflection is a useful process that helps you make sense of things and gain valuable lessons from your experience. Reflective essay writing allows you to demonstrate that you can think critically about your own skills or practice strategies implementations to learn and improve without outside guidance.

Another purpose is to analyze the event or topic you are describing and emphasize how you’ll apply what you’ve learned.

How to Create a Reflective Essay Outline

• Analyze the task you’ve received
• Read through and understand the marking criteria
• Keep a reflective journal during the experience
• Use a reflective framework (Schon, Driscoll, Gibbs, and Kolb) to help you analyze the experience
• Create a referencing system to keep institutions and people anonymous to avoid breaking their confidentiality
• Set the scene by using the five W’s (What, Where, When, Who and Why) to describe it
• Choose the events or the experiences you’re going to reflect on
• Identify the issues of the event or experience you want to focus on
• Use literature and documents to help you discuss these issues in a wider context
• Reflect on how these issues changed your position regarding the issue
• Compare and contrast theory with practice
• Identify and discuss your learning needs both professionally and personally

Don’t forget to adjust the formatting of your essay. There are four main format styles of any academic piece. Discover all of them from our essay format guide!

Related Posts: Essay outline | Essay format Guide

Using Reflective Frameworks

A good way to develop a reflective essay plan is by using a framework that exists. A framework will let help you break the experience down logical and make the answer easier to organize. Popular frameworks include: Schon’s (1983) Reflection in action and reflection on action .

Schon wrote ‘The Reflective Practitioner’ in 1983 in which he describes reflection-in-action and reflection-on-action as tools for learning how to meet challenges that do not conform to formulas learned in school through improvisation.  He mentioned two types of reflection : one during and one after. By being aware of these processes while on a work-experience trail or clinical assignment you have to write a reflective account for, you get to understand the process better. So good questions to ask in a reflective journal could be:

<td “200”>Reflection-pre-action <td “200”>Reflection-in-action <td “200”>Reflection-on-Action<td “200”>What might happen? <td “200”>What is happening in the situation? <td “200”>What were your insights after?<td “200”>What possible challenges will you face? <td “200”>Is it working out as you expected? <td “200”>How did it go in retrospect?<td “200”>How will you prepare for the situation? <td “200”>What are the challenges you are dealing with? <td “200”>What did you value and why?<td “200”>  <td “200”>What can you do to make the experience a successful one? <td “200”>What would you do differently before or during a similar situation?<td “200”>  <td “200”>What are you learning? <td “200”>What have you learned?

This will give you a good frame for your paper and help you analyze your experience.

Kolb’s (1984) Learning Cycle

Kolb’s reflective framework works in four stages:

• Concrete experience. This is an event or experience
• Reflective observation. This is reflecting upon the experience. What you did and why.
• Abstract conceptualization. This is the process of drawing conclusions from the experience. Did it confirm a theory or falsify something? And if so, what can you conclude from that?
• Active experimentation. Planning and trying out the thing you have learned from this interaction.

Gibb’s (1988) Reflection Cycle

Gibbs model is an extension of Kolb’s. Gibb’s reflection cycle is a popular model used in reflective writing. There are six stages in the cycle.

• Description. What happened? Describe the experience you are reflecting on and who is involved.
• Feelings. What were you thinking and feeling at the time? What were your thoughts and feelings afterward?
• Evaluation. What was good and bad about the experience? How did you react to the situation? How did other people react? Was the situation resolved? Why and how was it resolved or why wasn’t it resolved? Could the resolution have been better?
• Analysis. What sense can you make of the situation? What helped or hindered during the event? How does this compare to the literature on the subject?
• Conclusion. What else could you have done? What have you learned from the experience? Could you have responded differently? How would improve or repeat success? How can you avoid failure?
• Action plan. If it arose again what would you do? How can you better prepare yourself for next time?

Driscoll’s Method (1994) and Rolfe et al (2001) Reflexive Learning

The Driscoll Method break the process down into three questions. What (Description), So What (Analysis) and Now What (Proposed action). Rolf et al 2001 extended the model further by giving more in-depth and reflexive questions.

• What is the problem/ difficulty/reason for being stuck/reason for feeling bad?
• What was my role in the situation?
• What was I trying to achieve?
• What actions did I take?
• What was the response of others?
• What were the consequences for the patient / for myself / for others?
• What feeling did it evoke in the patient / in myself / in others?
• What was good and bad about the experience?
• So, what were your feelings at the time?
• So, what are your feelings now? Are there any differences? Why?
• So, what were the effects of what you did or did not do?
• So, what good emerged from the situation for yourself and others? Does anything trouble you about the experience or event?
• So, what were your experiences like in comparison to colleagues, patients, visitors, and others?
• So, what are the main reasons for feeling differently from your colleagues?
• Now, what are the implications for you, your colleagues and the patients?
• Now, what needs to happen to alter the situation?
• Now, what are you going to do about the situation?
• Now, what happens if you decide not to alter anything?
• Now, what will you do differently if faced with a similar situation?
• Now, what information would you need to deal with the situation again?
• Now, what methods would you use to go about getting that information?

This model is mostly used for clinical experiences in degrees related to medicine such as nursing or genetic counseling. It helps to get students comfortable thinking over each experience and adapting to situations.

This is just a selection of basic models of this type of writing. And there are more in-depth models out there if you’re writing a very advanced reflective essay. These models are good for beginner level essays. Each model has its strengths and weaknesses. So, it is best to use one that allows you to answer the set question fully.

This written piece can follow many different structures depending on the subject area . So, check your assignment to make sure you don’t have a specifically assigned structural breakdown. For example, an essay that follows Gibbs plan directly with six labeled paragraphs is typical in nursing assignments. A more typical piece will follow a standard structure of an introduction, main body, and conclusion. Now, let’s look into details on how to craft each of these essay parts.

How to Write an Introduction?

There are several good ways to start a reflective essay . Remember that an introduction to a reflective essay differs depending on upon what kind of reflection is involved. A science-based introduction should be brief and direct introducing the issue you plan on discussing and its context.

Related post: How to write an Essay Introduction

For example, a nursing student might want to discuss the overreliance on medical journals in the industry and why peer-reviewed journals led to mistaken information. In this case, one good way how to start a reflective essay introduction is by introducing a thesis statement. Help the reader see the real value of your work.

Do you need help with your thesis statement? Take a look at our recent guide explaining what is a thesis statement .

Let’s look at some reflective essay examples.

‘During my first month working at Hospital X, I became aware just how many doctors treated peer-views journal articles as a gospel act. This is a dangerous practice that because of (a), (b) and (c) could impact patients negatively.’

The reflective essay on English class would begin differently. In fact, it should be more personal and sound less bookish .

How to Write the Main Body Paragraphs?

The main body of the essay should focus on specific examples of the issue in question. A short description should be used for the opener. Each paragraph of this piece should begin with an argument supporting the thesis statement.

The most part of each paragraph should be a reflexive analysis of the situation and evaluation . Each paragraph should end with a concluding sentence that caps the argument. In a science-based essay, it is important to use theories, other studies from journals and source-based material to argue and support your position in an objective manner.

How to Write the Conclusion?

A conclusion should provide a summary of the issues explored, remind the reader of the purpose of the essay and suggest an appropriate course of action in relation to the needs identified in the body of the essay.

This is mostly an action plan for the future. However, if appropriate a writer can call readers to action or ask questions. Make sure that the conclusion is powerful enough for readers to remember it. In most cases, an introduction and a conclusion is the only thing your audience will remember.

Reflective Essay Topics

Here are some good topics for a reflective essay. We’ve decided to categorize them to help you find good titles for reflective essays that fit your requirement.

Medicine-related topics:

• Write a reflective essay on leadership in nursing
• How did a disease of your loved ones (or your own) change you?
• Write a reflection essay on infection control
• How dealing with peer-reviewed journals interrupts medical procedures?
• Write a reflection essay about community service
• Write a reflective essay on leadership and management in nursing

Topics on teamwork:

• Write a reflective essay on the group presentation
• What makes you a good team player and what stays in the way of improvement?
• Write a reflective essay on the presentation
• Write about the last lesson you learned from working in a team
• A reflective essay on career development: How teamwork can help you succeed in your career?

Topics on personal experiences:

• Write a reflective essay on the pursuit of happiness: what it means to you and how you’re pursuing it?
• Write a reflective essay on human sexuality: it is overrated today? And are you a victim of stereotypes in this area?
• Write a reflective essay on growing up
• Reflective essay on death: How did losing a loved one change your world?
• Write a reflective essay about a choice you regret
• Write a reflective essay on the counseling session

Academic topics:

• A reflective essay on the writing process: How does writing help you process your emotions and learn from experiences?
• Write a reflective essay on language learning: How learning a new language changes your worldview
• A reflective essay about a choice I regret

Related Posts: Research Paper topics | Compare&Contrast Essay topics

Reflective Essay Example

Tips on writing a good reflective essay.

Some good general tips include the following:

As long as you use tips by HandMade Writing, you’ll end up having a great piece. Just stick to our recommendations. And should you need the help of a pro essay writer service, remember that we’re here to help!

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How to Write a Reflective Essay

• 3-minute read
• 29th August 2018

If you think that a “reflective essay” is a college paper written on a mirror, this post is for you. That’s because we’re here to explain exactly what a reflective essay is and how to write one. And we can tell you from the outset that no mirrors are required to follow our advice.

What Is Reflective Writing?

The kind of “reflection” we’re talking about here is personal. It involves considering your own situation and analyzing it so you can learn from your experiences. To do this, you need to describe what happened, how you felt about it, and what you might be able to learn from it for the future.

This makes reflective writing a useful part of courses that involve work-based learning . For instance, a student nurse might be asked to write a reflective essay about a placement.

When writing a reflective essay, moreover, you may have to forget the rule about not using pronouns like “I” or “we” in academic writing. In reflective writing, using the first person is essential!

The Reflective Cycle

There are many approaches to reflective learning, but one of the most popular is Gibb’s Reflective Cycle . This was developed by Professor Graham Gibbs and can be applied to a huge range of situations. In all cases, though, it involves the following steps:

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• Description – You will need to describe your experiences in detail. This includes what happened, where and when it happened, who else was involved, and what you did.
• Feelings – How you felt before, during, and after the experience you describe.
• Evaluation and Analysis – Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you’ve learned in class while thinking about this.
• Conclusions – Final thoughts on what you’ve learned from the experience.
• Action – How you will put what you’ve learned into practice.

If your reflective essay addresses the steps above, you are on the right track!

Structuring a Reflective Essay

While reflective essays vary depending upon topic and subject area, most share a basic overall structure. Unless you are told otherwise, then, your essay should include the following:

• Introduction – A brief outline of what your essay is about.
• Main Body – The main part of your essay will be a description of what happened and how it made you feel . This is also where you will evaluate and analyze your experiences, either as part of the description or as a separate section in the essay.
• Conclusion – The conclusion of your essay should sum up what you have learned from reflecting on your experiences and what you would do differently in the future.
• Reference List – If you have cited any sources in your essay, make sure to list them with full bibliographic information at the end of the document.

Finally, once you’ve written your essay, don’t forget to get it checked for spelling and grammar errors!

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Reflective Essay Guide

Writing Reflective Essay

Last updated on: Feb 9, 2023

A Step by Step Guide to Writing a Reflective Essay

By: John K.

Reviewed By: Jacklyn H.

Published on: May 11, 2021

If you have been assigned the task of writing a reflective essay, it will be an excellent opportunity to polish your creativity and writing skills.

A reflective essay is slightly different from other essays as it requires a personal point of view of a chosen subject. Thus, you need to analyze a particular subject with your personal experience, understanding, and knowledge.

The only key to write a reflective paper is that you need to be more expressive. The more expressive you are, the merrier it will be for your essay. Feel free to talk about life experiences that are valid to your topic. Writing your reflections can actually be a strength in this kind of essay.

If this sounds like something that interests or concerns you, then keep reading! This blog contains every detail necessary to produce an impressive reflective essay.

On this Page

What Is a Reflective Essay?

A reflective essay describes an experience or event and analyzes the meaning of that particular experience and the lessons it delivers. One thing that makes it a reflective essay is that the writer analyzes an event of the past from the present.

When writing a reflective essay, you are required to open up about your emotions and thoughts to paint a clear picture of your personality, history, and individual traits.

It is required that you include a description and a vivid summary of the experience; it will make the reader feel that he has experienced it as well. Moreover, you need to explain your reactions, thoughts, feelings, and emotions.

A good reflective paper should be creative, insightful, and authentic. It needs to express your opinions on a specific topic interestingly so that the reader wants to follow what you're saying without getting bored or leaving it before reading.

Reflective Essay Format

REFLECTIVE ESSAY FORMAT AND TEMPLATE

How to Start a Reflective Essay?

Writing a great reflective essay is a chance to polish your skills of writing and enhance your creativity. However, sometimes, it gets difficult and confusing to write it. There are many high schools as well as college students who get confused thinking where to start.

So, we have compiled some steps that will help you to write a perfect essay.

Let’s discuss them in detail.

1. Choose Your Topic Carefully

If you are given the freedom to choose a topic and don’t have any idea regarding it, the best way is to brainstorm and research some trending and good topic ideas. Unfortunately, a common mistake when writing a reflective essay is to choose a topic that is too broad or too narrow.

2. Research About Your Subject

Make sure you do thorough research on your topic first. Close your eyes and start imagining or remembering. Then, watch, listen, and read the information regarding your topic.

3. Brainstorm

Before you even start writing, brainstorm your ideas first. It is always a wise step to take before writing anything.

4. Choose Reflection Questions

Take a look at the questions below to get a better idea:

• What did I notice?
• What do I feel about it?
• Why am I feeling this way?

5. Answer the Questions You Have Chosen

After selecting your questions, you need to give their answers. Start from one essay question; make sure you answer it properly. After that, head on to the next one.

6. Recognize Your Experience Meaning

Before you even start writing, you need to choose the most significant lesson you have learned from your experience. This “most significant lesson or thing” is going to be the thesis of your essay.

7. Follow the Structure

Like all the other essays, the reflective essay also has the same format, which comprises the introduction, body, and conclusion paragraph.

Therefore, follow these steps and makes your essay writing process easy.

Paper Due? Why Suffer? That's our Job!

How to Write a Reflective Essay?

Here are some steps that you should follow when you start writing your reflective paper.

1. Write the Introduction

To understand and know how to start a reflective essay introduction, you must first understand that an introduction is a piece of brief information about the main topic and its background.

In the reflective essay introduction, you will recognize the subject and provide the reader with an overview of the impression you have taken from it. Therefore, the introductory paragraph of your reflective essay needs to include a thesis statement that will act as a focal point of your paper.

2. Body Paragraphs

The first body paragraph should mention the impactful impression your subject has made on you. Then, provide relevant facts to support your thesis statement.

Moreover, the body of your essay will also describe most of the ideas you touched on in your introduction.

3. Write a Conclusion

Restate your thesis statement and summarize all the reasons you have mentioned in the essay’s body paragraphs. After that, sum up your essay with your final thoughts on the subject; close your essay with some reflective thoughts.

4. Proofread and Edit

Never submit your essay without editing or proofreading. Even though you have spent hours of effort and put a lot of hard work in doing your essay, your essay will have no worth if you haven’t proofread and edited it.

Here is the reflective essay outline sample for your ease.

Reflective Essay Outline

REFLECTIVE ESSAY OUTLINE

Reflective Essay Examples

We have compiled some perfect reflective essay examples below to help you get started on your paper.

Personal Reflective Essay Examples

PERSONAL REFLECTIVE ESSAY EXAMPLES

ENGLISH REFLECTIVE ESSAY EXAMPLES

Tough Essay Due? Hire Tough Writers!

Reflective Essay Topics

Check out these reflective essay ideas on the most common subjects you can write about:

• Something from your imagination
• Something you have experienced in real
• A special object
• Something you have seen, heard, read, watched, touched, or smelled.

We are sure these subjects must have sparked your imagination, but here are a few essay topics that will help you get the bigger picture. In addition, these topics will help you understand the kind of topics teachers like to assign.

• The desert, mountains, countryside, or beach
• A special room or hideaway
• The house you grew up
• Home of some relative
• A person that taught me how to improve reflective writing skills
• New Experiences
• When your piece of writing published
• Important conversation
• The older man line of thought
• The time you overcame your fears

A list of topics will help you get a picture of what good ideas are like and how to come up with one of your own.

5StarEssays.com is the best essay writing service online with exceptional quality work and insanely affordable rates. In addition, our round-the-clock customer support is ready to help you out with your academic growth.

Your essays are assigned to highly qualified essay writers who have years of experience and education. They make sure to provide you with mind-blowing, error-free, and on-time essays. They don’t just cater to the reflective essay but help with all types of essays.

So, contact us now and get the best write my essay for me? service at affordable rates.

Frequently Asked Questions

How long is a reflective essay.

The reflective essay should be between 300 and 500 words. However, it will vary according to the chosen topic.

What is the purpose of a reflective essay?

A reflective essay is a great opportunity for the author to explore what has happened in their life and show how this specific event may have changed them.

PhD Essay, Literature

John K. is a professional writer and author with many publications to his name. He has a Ph.D. in the field of management sciences, making him an expert on the subject matter. John is highly sought after for his insights and knowledge, and he regularly delivers keynote speeches and conducts workshops on various topics related to writing and publishing. He is also a regular contributor to various online publications.

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How to Write a Reflection Paper: An Easy-to-Follow Guide

Last Updated: June 6, 2024 Fact Checked

Sample Outline and Paper

Brainstorming, organizing a reflection paper, as you write, expert q&a.

This article was co-authored by Alicia Cook . Alicia Cook is a Professional Writer based in Newark, New Jersey. With over 12 years of experience, Alicia specializes in poetry and uses her platform to advocate for families affected by addiction and to fight for breaking the stigma against addiction and mental illness. She holds a BA in English and Journalism from Georgian Court University and an MBA from Saint Peter’s University. Alicia is a bestselling poet with Andrews McMeel Publishing and her work has been featured in numerous media outlets including the NY Post, CNN, USA Today, the HuffPost, the LA Times, American Songwriter Magazine, and Bustle. She was named by Teen Vogue as one of the 10 social media poets to know and her poetry mixtape, “Stuff I’ve Been Feeling Lately” was a finalist in the 2016 Goodreads Choice Awards. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,844,367 times.

Reflection papers allow you to communicate with your instructor about how a specific article, lesson, lecture, or experience shapes your understanding of class-related material. Reflection papers are personal and subjective [1] X Research source , but they must still maintain a somewhat academic tone and must still be thoroughly and cohesively organized. Here's what you need to know about writing an effective reflection.

How to Start a Reflection Paper

To write a reflection paper, first write an introduction that outlines your expectations and thesis. Then, state your conclusions in the body paragraphs, explaining your findings with concrete details. Finally, conclude with a summary of your experience.

• These sentences should be both descriptive yet straight to the point.

• For lectures or readings, you can write down specific quotations or summarize passages.
• For experiences, make a note of specific portions of your experience. You could even write a small summary or story of an event that happened during the experience that stands out. Images, sounds, or other sensory portions of your experience work, as well.

• In the first column, list the main points or key experiences. These points can include anything that the author or speaker treated with importance as well as any specific details you found to be important. Divide each point into its own separate row.
• In the second column, list your personal response to the points you brought up in the first column. Mention how your subjective values, experiences, and beliefs influence your response.
• In the third and last column, describe how much of your personal response to share in your reflection paper.

• Does the reading, lecture, or experience challenge you socially, culturally, emotionally, or theologically? If so, where and how? Why does it bother you or catch your attention?
• Has the reading, lecture, or experience changed your way of thinking? Did it conflict with beliefs you held previously, and what evidence did it provide you with in order to change your thought process on the topic?
• Does the reading, lecture, or experience leave you with any questions? Were these questions ones you had previously or ones you developed only after finishing?
• Did the author, speaker, or those involved in the experience fail to address any important issues? Could a certain fact or idea have dramatically changed the impact or conclusion of the reading, lecture, or experience?
• How do the issues or ideas brought up in this reading, lecture, or experience mesh with past experiences or readings? Do the ideas contradict or support each other?

• Verify whether or not your instructor specified a word count for the paper instead of merely following this average.
• If your instructor demands a word count outside of this range, meet your instructor's requirements.

• For a reading or lecture, indicate what you expected based on the title, abstract, or introduction.
• For an experience, indicate what you expected based on prior knowledge provided by similar experiences or information from others.

• This is essentially a brief explanation of whether or not your expectations were met.
• A thesis provides focus and cohesion for your reflection paper.
• You could structure a reflection thesis along the following lines: “From this reading/experience, I learned...”

• Your conclusions must be explained. You should provide details on how you arrived at those conclusions using logic and concrete details.
• The focus of the paper is not a summary of the text, but you still need to draw concrete, specific details from the text or experience in order to provide context for your conclusions.
• Write a separate paragraph for each conclusion or idea you developed.
• Each paragraph should have its own topic sentence. This topic sentence should clearly identify your major points, conclusions, or understandings.

• The conclusions or understandings explained in your body paragraphs should support your overall conclusion. One or two may conflict, but the majority should support your final conclusion.

• If you feel uncomfortable about a personal issue that affects the conclusions you reached, it is wisest not to include personal details about it.
• If a certain issue is unavoidable but you feel uncomfortable revealing your personal experiences or feelings regarding it, write about the issue in more general terms. Identify the issue itself and indicate concerns you have professionally or academically.

• Avoid dragging someone else down in your writing. If a particular person made the experience you are reflecting on difficult, unpleasant, or uncomfortable, you must still maintain a level of detachment as you describe that person's influence. Instead of stating something like, “Bob was such a rude jerk,” say something more along the lines of, “One man was abrupt and spoke harshly, making me feel as though I was not welcome there.” Describe the actions, not the person, and frame those actions within the context of how they influenced your conclusions.
• A reflection paper is one of the few pieces of academic writing in which you can get away with using the first person pronoun “I.” That said, you should still relate your subjective feelings and opinions using specific evidence to explain them. [8] X Research source
• Avoid slang and always use correct spelling and grammar. Internet abbreviations like “LOL” or “OMG” are fine to use personally among friends and family, but this is still an academic paper, so you need to treat it with the grammatical respect it deserves. Do not treat it as a personal journal entry.
• Check and double-check your spelling and grammar after you finish your paper.

• Keep your sentences focused. Avoid squeezing multiple ideas into one sentence.
• Avoid sentence fragments. Make sure that each sentence has a subject and a verb.
• Vary your sentence length. Include both simple sentences with a single subject and verb and complex sentences with multiple clauses. Doing so makes your paper sound more conversational and natural, and prevents the writing from becoming too wooden. [9] X Research source

• Common transitional phrases include "for example," "for instance," "as a result," "an opposite view is," and "a different perspective is."

• For instance, if reflecting on a piece of literary criticism, you could mention how your beliefs and ideas about the literary theory addressed in the article relate to what your instructor taught you about it or how it applies to prose and poetry read in class.
• As another example, if reflecting on a new social experience for a sociology class, you could relate that experience to specific ideas or social patterns discussed in class.

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• ↑ https://www.csuohio.edu/writing-center/reflection-papers
• ↑ https://libguides.usc.edu/writingguide/assignments/reflectionpaper
• ↑ Alicia Cook. Professional Writer. Expert Interview. 11 December 2020.
• ↑ https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/how-write-reflection-paper
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://writingcenter.unc.edu/tips-and-tools/conclusions/
• ↑ https://www.anu.edu.au/students/academic-skills/writing-assessment/reflective-writing/reflective-essays
• ↑ https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/sentencestructure

About This Article

To write a reflection paper, start with an introduction where you state any expectations you had for the reading, lesson, or experience you're reflecting on. At the end of your intro, include a thesis statement that explains how your views have changed. In the body of your essay, explain the conclusions you reached after the reading, lesson, or experience and discuss how you arrived at them. Finally, finish your paper with a succinct conclusion that explains what you've learned. To learn how to brainstorm for your paper, keep reading! Did this summary help you? Yes No

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Home ➔ What's an Essay? ➔ Reflective Essay – Definition, Format, Examples

Reflective Essay – Definition, Format, Examples

Education changes rapidly; teachers modify curricula to adjust them to today’s trends and help students pick up critical skills. One of such skills is the ability to witness and assess one’s learning. To master such dexterity, course instructors might assign to write reflective papers.

Although it’s not the most common writing task, knowing how to evaluate various occurrences and document them properly will help you excel in academia and understand your strengths and weaknesses. This guide encompasses all the information you need about a reflective essay, from the definition to do’s and don’ts. 

What is Reflective Writing? 

Reflective writing is an activity in which the writer chooses a memory, event, interaction, or scene, describes it, and includes a personal reflection. Such writing is valuable in the way it helps the writer thoroughly examine their thoughts and emotions and come up with a comprehensive conclusion as to what occurred in the past, how it affected their life, and what could have been done differently. A diary entry is an example of such writing.

People often cast their minds back to re-experience various moments that happened in the past. However, they usually don’t dive into analyzing these occurrences. Nor do they reflect on the outcomes of such events. Reflective writing is a similar practice that entails people’s personal thoughts about past events. Yet, it is way more effective and, above all, analytical. 

What is a Reflective Essay?

A reflective essay is a first-person piece of writing in which you take a look at your life experiences and describe their meaning or what you have learned from them. As an academic analysis , it often involves reflecting on the material you learned in class.

A reflective essay is often a part of the academic syllabus, and students have to write reflective essays quite regularly. They often compose such pieces to reflect on their learning or an event that happened within an academic setting.

Unlike common reflections that many people exercise, this type of essay doesn’t usually cover an event or memory but a theory, reading, or an experience. Through this kind of self-evaluation, students explore learning techniques and their effects, analyzing them and identifying whether they are efficient and if there is room for improvement.

When writing a reflective essay, you might need to analyze a particular object, event, or concept. It is crucial to remember that a reflective essay isn’t just a summary of your observations. It should have an in-depth analysis of whatever you write about.

For instance, suppose you write a reflective essay on a theory that you’ve learned. In that case, you should include information on how you learned it, what you failed to understand (if any), and how you can apply the knowledge you obtained. 

Note: Read our article – What is an essay? – to learn more about academic essays and their features in general.

Why Students Write Reflective Essays

Students have to learn lots of information to make use of their studies. They attend classes and other extracurricular activities to enrich their knowledge and get one step closer to their desired jobs. However, hectic schedules full of classes, other activities, and the number of assigned tasks make students practice rote learning and cram for tests and exams. Such memorization techniques have nothing to do with thoughtful learning. As a result, you might end up being unable to apply the gained knowledge effectively.

Reflective essays aim to prevent students from mindless learning. Writing reflectively lets you review your approaches to studies and look at them from different perspectives. It also allows you to observe ideas and concepts and link them with theories learned during classes. Moreover, by writing a reflective essay, you improve your analytical thinking. It enables you to examine sources and consider various points of view when getting familiar with new ideas. 

Finally, reflective essay writing is vital in developing strong critical thinking abilities. Such papers help learners approach their studying methods more critically and determine whether they are fruitful or need improvement. Also, researchers contend that systemic reflections in the form of an essay or a journal help them evaluate classroom learning and choose the most effective studying strategy. 

Reflective essay writing is becoming an important element in academia, considering the spread of online education and the lack of comprehensive feedback from teachers. It might be especially helpful for students and professionals in composition, education, or health-related areas .

The Format of a Reflection Essay

A reflective essay must be structured appropriately and contain all the elements of an academic paper. It is always based on personal experience or learning and revolves around the three key components that make it thoughtful and coherent.

The Three Main Components of Reflection

#1: description.

The description is the first pillar of a reflection paper. It paints a picture of an event or experience and has to be concise and put in the introductory paragraph. The description should give a clear answer to what happened and what is being examined within your essay. 

#2: Analysis

The analysis is the second critical part of a reflective essay. This section is the most extensive. It determines peculiarities and other essential aspects of the analyzed idea, belief, or thoughts and feelings. Particularly, the writer must explain such an experience or learning by linking it to a relevant point. Whether your reflective essay touches upon an experience (an observation) or learning (a concept you have learned), posing the following questions might help you make your analysis more rigorous:

• Why did it happen? 
• What were you experiencing?
• What ideas can explain what happened?
• What did you find insightful or complicated? Does it have anything similar to what you’d experienced in the past? 
• Has it influenced you? Positively or negatively?

#3: Outcome

The outcome is the ultimate attribute of a reflective essay. When writing this part, the writer encapsulates the gained knowledge, explaining its validity, usefulness, and future implications. You can also ask additional questions if you have second thoughts about the subject. Those can be:

• What did you learn? 
• Suppose what you learned or observed was revealing; how different is it from what you used to think or do?
• Will you incorporate this knowledge in the future? How?
• Is the answer exhaustive, or do you need to research more to understand a theory, notion, etc.?

The Standard Academic Structure

Apart from the mentioned elements, a reflective essay mirrors a typical structure of an academic paper when written. Precisely, the following essential components:

• Introduction: The first paragraph states the topic and provides an overview. It has an opening sentence and describes the main idea. An introduction also includes a thesis statement, which gives a writer’s perspective on an experience, reading, or theory.
• Body: The central part usually works around the thesis, developing it and explaining what the writer has learned. Every main body section analyzes a single idea, provides a short conclusion, and transitions to the following body paragraph. The number of body paragraphs depends on the word count set by your instructor. Assuming it is a five-paragraph paper, it needs to consist of two to four main body paragraphs. 
• Conclusion: The last section ends your piece of writing and voices the outcomes of the topic (an idea, concept, or reading). The writer analyzes the results, highlighting their significance, applications, and overall reactions. 

Note: Read our article – How to Write an Essay – to learn more about basic essay writing techniques and components.

Analysis of Reflective Paper Examples

Writing a reflective essay might be demanding. Yet, it won’t be a complex assignment if you approach it correctly. Below are several examples we are going to analyze in a broader scope. Reading them will shed light on what a well-written reflective essay should look like, what you should focus on, and how to meet the main criteria (rubric). 

Good Samples

The next batch of reflective essay examples is produced by students majoring in the English language at Berry College. Overall, they are nice reflective essays; every work contains description, interpretation, and outcomes, meeting the primary attributes of a reflection paper. Nonetheless, it would be reasonable to take a closer look at each of them and identify where they excel.

Example 1 breakdown: The first paper kicks off with a good, informative, and compressed introduction about the writer’s reflections on the course at college. As can be seen, every paragraph has a straightforward structure. An introduction comprises an opening sentence, description, and an apt thesis statement. A body contains a topic sentence, analysis, and explanation. In turn, a conclusion wraps up critical information and provides outcomes. The essay also clearly analyzes the classes and their contents, explaining how they impacted the author. Other than that, the writer has met the final component of a reflective essay by posing relevant questions (e.g., “Have I grown as a reader and writer?”) and either answering them or expressing doubts. The essay can be considered an exemplary reflective essay. 

Example 2 breakdown: The second reflection paper begins with a perfect introduction, containing an impressive vocabulary and describing the experience of majoring in English. The writer followed a great strategy by asking a rhetorical question and thus catching the audience’s curiosity, making readers continue to read the piece to find the answer. The paper then moves toward analyzing classes along with the reading activities the writer was involved in. The writer managed to provide full-fledged analyses and connect them correctly. Regarding the outcomes, they clearly and successfully finished the paper. The writer has added how they can apply acquired skills in the future, including how the teacher helped shift the writer’s paradigm and think about the upcoming classes from various angles. 

Example 3 breakdown: The third essay is arguably the most academic. It includes formal vocabulary, constructions, and phrases. Besides, it has a transparent description with a powerful thesis. The entire paper is broken down into comprehensive sections, each analyzing different aspects. Notably, this reflection essay has a firm conclusion along with the outcomes of the writer’s long considerations. The author highlights that the major was an eye-opening experience; it helped the writer decide on their future career (e.g., “Thus, I’ve come to the conclusion academia is the niche for me.”) and make them apply to eight English literature Ph.D. programs. It is also essential to point out a frame structure the writer borrows from literary works. In other words, the essay starts with a question, “What is it you English majors do, precisely?” and repeats it in the end, finishing the work with a great answer.

Example 4 breakdown: The final reflection paper from the batch is equally stunning. It sparks the reader’s attention right away with a good hook – the message about being at a crossroads during the author’s sophomore year. Likewise, it contains a well-organized description of undertaken classes along with an analysis of them. The author managed to explain the importance of such courses and the challenges they encountered along the way. For instance, the writer talks about ENG 495, a class on Writing about Place. The first work didn’t end up being the one that the writer expected to see. Yet, this inspired them to work harder on the language and make it less eloquent, lifting, and occasionally overwhelming. 

A Sample That Needs Some Improvement

The second sample comprises a single reflective essay. Presumably, it was written by a high-school student aiming to enroll in a business, marketing, or PR course. Notwithstanding, this reflection paper demonstrates the piece’s idea (senior project), its analysis (what was exciting and most valuable to observe), and the outcomes (what worked well and what had to be improved). 

However, it doesn’t seem to be fully coherent. Although the reflection paper is broken down into them, they sometimes fail to bridge the main idea. For instance, the second section about past activities does not fit the other paragraphs well. It would be best to include the following phrases to strengthen the connection between units and increase the piece’s readability:

• For me, the most critical/useful/valuable
• At first, Initially, Subsequently, I thought/felt/knew
• This might be/is probably because of/related to/explained by

Apart from that, the last section looks clumsy and doesn’t fit the context that well. It doesn’t provide a conclusion to the paper. Neither does it answer a required list of questions from the above. This essay lacks unity and fails to meet all the characteristics of a reflection paper. To sum up, unlike the mentioned examples, this work doesn’t entirely fall into a good reflective essay because of vague transitions and paragraphs with redundant information. 

Final Tips on Writing Reflective Essays

A reflective essay is a type of paper that utilizes analytical thinking. That’s why it is crucial to remain focused and attentive to detail when reflecting on specific essay topics. The following is the list of recommendations to help you compose an effective reflective essay.

• Shape your structure: Academic essay writing involves following a certain structure and formatting style . Unlike a diary entry, it cannot be a free flow of your thoughts. Make sure your reflective essay has an apparent introduction, body, and conclusion sections.
• Make use of your notes: Relying on class notes can help you write a reflective paper. Specifically, it will speed up the writing process, make the paper pertinent to your curriculum, and save time looking for scholarly sources.
• Analyze your content: Many students confuse reflection essay writing with a narrative, describing their personal experience and thus scratching the surface only. Ensure analyzing what happened, why it happened, and what you learned from it.
• Use reflective questions: To improve your analysis, ask yourself a set of specific questions related to the topic. For instance, when writing about theoretical material, you can ask yourself, “How did it change my life?”, “How else can I apply this to my life?”, “What knowledge did I gain?”, “Does it make me more competent?” etc.
• Don’t use informal language: Although you need to speak from your point of view and use phrases, like I reckon, In my opinion, I believe, and so forth, there are still limitations. Avoid colloquial language, idioms, and other phrases that can negatively influence your piece, making it biased and overly subjective.
• Don’t exaggerate with descriptions: Whatever your topic, you need to describe it in the introductory paragraph. However, keep in mind that your task is to reflect on something. Therefore, keep the description short and clear.
• Don’t just recount what you experienced: Without a deep analysis, your reflective essay will turn out to be a book report or a simple story. You should not only narrate or describe but also analyze and draw conclusions .
• Don’t start without an outline: You risk failing overall unity and readability when writing a reflective essay without an outline . Furthermore, you will spend more time working on your piece. Create an essay outline before writing a reflective paper. 

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A reflective essay is a type of writing where you explore how an event, experience, or concept has influenced your development or perspective. It involves deep thinking, self-analysis, and personal reflection. In a reflective essay, you explai what you learned and how you changed as a result of that experience.

In this article, you will learn how to write a reflective essay, and how to highlight impactful experiences. A reflection essay seems easy as you don’t have to defend one’s point of view or convince the reader of something. But it has its challenges, so we recommend to keep on reading and find out everything you need to know about this type of essay. More complex examples are available down below.

What Is a Reflective Essay: Definition

A good question to start with is, “What is a reflective essay?” A reflective essay is a type of academic writing, in which the student has to test personal life experience/position towards a particular topic. Unlike in argumentative writing, the student does not have to defend the personal position. It does not require a complicated, professional language with some terminology. Do not define something - focus on sharing personal life experience, skills, development, and the most vivid examples to illustrate the topic.

Reflective Essay Format

A reflection essay student writes to meet the college writing standards has a different format from the one a magazine writer should present to reach the issue’s audience. However, each reflective paper has a similar outline. Reflective essay format depends on the general requirements your teacher provides. Some of them can ask for a specific format for your essay. APA writing style , MLA, and Chicago are the basic formats you can use. But if you don’t know exactly which formatting to use, you can use reflective essay apa format. This is the most common college essay format, so knowing its requirements is critical: Font:  Times New Roman, 12 points Interval:  Double interval Margins:  1 inch all round Page Numbers:  Insert a title in the upper left corner of each page.  

Reflective Essay Outline and Structure

Knowing how to write a reflective essay is essential. Even if you feel confident about your thoughts and knowledge, don’t start your writing without a clear and well-designed plan. Without logical essay structure , your essay will likely achieve lower marks. To avoid this situation, follow 10 easy steps we provided below. The first thing every student needs to understand how to write a good reflective essay is an effective, detailed outline. It has 3 typical sections: introduction, body paragraphs, and conclusion. Writing a reflective essay does not require any references – the only person to refer is the student who decides to share his thoughts & ideas. Let’s look at 4 main reasons to include an outline of reflective essays.  

• An outline assists in laying out the details the student wants to leave after narrowing down the draft before working on the final paper. It prevents them from concluding the essay by realizing something is missing.
• An outline provides a clear, concise roadmap, which prevents the writer from taking curvy paths and facing dead ends. It shows the way like a compass in the woods.
• An outline helps to save a lot of time.
• An outline helps the potential readers, including teachers & classmates, to avoid falling off the main point when reading the essay partially.

Reflective essay outline is not much different from other types of essays. Use this reflective essay template in creating your perfect reflective essay:

How to Start a Reflective Essay: Creating an Introduction

Let’s figure out how to write a reflective essay introduction. Start with stating the primary focus of the personal reflection. Avoid being indirect and covering a range of topics; stay direct and concise by underlining the basic purpose of sharing a life experience. Professional Opinion:

“Giving a preview of the most exciting part of the story is a clue. The target reader may lack time to read the full piece from cover to cover. “There are many things I have learned from Marketing class. The most valuable lesson I have obtained is checking the effectiveness of 2 different approaches or services through utilizing so-called A/B testing.” It will make the reader think about what is special about this specific method. The reader will go on reading the body paragraphs to find out!” Professor Hemsworth, History & Anthropology teacher and academic writer at StudyCrumb

Another way to attract attention in the introductory paragraph is to come up with the intriguing hook for essay sentences like statistics, fact, quote, metaphor, rhetorical question, or joke. It depends on the mood of your reflective narrative.

Working on Reflective Essay Thesis

Some people may say that a reflective essay does not need a thesis. However, the example shared in the previous section talking about introduction is an example of the inspiring thesis statement. Include at least a reflective summary of the primary idea. The best idea would be to focus on previewing the peak of the plot development or highlighting the most valuable lesson learned. Let’s take a look at this little reflective essay thesis sample.

If you find it challenging, rely on our  professional essay writing service  and have your reflective essay done with academic standards in mind. 

Writing a Reflection Essay Body Paragraph

What is the purpose of a body paragraph ? The body paragraphs of the reflective analysis interpret the way the author evolved or what he/she has absorbed from a particular life lesson (mention 3 different lessons). When writing your reflective essay you should mention the circumstances that forced you to pass a certain way. If you study a subject like English Literature or Arts, the paper’s prompt may ask you to describe how you changed as a field professional during the course of study. It is important to choose a specific interval of time to list the improvements. Compare & contrast the initial skills to the knowledge you have today. It is a great idea to tell the audience the ways various tasks, challenges, and lessons made the author grow since the beginning of his education. There is no need to conduct research to collect the supporting evidence. The author alone is responsible for defending every stated claim with the help of vivid samples that describe the topic the best. Example: In case the student has become more professional in the field of writing, he should list the causes of those changes (new English teacher, more practice at home, part-time job related to the field of writing). Who knows – some of the ideas may be used by other students to succeed!  

How to Write a Reflective Essay Conclusion

The question of how to end a reflection paper is not less important. The last challenge is to prepare an impressive, inspiring, and powerful conclusion, which will make the target readers want to develop the same positive way. Write a reflective summary regarding the way you have changed over a given period of time. Share some forecast by looking ahead: how the experiences listed in the essay would influence further personal development. By looking at the past events, decide which of them was the most important. The good idea is to compare & contrast past and future events to stress the gaps between the obtained skills and experience, possibly gained in the future. Don't want to bother with writing any conclusions? Use a summary maker to generate e reflective essay conlusion in seconds.

How to Write a Reflective Essay: 10 Easy Steps

Writing personal reflection helps students to stress their individuality by highlighting various skills, knowledge, behavior, feelings, and even mood. The purpose of writing a reflective essay is to show how the person changed over time and what factors played an important role in those metamorphoses. Keep on reading this section to learn steps that will make your reflective writing perfect. Step 1:  Think of the questions that interest you the most. It may be your experience, feelings, or an event in life. Make sure you analyzed the question well. Check credible sources and collect relevant information. Step 2:  Decide what you want to write about. Make sure you know how to title an essay . Identify the topic. Step 3:  After you decided on a topic, create an appealing title that will entice readers. Make sure your title is clear and to the point. Step 4:  Create an outline of your essay. Step 5:  Create an attention-grabbing hook for reflective essay. It should be some intriguing sentence or phrase that will arouse the interest of your readers. Step 6:  Create an introduction of your reflection paper. Step 7:  Think what you will include in the main body of your text. Start writing your body paragraphs. Step 8:  Diversify your text with all the necessary details to make your readers see a clear picture of the environment in your story. It can be some place, people, atmosphere, etc. Step 9:  After the reader is already familiar with the setting and characters, you should tell about yourself. What were your feelings? How has the situation affected you? What did you learn from this situation? Step 10:  Conclude your reflective essay. Briefly summarize all the points that were mentioned in your text and provide a short moral with recommendations. You can use these steps as a checklist for your writing process. In case you need another step-by-step guide on response essays  or any other type of writing, we've got you covered.

>> Read more: How to Write Essays

Reflective Essays Sample From Successful College Students

No recommendations, tips & tricks help the students to understand the way a particular assignment should look like in the end as effectively as the examples. The article contains one of the up-to-date reflective essay examples from a college student.

Writing a Reflective Essay: Bottom Line

Congratulations, we have learned how to write a reflective essay. We really do hope that our guidelines, tips, and examples were useful to you. Now, you can definitely work on your reflection assignment with a clear understanding of its structure and main points. So start your writing, and the sky's the limit! 

In case you need more writing tips, feel free to browse our Blog. Be it a diagnostic essay , a synthesis essay  or a response paper , we have tutorials for any type of writing. 

Consider  buying essay papers  in case you've got other plans for the evening. Submit your details to StudyCrumb and get an astounding paper written in line with your requirements. Your assigned writer will handle any assignment with a blink of an eye!

Frequently Asked Questions about Writing a Reflective Essay

1. what is a common mistake when writing a reflective essay.

A common mistake when writing a reflective essay is to drift away from the subject you're writing about. It usually happens when you don’t stick to your initial plan. So plan your writing well and if you feel that you go a bit off topic, be sure that you return to the same topic you originally discussed.

2. What is the purpose of writing a reflective essay?

The purpose of writing a reflective essay is to make a student write about their personal experience, explore it, reflect on it and find positive and negative aspects. The goal is to analyze how a student changed due to this experience and what made them change. What lesson a student learned is an essential point in persuasive writing.

3. How to write a reflective essay on a book?

If you are writing a reflective essay on a book, the main task is to show your teacher how you reflect on a chosen book, how you understand the problem presented by an author. To create a good essay, start with brief information about the author. Then, without spoilers, briefly summarize the main points of a book. After that explain the main conflicts, share your impressions. Ask questions like: “What are the peculiarities of the main characters?”, “What did an author want to say by indicating the main issues?”

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

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Study Skills

Reflective practice toolkit, introduction.

• What is reflective practice?
• Everyday reflection
• Models of reflection
• Barriers to reflection
• Free writing
• Reflective writing exercise
• Bibliography

Many people worry that they will be unable to write reflectively but chances are that you do it more than you think!  It's a common task during both work and study from appraisal and planning documents to recording observations at the end of a module. The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls.

What is reflective writing?

Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. It can help you to reflect on a deeper level as the act of getting something down on paper often helps people to think an experience through.

The key to reflective writing is to be analytical rather than descriptive. Always ask why rather than just describing what happened during an experience. 

Remember...

Reflective writing is...

• Written in the first person
• Free flowing
• A tool to challenge assumptions
• A time investment

Reflective writing isn't...

• Written in the third person
• Descriptive
• What you think you should write
• A tool to ignore assumptions
• A waste of time

Adapted from The Reflective Practice Guide: an Interdisciplinary Approach / Barbara Bassot.

You can learn more about reflective writing in this handy video from Hull University:

Created by SkillsTeamHullUni

• Hull reflective writing video transcript (Word)
• Hull reflective writing video transcript (PDF)

Where might you use reflective writing?

You can use reflective writing in many aspects of your work, study and even everyday life. The activities below all contain some aspect of reflective writing and are common to many people:

1. Job applications

Both preparing for and writing job applications contain elements of reflective writing. You need to think about the experience that makes you suitable for a role and this means reflection on the skills you have developed and how they might relate to the specification. When writing your application you need to expand on what you have done and explain what you have learnt and why this matters - key elements of reflective writing.

2. Appraisals

In a similar way, undertaking an appraisal is a good time to reflect back on a certain period of time in post. You might be asked to record what went well and why as well as identifying areas for improvement.

3. Written feedback

If you have made a purchase recently you are likely to have received a request for feedback. When you leave a review of a product or service online then you need to think about the pros and cons. You may also have gone into detail about why the product was so good or the service was so bad so other people know how to judge it in the future.

4. Blogging

Blogs are a place to offer your own opinion and can be a really good place to do some reflective writing. Blogger often take a view on something and use their site as a way to share it with the world. They will often talk about the reasons why they like/dislike something - classic reflective writing.

5. During the research process

When researchers are working on a project they will often think about they way they are working and how it could be improved as well as considering different approaches to achieve their research goal. They will often record this in some way such as in a lab book and this questioning approach is a form of reflective writing.

6. In academic writing

Many students will be asked to include some form of reflection in an academic assignment, for example when relating a topic to their real life circumstances. They are also often asked to think about their opinion on or reactions to texts and other research and write about this in their own work.

Think about ... When you reflect

Think about all of the activities you do on a daily basis. Do any of these contain elements of reflective writing? Make a list of all the times you have written something reflective over the last month - it will be longer than you think!

Reflective terminology

A common mistake people make when writing reflectively is to focus too much on describing their experience. Think about some of the phrases below and try to use them when writing reflectively to help you avoid this problem:

• The most important thing was...
• At the time I felt...
• This was likely due to...
• After thinking about it...
• I learned that...
• I need to know more about...
• Later I realised...
• This was because...
• This was like...
• I wonder what would happen if...
• I'm still unsure about...
• My next steps are...

Always try and write in the first person when writing reflectively. This will help you to focus on your thoughts/feelings/experiences rather than just a description of the experience.

Using reflective writing in your academic work

Many courses will also expect you to reflect on your own learning as you progress through a particular programme. You may be asked to keep some type of reflective journal or diary. Depending on the needs of your course this may or may not be assessed but if you are using one it's important to write reflectively. This can help you to look back and see how your thinking has evolved over time - something useful for job applications in the future. Students at all levels may also be asked to reflect on the work of others, either as part of a group project or through peer review of their work. This requires a slightly different approach to reflection as you are not focused on your own work but again this is a useful skill to develop for the workplace.

You can see some useful examples of reflective writing in academia from Monash University ,  UNSW (the University of New South Wales) and Sage . Several of these examples also include feedback from tutors which you can use to inform your own work.

Laptop/computer/broswer/research by StockSnap via Pixabay licenced under CC0.

Now that you have a better idea of what reflective writing is and how it can be used it's time to practice some techniques.

This page has given you an understanding of what reflective writing is and where it can be used in both work and study. Now that you have a better idea of how reflective writing works the next two pages will guide you through some activities you can use to get started.

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How to write a reflective essay

Published September 27, 2020. Updated May 19, 2022.

Reflective Essay Definition

A reflective essay is a type of writing that examines an experience from the past by looking through the lens of the present.

Overview of reflective Essay

The purpose of a reflective essay is to explore an impression you had, looking into the reasons for that impression.  A reflective essay is not writing about an experience. It is writing about your reaction to that experience. A reflective essay is not learning from doing. It is about learning from thinking about what you did. A reflective essay is not about trying to influence anyone of anything. It is about drawing the meaning from your own experience. A reflective essay is not about being correct. It is about being honest. A reflective essay is actually designed to help you improve how you think and learn.

Key takeaways

• A reflective essay examines an experience from the past looking through the lens of the present.
• The purpose of a reflective essay is to explore an impression you had, looking into reasons for that impression.
• A reflective essay is very personal: the topic isn’t so much the experience but how YOU felt ABOUT the experience.

What is a reflective essay?

Sometimes it’s easier to explain what something is NOT.

• A reflective essay is not writing about an experience. It’s writing about your reaction to that experience.
• A reflective essay is not learning from doing. It’s about learning from thinking about what you did.
• A reflective essay is not about trying to convince anyone of anything. It’s about drawing meaning from your own experience.
• A reflective essay is not about being correct. It’s about being honest.

Think about the word “reflection.” What you see in the mirror is not you; it is a reflection of you.

Do you realize that you can never really see yourself? You can only see a reflection of yourself.

Every life experience is like that. You never really see the experience as it’s happening. You only see it and learn from it when you see it through reflection.

Also, you cannot see your reflection if you are too close to the mirror. You need to step back in order to see yourself clearly.

Reflective writing is like that.

A reflective essay is a way of writing where you, as the writer, take a step back from your experience and write about it with some distance.

It is a way of writing about the past from the perspective of the present.

You are no longer going through an experience. Rather, you are reflecting on it to see it more clearly.

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

Purpose of a reflective essay

Regardless of how you feel about writing essays, most essays are designed to help you improve how you write. A reflective essay is actually designed to help you improve how you think and learn.

The reflective essay can be very helpful because writing it helps you process whatever you are writing about. That act of processing leads to deeper understanding.

John Dewey, an American scholar, said: “We do not learn from experience. We learn from reflecting on experience.”

Difference between a personal essay and a reflective essay

More than other essays, a reflection is about YOU. Unlike a personal essay, however, a reflective essay requires you to take a step back from an experience and write about it from a distance.

Where a personal essay might say, “Here is something I did,” a reflective essay would try to answer, “Why did I do what I did?”

A reflective essay is a good place to explore questions like, “How did I feel before and after I did that?”, “If I encountered a similar experience, would I do the same thing again?”, and “What did I learn from this experience?”

As you can see, all of the questions are personal: they are not asking about the experience itself, they are asking how YOU felt ABOUT the experience.

Don’t worry about finding the “right” answer. There is no such thing. Every person’s experience and interpretation is unique, and you are writing about your own. You don’t need to compare it to anyone else’s.

Make sure you write the essay in the first person.

Possible topics for a reflective essay

When choosing your topic for a reflective essay, think about whether it caused an impression on you.  Remember that the topic you write about isn’t the focus – the focus is your interpretation of it.

• A teacher who believed in you
• A friend who betrayed you
• A family member
• A place in nature where you feel most comfortable
• The house you grew up in
• A place you visited for the first time, that felt “familiar”
• Going somewhere very foreign
• A new experience
• Failing or succeeding at something
• Learning something new
• Something you’ve done before, but this time something was different

Questions to ask about your topic

Since you want to go deeper with your understanding of the topic, the questions that you ask yourself as you write are important.

• How did I feel, and why did I feel this way?
• How did I react, and why did I react like this?
• Did this change me? Why or why not?
• Would I do something differently next time?
• Was this experience positive or negative for me?
• What does this mean in my life?
• What did I learn from this experience?

Parts of an essay

Every essay you write, including reflective essays, should have three parts: an introduction, a body, and a conclusion. The reflective essay should have those parts as well.

However, the way a reflective essay is organized might be a little different.

Let’s go through each of those parts for a reflective essay. Each part will include a sample.

Introduction

You want to begin your essay with a hook. A hook is an interesting opening that “catches” your readers and makes them want to read more. Your hook is usually the first sentence.

After you’ve hooked the readers, you want to give some context, or background information. In a reflective essay, use the introduction to mention the experience that you will be writing about. Think of each sentence in your intro as a stepping point. Each sentence brings you closer to your thesis statement.

Once you’ve given some context, write a thesis statement, which tells the readers exactly what they’re going to read about. For a reflective essay, the thesis statement should give the readers an idea of the impression the experience made on you. Think of it like a map to the rest of your essay.

Sample introduction

Can you identify the hook, background information, and thesis statement in this sample?

I had seen pictures of the Mona Lisa my whole life. Last summer, I went to Paris and got to see the original painting in the Louvre Museum. As I stood looking at the Mona Lisa, I really was seeing her for the first time. What I found surprising is that I felt the woman in the painting was seeing me as well. I actually felt a connection to the painting.

A typical essay will have from one to three body paragraphs, though you can write as many as you need (or as many as your teacher assigns you). Regardless of how many body paragraphs you have, they will all be organized in a similar manner.

Start with a topic sentence to show your reader what is coming up. This is a general sentence that gives an overview of that paragraph. Since your thesis statement should be about the impression your experience made on you, each topic sentence should be a reason for that impression.

The body paragraph should explain the reason for your impression in depth.

End a body paragraph with a sentence that summarizes what you wrote or that leads into the next paragraph.

Sample body paragraphs

Can you identify the topic sentences? Do the body paragraphs discuss the reasons in depth

I first felt a connection because of the Mona Lisa’s expression. Her face looks calm and seems to give nothing away. Every time I had seen the picture before, I felt like her expression was empty, with nothing behind it. As if the subject was a rich, carefree woman who was just sitting to have her portrait painted. When I stood in front of the original masterpiece, though, her expression opened up. At the time, all I knew was that I was seeing something I hadn’t seen before. Now I know that I saw a woman trying to get through life while feeling like she didn’t know what she was doing. I have often felt the same way. I may look calm to the outside world, but I am trying to hide anxiety. Now I recognize that the Mona Lisa was doing the same thing.

The second reason I felt a connection was because of the Mona Lisa’s posture. The subject looks like she’s sitting in a chair. Her body is facing to the left, but her face is looking at the viewer. It seems as if she wants to go in one direction but is forced to face another. I have felt that way. Like when my parents suggest which future would be better for me. Like when my friends want to do something I’m not comfortable doing. Like when I want to stay home and read but my boyfriend wants us to go to a party. Which way should I go?

Lastly, I felt a connection to the background in the painting. Behind the Mona Lisa is a natural vista with a road and mountains and a lake. The landscape itself seems improbable. Why is there a road when there is no other sign of life? There are no buildings or people in the background. Having the Mona Lisa placed in such a strange background adds to the feeling of anxiety and uncertainty. Again, it seems like the Mona Lisa is talking to me: “Do you ever feel like you don’t know where you are? Or where you belong?” Yes, I feel that way a lot.

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.

This is how your essay ends and includes the last impression your reader takes away.

In a reflective essay, you may use your conclusion to give closure to the experience you’re writing about.

Add any insights to explain your reasons for your impression.

Finally, remember that a reflection is a way to write about the past from the perspective of the present. Make a clear connection from the past to the present.

Sample conclusion

Does this conclusion give a sense of closure? Does it add any insights? Does it make a connection between past and present?

That summer in Paris was supposed to be an exciting trip for me, but it was actually a difficult time in my life. I was trying to decide what university to go to, what major I should choose, and whether my boyfriend and I should break up or try a long-distance relationship. I had questions brewing in my head and it was difficult to appreciate the beauty of Paris. Seeing the Mona Lisa at that time in my life made me feel at peace. Now I understand what I saw in her that made me feel connected: I saw someone else with doubt and uncertainty, but I knew she would be okay in the end, and so will I. 

Example reflective essay on the Mona Lisa

Example reflective essay on environmental troubles.

By Halina Stolar. Halina has a master’s degree in teaching and taught English as a second language and writing for almost 15 years overseas. She now works as a freelance writer, and geeks out over grammar for fun.

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A Guide to Reflective Essay Writing

Reflective essays are very similar to other types of writing assignments. The big difference is that they require students to reflect upon their learning experiences and integrate them into their thinking.

In addition, these papers require students to show evidence of critical thinking, synthesis, analysis, evaluation and application.

When writing a reflection paper, it helps to begin with a clear thesis statement. This means that students should begin by identifying a central idea, or theme, that is supported throughout the paper.

Then, students should organize the body of their paper around this central idea. Finally, the conclusion section should summarize both the topic and the central idea. This guide will discuss how to write an excellent reflective essay.

Table of Contents

What Is Reflective Essay Writing?

The term “reflective” refers to the process of reflecting on one’s thoughts and actions. It also implies that students can analyze their own beliefs and attitudes to make changes.

This type of writing assignment requires students to think critically about their ideas and opinions.

This can be difficult for many people because we often have strong feelings about things. However, when writing a reflective essay, students must try to remain objective. They need to keep an open mind and avoid getting caught up in their emotions.

Students who struggle with this task may benefit from using some self-reflection techniques. For example, they could ask themselves questions such as: What am I feeling right now? Why does this matter to me?

Writing a good reflective essay involves more than just stating your opinion on a particular issue. Students should consider all sides of the argument in their reflective essay.

They should also take time to identify what they learned during the semester. By doing so, students can use their reflections to improve their understanding of the subject matter.

Once you understand the purpose of a reflective essay, you can start brainstorming topics for your paper.

There are several different ways to approach a reflective essay. You might want to choose a specific topic that interests you, or you could simply pick something at random.

Regardless of which method you decide to use, remember that you don’t have to stick to one specific format.

Models Of Reflection That Could Be Used

There are different models that you could use to structure your reflective essay. Here are a few of them:

Brookfield’s Model of Reflection

This model was developed by Brookfield (1962). In his book, he suggests that there are four steps involved in the process of reflection.

First, students must define the problem. Then, they should describe their initial reactions to the situation. Next, they should explain why they feel the way they do. Finally, they should provide suggestions for future action.

In other words, students should first identify the problem, then explain their reasons for having those feelings, and finally suggest solutions to the problem.

Atkins & Murphy Model Of Reflection

Atkins and Murphy (1991) developed a model that is based on the work of Brookfield. Their model includes five stages:

1. Identify The Problem

Students must first recognize that they have a problem before they can begin to reflect.

2. Describe The Problem

Students must describe the problem in detail. This step helps them clarify their thoughts and feelings.

3. Analyze The Problem

Students must examine the causes of the problem.

4. Evaluate The Solution

Students must evaluate possible solutions to the problem. These include both positive and negative aspects of each idea.

5. Make A Decision 

Students must choose among various options.

Gibbs Reflective Cycle

The Gibbs cycle (Gibbs, 1965) is another model that can help students organize their ideas for a reflective essay. It consists of three phases:

Phase 1 – Define The Problem  

The first phase of this model requires students to define the problem clearly. They should be able to state exactly what it is that they need to learn about a certain topic.

Phase 2 – Explain The Problem

After defining the problem, students should explain how they feel about it. They should write down any emotions that they experience while thinking about the problem.

Phase 3 – Suggest Solutions 

Once they’ve explained their feelings, students should come up with potential solutions to the problem. They may even find additional problems that they didn’t think of originally.

Johns’ Model Of Reflection

Johns (1993) has developed a model that emphasizes the importance of self-reflection. His model involves six steps:

Step 1: Determine The Goal 

Students must determine their goals for writing a reflective essay. For example, they may want to improve their academic performance or develop better study habits.

Step 2: Establish The Context 

Students must establish the setting in which they will conduct their reflections. This means that they must consider factors such as time constraints, the type of assignment, and the purpose of the assignment.

Step 3: Select An Issue 

Students must select one specific issue to focus on during their reflections.

Step 4: Develop A Plan 

Students must create a plan for conducting their research. They should determine who they will interview, what questions they will ask, where they will look for information, and so forth.

Step 5: Conduct Interviews 

Students must conduct interviews with people who are knowledgeable about the selected issue.

Step 6: Write Your Reflection 

Students must coherently write their reflections.

Kolb’s Reflective Learning Cycle

The Kolb learning cycle (Kolb, 1984) is similar to Johns’ model because it also focuses on the importance of planning and organizing activities.

However, it differs from Johns’ model in that it emphasizes the importance of identifying the learner’s current level of knowledge before beginning a new activity. In other words, students begin by observing themselves and then move on to more abstract concepts.

Students start by becoming aware of their knowledge and skills. Then, they observe themselves using these skills.

Next, they reflect upon their observations and attempt to identify the underlying reasons why they behaved in the way they did. Finally, they use this understanding to change their behavior.

These models will help you develop an outline for your reflective essay. If you’re struggling to figure out where to start, try using one of these models as a starting point.

The Structure Of A Reflective Essay

Reflective essays have three main parts: introduction, body, and conclusion. Each part has its structure. Here is a brief description of each section.

Introduction

This is usually written at the very beginning of the paper. It provides background information about the topic and explains how the student became interested in it.

This is the most important part of the essay. The writer describes his/her thoughts and experiences related to the topic. You can include any number of examples and details here.

This is the final paragraph of the essay. It summarizes the key points discussed in the body of the paper.

Writing Tips & Strategies

There are many different ways to approach a reflective essay. These tips will help you get started.

1. Start With An Idea

Before you even think about writing your reflective essay, you need to know what you want to say.

2. Think About Your Purpose

Your purpose for writing the essay should be clear. What do you hope to accomplish? Why are you doing this project?

3. Plan Ahead

You should have a general idea of what you want to cover in your essay. Make sure that you have enough time to complete it.

4. Be Specific

Be specific when describing events or situations. Don’t just tell readers what happened. Instead, describe the event in detail.

5. Use Examples

Use concrete examples whenever possible. This helps make your ideas easier to understand.

6. Focus On One Issue At A Time

Don’t try to address too many topics at once. Choose one issue and focus on it throughout the entire paper.

7. Write Clearly

Make sure that your writing is easy to read. Avoid long sentences and complex vocabulary.

8. Proofread Before Submission

Read over your work carefully before submitting it. Look for spelling mistakes, grammatical errors, and other problems.

9. Use Appropriate Formatting

Always follow the formatting guidelines provided with your course materials. For example, if you’re writing a research paper, always cite sources within the text.

10. Include References

Include all relevant sources (books, articles, websites) in your bibliography. Remember to provide full citations.

11. Keep It Organized

Keep track of all your sources by using a separate document. Try to keep your notes organized so that you don’t forget anything.

12. Read Other Student Papers

Reading other students’ papers can give you valuable insight into effective writing techniques.

13. Ask Questions

If you have questions about the assignment, ask them! Many professors are willing to help their students learn more about academic writing.

14. Get Feedback

Ask your professor for feedback after completing the assignment. He/she may offer suggestions on how to improve your writing.

15. Revise As Needed

Revising your paper will ensure that you meet all requirements. If you find yourself stuck, take some time off from the task until you feel ready to continue working on it.

How To Write A Reflective Essay

The main goal of a reflective essay is to allow the student to examine his/her own beliefs, attitudes, values, and behaviors.

The following steps outline the process for writing a reflective essay:

Step 1: Define The Topic

The first step is to define the topic. You must identify the question you wish to answer.

Step 2: Select An Approach

Selecting an approach involves deciding whether you will use a personal narrative, a case study, or a comparison-contrast essay.

Step 3: Develop An Outline

An outline is a plan of action that shows where you intend to go with your essay. The outline includes information such as the thesis statement, supporting details, and conclusion.

Step 4: Research The Topic

Researching the topic means gathering information about the subject matter. You may need to conduct interviews, review books, and visit websites.

Step 5: Organize Your Notes

Organizing your notes is important because it allows you to easily locate the information you need.

Step 6: Draft The Introduction

Drafting the introduction requires you to write a summary paragraph that introduces your topic. This introductory paragraph should include the title of the essay, a brief overview of the topic, and any background information.

Step 7: Draft The Body Paragraphs

Drafting the body paragraphs is similar to drafting the introduction. In this section, you develop each point by providing evidence to support your argument.

Step 8: Proofread And Edit

Proofreading and editing are necessary steps to ensure that your essay meets all the criteria required by your instructor.

Writing Tips For Students

We’ve outlined some tips to help you write a high-quality reflective essay below:

1. Know What You Are Trying to Achieve

Before beginning your reflective essay, think carefully about what you want to achieve. Is there a specific purpose? Do you want to make a particular point? Do you want to convince someone else of something?

2. Be Specific

Be sure to be very clear about the topic you choose. Make sure you know exactly what you are trying to say.

3. Use Evidence

Use facts and examples to prove your points. When possible, provide quotations from sources.

4. Avoid Plagiarism

Plagiarism is when you copy another person’s work without giving credit to the original author. It is illegal and unethical.

5. Read Your Paper Carefully

Read your paper over several times before submitting it. Check spelling, grammar, and punctuation.

6. Don’t Rush

Don’t rush through the writing process. Take enough time to do a good job.

Reflective essays are a great way to improve your critical thinking skills and learn how to express yourself more effectively. They also help you analyze your thoughts and feelings.

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A complete guide to writing a reflective essay

(Last updated: 3 June 2024)

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“The overwhelming burden of writing my first ever reflective essay loomed over me as I sat as still as a statue, as my fingers nervously poised over the intimidating buttons on my laptop keyboard. Where would I begin? Where would I end? Nerve wracking thoughts filled my mind as I fretted over the seemingly impossible journey on which I was about to embark.”

Reflective essays may seem simple on the surface, but they can be a real stumbling block if you're not quite sure how to go about them. In simple terms, reflective essays constitute a critical examination of a life experience and, with the right guidance, they're not too challenging to put together. A reflective essay is similar to other essays in that it needs to be easily understood and well structured, but the content is more akin to something personal like a diary entry.

In this guide, we explore in detail how to write a great reflective essay , including what makes a good structure and some advice on the writing process. We’ve even thrown in an example reflective essay to inspire you too, making this the ultimate guide for anyone needing reflective essay help.

Types of Reflection Papers

There are several types of reflective papers, each serving a unique purpose. Educational reflection papers focus on your learning experiences, such as a course or a lecture, and how they have impacted your understanding. Professional reflection papers often relate to work experiences, discussing what you have learned in a professional setting and how it has shaped your skills and perspectives. Personal reflection papers delve into personal experiences and their influence on your personal growth and development.

Each of these requires a slightly different approach, but all aim to provide insight into your thoughts and experiences, demonstrating your ability to analyse and learn from them. Understanding the specific requirements of each type can help you tailor your writing to effectively convey your reflections.

Reflective Essay Format

In a reflective essay, a writer primarily examines his or her life experiences, hence the term ‘reflective’. The purpose of writing a reflective essay is to provide a platform for the author to not only recount a particular life experience, but to also explore how he or she has changed or learned from those experiences. Reflective writing can be presented in various formats, but you’ll most often see it in a learning log format or diary entry. Diary entries in particular are used to convey how the author’s thoughts have developed and evolved over the course of a particular period.

The format of a reflective essay may change depending on the target audience. Reflective essays can be academic, or may feature more broadly as a part of a general piece of writing for a magazine, for instance. For class assignments, while the presentation format can vary, the purpose generally remains the same: tutors aim to inspire students to think deeply and critically about a particular learning experience or set of experiences. Here are some typical examples of reflective essay formats that you may have to write:

A focus on personal growth:

A type of reflective essay often used by tutors as a strategy for helping students to learn how to analyse their personal life experiences to promote emotional growth and development. The essay gives the student a better understanding of both themselves and their behaviours.

A focus on the literature:

This kind of essay requires students to provide a summary of the literature, after which it is applied to the student’s own life experiences.

Pre-Writing Tips: How to Start Writing the Reflection Essay?

As you go about deciding on the content of your essay, you need to keep in mind that a reflective essay is highly personal and aimed at engaging the reader or target audience. And there’s much more to a reflective essay than just recounting a story. You need to be able to reflect (more on this later) on your experience by showing how it influenced your subsequent behaviours and how your life has been particularly changed as a result.

As a starting point, you might want to think about some important experiences in your life that have really impacted you, either positively, negatively, or both. Some typical reflection essay topics include: a real-life experience, an imagined experience, a special object or place, a person who had an influence on you, or something you have watched or read. If you are writing a reflective essay as part of an academic exercise, chances are your tutor will ask you to focus on a particular episode – such as a time when you had to make an important decision – and reflect on what the outcomes were. Note also, that the aftermath of the experience is especially important in a reflective essay; miss this out and you will simply be storytelling.

What Do You Mean By Reflection Essay?

It sounds obvious, but the reflective process forms the core of writing this type of essay, so it’s important you get it right from the outset. You need to really think about how the personal experience you have chosen to focus on impacted or changed you. Use your memories and feelings of the experience to determine the implications for you on a personal level.

Once you’ve chosen the topic of your essay, it’s really important you study it thoroughly and spend a lot of time trying to think about it vividly. Write down everything you can remember about it, describing it as clearly and fully as you can. Keep your five senses in mind as you do this, and be sure to use adjectives to describe your experience. At this stage, you can simply make notes using short phrases, but you need to ensure that you’re recording your responses, perceptions, and your experience of the event(s).

Once you’ve successfully emptied the contents of your memory, you need to start reflecting. A great way to do this is to pick out some reflection questions which will help you think deeper about the impact and lasting effects of your experience. Here are some useful questions that you can consider:

• What have you learned about yourself as a result of the experience?
• Have you developed because of it? How?
• Did it have any positive or negative bearing on your life?
• Looking back, what would you have done differently?
• Why do you think you made the particular choices that you did? Do you think these were the right choices?
• What are your thoughts on the experience in general? Was it a useful learning experience? What specific skills or perspectives did you acquire as a result?

These signpost questions should help kick-start your reflective process. Remember, asking yourself lots of questions is key to ensuring that you think deeply and critically about your experiences – a skill that is at the heart of writing a great reflective essay.

Consider using models of reflection (like the Gibbs or Kolb cycles) before, during, and after the learning process to ensure that you maintain a high standard of analysis. For example, before you really get stuck into the process, consider questions such as: what might happen (regarding the experience)? Are there any possible challenges to keep in mind? What knowledge is needed to be best prepared to approach the experience? Then, as you’re planning and writing, these questions may be useful: what is happening within the learning process? Is the process working out as expected? Am I dealing with the accompanying challenges successfully? Is there anything that needs to be done additionally to ensure that the learning process is successful? What am I learning from this? By adopting such a framework, you’ll be ensuring that you are keeping tabs on the reflective process that should underpin your work.

How to Strategically Plan Out the Reflective Essay Structure?

Here’s a very useful tip: although you may feel well prepared with all that time spent reflecting in your arsenal, do not, start writing your essay until you have worked out a comprehensive, well-rounded plan . Your writing will be so much more coherent, your ideas conveyed with structure and clarity, and your essay will likely achieve higher marks.

This is an especially important step when you’re tackling a reflective essay – there can be a tendency for people to get a little ‘lost’ or disorganised as they recount their life experiences in an erratic and often unsystematic manner as it is a topic so close to their hearts. But if you develop a thorough outline (this is the same as a ‘plan’) and ensure you stick to it like Christopher Columbus to a map, you should do just fine as you embark on the ultimate step of writing your essay. If you need further convincing on how important planning is, we’ve summarised the key benefits of creating a detailed essay outline below:

An outline allows you to establish the basic details that you plan to incorporate into your paper – this is great for helping you pick out any superfluous information, which can be removed entirely to make your essay succinct and to the point.

Think of the outline as a map – you plan in advance the points you wish to navigate through and discuss in your writing. Your work will more likely have a clear through line of thought, making it easier for the reader to understand. It’ll also help you avoid missing out any key information, and having to go back at the end and try to fit it in.

It’s a real time-saver! Because the outline essentially serves as the essay’s ‘skeleton’, you’ll save a tremendous amount of time when writing as you’ll be really familiar with what you want to say. As such, you’ll be able to allocate more time to editing the paper and ensuring it’s of a high standard.

Now you’re familiar with the benefits of using an outline for your reflective essay, it is essential that you know how to craft one. It can be considerably different from other typical essay outlines, mostly because of the varying subjects. But what remains the same, is that you need to start your outline by drafting the introduction, body and conclusion. More on this below.

Introduction

As is the case with all essays, your reflective essay must begin within an introduction that contains both a hook and a thesis statement. The point of having a ‘hook’ is to grab the attention of your audience or reader from the very beginning. You must portray the exciting aspects of your story in the initial paragraph so that you stand the best chances of holding your reader’s interest. Refer back to the opening quote of this article – did it grab your attention and encourage you to read more? The thesis statement is a brief summary of the focus of the essay, which in this case is a particular experience that influenced you significantly. Remember to give a quick overview of your experience – don’t give too much information away or you risk your reader becoming disinterested.

Next up is planning the body of your essay. This can be the hardest part of the entire paper; it’s easy to waffle and repeat yourself both in the plan and in the actual writing. Have you ever tried recounting a story to a friend only for them to tell you to ‘cut the long story short’? They key here is to put plenty of time and effort into planning the body, and you can draw on the following tips to help you do this well:

Try adopting a chronological approach. This means working through everything you want to touch upon as it happened in time. This kind of approach will ensure that your work is systematic and coherent. Keep in mind that a reflective essay doesn’t necessarily have to be linear, but working chronologically will prevent you from providing a haphazard recollection of your experience. Lay out the important elements of your experience in a timeline – this will then help you clearly see how to piece your narrative together.

Ensure the body of your reflective essay is well focused and contains appropriate critique and reflection. The body should not only summarise your experience, it should explore the impact that the experience has had on your life, as well as the lessons that you have learned as a result. The emphasis should generally be on reflection as opposed to summation. A reflective posture will not only provide readers with insight on your experience, it’ll highlight your personality and your ability to deal with or adapt to particular situations.

In the conclusion of your reflective essay, you should focus on bringing your piece together by providing a summary of both the points made throughout, and what you have learned as a result. Try to include a few points on why and how your attitudes and behaviours have been changed. Consider also how your character and skills have been affected, for example: what conclusions can be drawn about your problem-solving skills? What can be concluded about your approach to specific situations? What might you do differently in similar situations in the future? What steps have you taken to consolidate everything that you have learned from your experience? Keep in mind that your tutor will be looking out for evidence of reflection at a very high standard.

Congratulations – you now have the tools to create a thorough and accurate plan which should put you in good stead for the ultimate phase indeed of any essay, the writing process.

Step-by-Step Guide to Writing Your Reflective Essay

As with all written assignments, sitting down to put pen to paper (or more likely fingers to keyboard) can be daunting. But if you have put in the time and effort fleshing out a thorough plan, you should be well prepared, which will make the writing process as smooth as possible. The following points should also help ease the writing process:

• To get a feel for the tone and format in which your writing should be, read other typically reflective pieces in magazines and newspapers, for instance.
• Don’t think too much about how to start your first sentence or paragraph; just start writing and you can always come back later to edit anything you’re not keen on. Your first draft won’t necessarily be your best essay writing work but it’s important to remember that the earlier you start writing, the more time you will have to keep reworking your paper until it’s perfect. Don’t shy away from using a free-flow method, writing and recording your thoughts and feelings on your experiences as and when they come to mind. But make sure you stick to your plan. Your plan is your roadmap which will ensure your writing doesn’t meander too far off course.
• For every point you make about an experience or event, support it by describing how you were directly impacted, using specific as opposed to vague words to convey exactly how you felt.
• Write using the first-person narrative, ensuring that the tone of your essay is very personal and reflective of your character.
• If you need to, refer back to our notes earlier on creating an outline. As you work through your essay, present your thoughts systematically, remembering to focus on your key learning outcomes.
• Consider starting your introduction with a short anecdote or quote to grasp your readers’ attention, or other engaging techniques such as flashbacks.
• Choose your vocabulary carefully to properly convey your feelings and emotions. Remember that reflective writing has a descriptive component and so must have a wide range of adjectives to draw from. Avoid vague adjectives such as ‘okay’ or ‘nice’ as they don’t really offer much insight into your feelings and personality. Be more specific – this will make your writing more engaging.
• Be honest with your feelings and opinions. Remember that this is a reflective task, and is the one place you can freely admit – without any repercussions – that you failed at a particular task. When assessing your essay, your tutor will expect a deep level of reflection, not a simple review of your experiences and emotion. Showing deep reflection requires you to move beyond the descriptive. Be extremely critical about your experience and your response to it. In your evaluation and analysis, ensure that you make value judgements, incorporating ideas from outside the experience you had to guide your analysis. Remember that you can be honest about your feelings without writing in a direct way. Use words that work for you and are aligned with your personality.
• Once you’ve finished learning about and reflecting on your experience, consider asking yourself these questions: what did I particularly value from the experience and why? Looking back, how successful has the process been? Think about your opinions immediately after the experience and how they differ now, so that you can evaluate the difference between your immediate and current perceptions. Asking yourself such questions will help you achieve reflective writing effectively and efficiently.
• Don’t shy away from using a variety of punctuation. It helps keeps your writing dynamic! Doesn’t it?
• If you really want to awaken your reader’s imagination, you can use imagery to create a vivid picture of your experiences.
• Ensure that you highlight your turning point, or what we like to call your “Aha!” moment. Without this moment, your resulting feelings and thoughts aren’t as valid and your argument not as strong.
• Don’t forget to keep reiterating the lessons you have learned from your experience.

Bonus Tip - Using Wider Sources

Although a reflective piece of writing is focused on personal experience, it’s important you draw on other sources to demonstrate your understanding of your experience from a theoretical perspective. It’ll show a level of analysis – and a standard of reliability in what you’re claiming – if you’re also able to validate your work against other perspectives that you find. Think about possible sources, like newspapers, surveys, books and even journal articles. Generally, the additional sources you decide to include in your work are highly dependent on your field of study. Analysing a wide range of sources, will show that you have read widely on your subject area, that you have nuanced insight into the available literature on the subject of your essay, and that you have considered the broader implications of the literature for your essay. The incorporation of other sources into your essay also helps to show that you are aware of the multi-dimensional nature of both the learning and problem-solving process.

Reflective Essay Example

If you want some inspiration for writing, take a look at our example of a short reflective essay , which can serve as a useful starting point for you when you set out to write your own.

Some Final Notes to Remember

To recap, the key to writing a reflective essay is demonstrating what lessons you have taken away from your experiences, and why and how you have been shaped by these lessons.

The reflective thinking process begins with you – you must consciously make an effort to identify and examine your own thoughts in relation to a particular experience. Don’t hesitate to explore any prior knowledge or experience of the topic, which will help you identify why you have formed certain opinions on the subject. Remember that central to reflective essay writing is the examination of your attitudes, assumptions and values, so be upfront about how you feel. Reflective writing can be quite therapeutic, helping you identify and clarify your strengths and weaknesses, particularly in terms of any knowledge gaps that you may have. It’s a pretty good way of improving your critical thinking skills, too. It enables you to adopt an introspective posture in analysing your experiences and how you learn/make sense of them.

If you are still having difficulties with starting the writing process, why not try mind-mapping which will help you to structure your thinking and ideas, enabling you to produce a coherent piece. Creating a mind map will ensure that your argument is written in a very systematic way that will be easy for your tutor to follow. Here’s a recap of the contents of this article, which also serves as a way to create a mind map:

1. Identify the topic you will be writing on.

2. Note down any ideas that are related to the topic and if you want to, try drawing a diagram to link together any topics, theories, and ideas.

3. Allow your ideas to flow freely, knowing that you will always have time to edit your reflective essay .

4. Consider how your ideas are connected to each other, then begin the writing process.

And finally, keep in mind that although there are descriptive elements in a reflective essay, we can’t emphasise enough how crucial it is that your work is critical, analytical, and adopts a reflective posture in terms of your experience and the lessons you have learned from it.

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• Why do we write reflective essays?
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3.       How do we write reflective essays?

Understanding the assignment

Read your assignment guidelines carefully to determine which kind of reflections your lecturer wants and what they expect; and what content, such as an event, experience, reading or process, your lecturer wants you to reflect on.

Structuring your essay

A reflective essay typically follows the familiar organisational pattern: Introduction – Body Paragraphs – Conclusion.  In the body paragraphs, reflective writing involves a number of formats, and this guide will sugguest a DIEP approach, that is, to describe , interpret , evaluate and plan (Boud et al., 1985).

·          Introduction

o    Introduce the topic and the scope (What?)

o    Justify the topic (Why?)

o    Present the purpose of your essay (Thesis statement)

o    Give an overview of what you will cover, i.e., description, interpretation, evaluation and plan (How?)

·          Body Paragraphs (DIEP)

o    Describe objectively what happened

v   Give the details of what happened (Include the necessary who, what, when, where, how and why.  You may not need to recall the whole experience, e.g., an incident/ lecture/ reading, but just a key aspect of the experience itself.)

v   Answer: “What did you do, read, see, hear, etc.?”

o    Interpret what happened

v   Explain why things happened in the way they did

v   Answer: “What might this experience mean?”

v   Answer: “How did it make you feel?”

v   Answer: “How does it relate to what you know/ have learned?”

v   AbswerL “What new insights have you gained from it?”

v   Answer: “What are your hypothesis/ conclusions?”

o    Evaluate the effectiveness of the experience

v   Make judgments on whether the experience is effective for you and how beneficial and useful the experience has been

v   Answer: “What is your opinion about this experience?”

Answer: “Why do you have this opinion?”

Answer: “What is the value of this experience?”

o    Plan how this experience might help you in the future

v   Outline a plan for how the experience may impact your thinking or behaviour in your course, programme, future career and life in general

v   Answer: “How will you transfer or apply your new knowledge and insights in the future?”

v   Answer

·          Conclusion

o    Restate your thesis statement

o    Summarise the main ideas of the body paragraphs

o    State your overview of the experience regarding its usefulness and effectiveness for you and your future

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Reflective writing: What is reflection? Why do it?

What is reflection why do it.

• What does reflection involve?
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On this page:

“Whether we focus on problematic experiences or positive ones, reflecting on them will provide us with opportunities for growth and development.” Bassot,  The reflective journal

To build on the definition of reflection from the previous page, it is useful to consider its purpose while you are at university. The following points are the core reasons why you may be asked to reflect (or why you may want to reflect yourself):

1) Consider the process of our own learning

Think about how you learn with the aim of improving this process. This is particularly useful for revision.

2) Critically review something

Think about a particular event or personal aspect. This could be your own behaviour, that of others or the product of behaviour.

3) Build theory from observations

Think about your experiences and observations to construct your own theories. Often we use the theories of other authors and this provides you with an opportunity to construct your own.

4) Engage in personal or self-development

Reflection is focused on producing useful outcomes from the future. It can help you becoming more self-aware and can make you a better learner, researcher, practitioner or employee.

5) Make decisions or resolve uncertainty

Thinking about previous experiences can help you make decisions about new ones

Note: While all of these reasons for reflection are valid, different disciplines place emphasis on different areas. You do not necessarily need to cover all of the above in every reflective assignment. Think about why you are being asked to reflect and make sure you focus on the most appropriate area.

Having an experience in itself is not a guarantee that learning will take place. All the major theories of reflective practice suggest that reflection on an experience provides the context for learning. It is this reflection that leads to the formulation of new concepts and ways of thinking - not the act of having an experience.  Gibbs (1988 ), for example, maintains that:  

‘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 ) in Learning by doing: a guide to teaching and learning methods

Why reflect?

A positive by-product of engaging in the reflective process is that it can help you grow in self-confidence. Some of the other areas of self-change could include:

• gaining control over your own thoughts and emotions, especially when confronted by others and new situations
• developing deeper insights
• make more informed judgements
• monitoring your own performance
• gauging not only your progress, but also your speed of change
• tapping into your true motivations for doing something (e.g. examining your commitment to others)
• establishing your learning preferences and thinking styles
• developing a realistic image of yourself.

Therefore, whether you are examining yourself or your academic work, you need the ability to stand back and see the broader picture.

Reflection is an important part of learning through experience. By reflecting on our experiences, we maximise the potential of any new learning. This is particularly important when considering positives. They are often harder to recall than the bad elements of any experience.

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Reflective Essay

Reflective Essay - Writing Steps with Examples, Tips, and Topics

Published on: Sep 21, 2020

Last updated on: Jul 23, 2024

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A reflective essay is a form of writing where the writer reflects on a personal experience. Have you been assigned one but don’t know how to write? 

Don’t fret! 

Read on to learn in simple steps and follow the useful tips and examples given below. By the end of the blog, you will know everything you need to write an excellent reflective essay.

So let’s dive in!

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What is a Reflective Essay?

A reflective essay is a type of essay where the writer describes a personal experience or event that they observed or examined. Reflective writing involves thinking or pondering about a specific topic and writing your thoughts.

The content of a reflective essay is subjective. This means, the writer discusses the topic from their own personal point of view.  

The writer presents their thoughts and reflections in a structured and coherent manner. It combines elements of storytelling, analysis, and introspection to create a narrative that engages the reader and offers valuable insights.

What is the Purpose of Reflective Writing? 

Self-reflective essays are often used as an opportunity to explore your thoughts and feelings more deeply. The main goals of reflective writing are to;

• Make a connection between yourself and the text 
• Analyze what you have heard, read, or seen
• Write subjectively and help identify your interests
• Think about what you have learned.
• Develop your critical and narrative skills

Here is a video that reflective writing in simple terms:

How to Write a Reflective Essay? 

Reflective essays can be very difficult to write. However, following the steps below can make your writing process easier and more effective.

• Select a Meaningful Topic

The first step in writing a great reflective essay is to choose a good topic. You need to do a lot of brainstorming, mind mapping , and a bit of research to come up with a good topic. 

Choose a topic that holds personal significance for you. It could be a specific event, a challenging situation, a memorable encounter, or a period of personal growth. Select a topic that allows for deep introspection and provides ample material for reflection.

• Reflect and Introspect

Ponder on your chosen topic and explore your thoughts, feelings, and reactions associated with it. 

Ask yourself probing questions, such as " How did this experience impact me? " or " What did I learn from this situation? " This introspective phase forms the foundation of your essay, allowing you to dig deep and extract valuable insights.  

• Develop a Clear Thesis Statement

Craft a concise and focused thesis statement that encapsulates the main point or lesson learned from your reflection. 

This statement will serve as a guiding principle for your essay, ensuring that your writing remains coherent and purposeful. 

• Chart an Outline

Create an outline that organizes your thoughts and provides a logical structure for your essay. 

Divide your essay into sections including the introduction, body paragraphs, and conclusion. Outline the main ideas, experiences, and reflections you plan to include in each section.

Want to learn more about how to create an outline? Here is our comprehensive reflective essay outline guide for you.

• Write a Catchy Introduction

Start your essay with an attention-grabbing opening that sets the tone and introduces the topic to the reader. 

Engage your audience by sharing a captivating anecdote, posing a thought-provoking question, or presenting a compelling quote. Clearly state your thesis to provide a roadmap for your reflective journey.

• Write Main Body Paragraphs

In the body paragraphs, vividly describe the experiences or events that shaped your reflection. Use sensory details and specific examples to paint a clear picture for your readers.

After describing the experience, delve into the reflection and analysis phase. Explore the significance of the experience and its impact on your personal growth, beliefs, or worldview. 

Analyze the reasons behind your thoughts, emotions, and reactions. 

• Provide a Thoughtful Conclusion

Wrap up your essay by summarizing your main points and reinforcing the significance of your reflection. Share the insights and lessons you gained from the reflection process. 

For instance, what did you learn about yourself? How did this experience contribute to your personal development? 

Be honest and authentic in your reflections, demonstrating vulnerability and self-awareness. Don't present new information here, but summarize everything that happened in the essay.

• Revise and Edit

Once you have completed your first draft, revise and edit your essay for clarity, coherence, and grammar. Pay attention to the flow of your ideas, sentence structure, and word choice. 

Seek feedback from peers or mentors to gain different perspectives and refine your essay further. This way, your final draft will turn out to be an interesting and valuable piece of work.

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Reflective Essay Structure

The structure of the reflective essay is the same as other types of essays. It contains an introduction, several body paragraphs, and a conclusion. 

Here is the basic reflective essay format that you can use:

Paragraph 1 Paragraph 2 Paragraph 3 (Follow the same structure for as many body paragraphs as needed)

Let's learn about the components of a reflective essay in depth:

Reflective Essay Introduction 

A reflective essay also starts with an introduction, like all other essays. An essay introduction should be brief but relevant to the topic. In this part, you can give a general overview of the topic to the reader.

Start your essay with a strong hook statement . The hook statement is the first thing that the reader reads in the introduction part.

In the introduction part, state the thesis statement but don't give too much information in this statement.  

Remember that in this part, only give a brief overview and don't write in-depth information.

Reflective Essay Body Paragraphs

Writing the body paragraphs is the hardest part of the reflective essay. Some writers spend a lot of time writing body paragraphs. If the outline is not created well, then writing the body paragraphs is a time-consuming process.

It is the most important part of the essay and follows the proper chronological order. Describe the main issues in order related to the described event.

The body paragraphs are well-focused, and it is not a summary of your experience. Each body paragraph end with a concluding sentence.     

Reflective Essay Conclusion  

The conclusion is the last part of the essay. In this part, you should provide a summary of the entire essay. Moreover, do not repeat the same point again and again.   

Make sure the conclusion of the essay is powerful and encourages the readers to do further research. In this concluding part, restate the thesis statement, and no need to add new ideas. 

Tips for Writing a Reflective Essay

Here are some writing tips that can make your reflective essay even better, so try following these in your essay:

• Choose the right topic for the essay, make sure that you have enough information
• Use an engaging and narrative tone throughout the essay with an overall emotion or theme in mind.
• Try to make the essay credible and informative
• Reflect critically on the significance of the experiences and analyze the reasons behind your thoughts, emotions, and reactions.
• Incorporate relevant theories, concepts, or academic frameworks to deepen your analysis.
• Be authentic and honest in sharing your insights and lessons learned from the reflection process.
• Connect your personal experiences to broader contexts or universal themes to create a relatable and impactful essay.
• Support your thesis statement with strong examples and arguments.

Ref lective Essay For mat

Two commonly used formatting styles for academic writing are the APA and the MLA styles. Each style has its unique guidelines for formatting, including structure, citations, and references. 

APA Style Reflective Essay Format

Formatting your essay in APA requires the following:

• Times New Roman 
• Double line-spacing
• 1" margins 
• Page number on the top-right 
• Include the Title Page, Main Body, and References.

MLA Style Reflective Essay Format 

The MLA style recommends the following formatting guidelines:

• Last name and page number in the top-right
• "Works Cited" section on the last page

Reflective Essay Examples

Check out some reflective essay samples that can give you a better understanding of the reflective essay.    

Reflective Essay Example for High School

Personal Reflective Essay Example

Reflective Essay Outline

Example of Reflective Essay on Learning Experience

Reflective Essay Example About Life Experience

Reflective Essay Topics

In a reflective essay, you write about your personal experience, thoughts, and significant moments of your life. Choosing the right topic for the essay sometimes becomes a challenging task, but here are some ideas that can help you out.  

• A surprise that you prepared for someone
• The first thing you think of in the morning
• When someone's words made you cry
• When you laughed uncontrollably with someone
• Swimming in a mountain lake
• The experience of an earthquake or natural disasters
• A vacation place that you liked in particular
• Crossing a bridge and looking out over the water.
• Your favorite persuasive essay topic
• Place where you feel safe

Need more topics to get your thoughts running? Here are more reflective essay topics to help you out!

Writing a reflective essay can be a transformative experience as you discover your own thoughts and feelings along the way. By following the writing steps and tips, you can enhance this experience by writing an essay that is interesting, informative, and engaging. 

So don't hesitate to start writing a reflective paper today! You've got everything you need.

Still, if you are in a race against time or can't write your essay for other reasons, don't despair. The auto essay writer at CollegeEssay.org is here to help you out!

We also have a team of expert writers ready to assist you 24/7. Whether you need help with refining your ideas, structuring your essay, or polishing the final draft, we can lend our expertise.

So hire our custom writing service  to receive customized and professional reflective essays within the deadline!

Frequently Asked Questions

How many paragraphs are in a reflective essay.

In a reflective essay, you should follow a 5-paragraph format. However, you can add more paragraphs, and it depends on your chosen topic.

What is the goal of a reflective essay?

Writing a reflective essay aims to explore how they have changed and learned from their experiences.

Barbara P (Literature, Marketing)

Barbara is a highly educated and qualified author with a Ph.D. in public health from an Ivy League university. She has spent a significant amount of time working in the medical field, conducting a thorough study on a variety of health issues. Her work has been published in several major publications.

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Postgraduate Advanced Clinical Education (PACE) study support guide: 6.2 Reflective practice & writing

• 1. University jargon-buster
• 2. Library resources
• 3. Literature searching
• 4. Plagiarism
• 5.1 Using EndNote
• 6.1 Academic writing
• 6.2 Reflective practice & writing
• 6.3 Understanding feedback
• 6.4 Presentations
• 6.5 Preparing for exams and OSCEs

Reflective thinking is essential for success in unpredictable and complex situations such as working in healthcare.  Reflective thinking helps you to:

• Develop a questioning attitude and new perspectives
• Identify areas for change and improvement
• Respond effectively to new challenges
• Generalise and apply what you have learned from one situation to other situations

You will be asked to think reflectively when completing assignments that draw on your experience in the workplace, or when considering your own skills and experience and where you might need to develop.  Being able to think reflectively is an important transferrable skill that will help you to showcase your learning to the programme team, but also provide the skill of being a reflective healthcare practitioner.

Reflection will enable you to consider aspects of your practice in depth. By using a structured approach, you will be expected to describe and critically analyse an incident which is significant to your learning. Reflection is an important stage in effective learning and reflective practice is an integral part of continuing professional development (CPD) for health care professionals. Successful reflection enables self-awareness, personal and professional growth and it is important to develop these skills as a healthcare professional. A reflective account documents the way you have thought about and experienced a particular event or experience.

In all cases reflection is an active process that involves reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Reflective skills can include the ability to be:

• descriptive
• constructively evaluative

In a clinical working environment, this process should be continuous or cyclical, i.e. actions continually reviewed in light of most recent developments but may also be sparked by a particular event or experience.

You will also have access to resources from your regulator (GPhC, HCPC or NMC) on the role of reflection and revalidation which will help you link reflective practice to your registration.  If you are a member of your professional leadership body (e.g. RPS, RCN, CoP, CSP) they often have resources you can also access to support your development.

Developing reflective skills

• Developing your reflective insights
• Using theory & evidence
• Videos on reflection

Be prepared to:

• Stand back from the events and try to be objective
• Be critical of your own actions
• Think of alternative explanations of events
• Make use of evidence from a range of sources e.g. theories
• Recognise that your own point of view will change with time
• Discuss with others to deepen your insight and explore a range of perspectives

Reflective questions to ask yourself

• Why did I respond in this way?
• What was I thinking and feeling - did this influence me, and why?
• What was the client thinking and feeling, what is the evidence for this?
• What else could I have done?
• What would I do in a similar situation?

Consider the following

• How does my experience compare to what I have read? Are there any theories that would help explain what happened?
• What might be the results of doing things differently? What evidence is there to show things might change if done differently?
• How has the experience changed my understanding?

Keep comparing theory to practice and exploring the relationship between the two

Assignments involving reflective thinking often ask you to refer to both relevant  theories ,  evidence  and your  own experiences , but what does this mean? Academic theories and your professional observations are both evidence that you need to use to support your points, but they are different types of evidence:

Academic theories  provide a generalised model or framework to help you understand what might be happening in a situation - the reflective model discussed in this section are examples of theoretical models - they gives you a structure to compare your own experiences to and language to help you explain what is happening

Evidence  provides a means to compare your understanding of the situation to published evidence to analyse your real-life experiences.  These might be papers, journals, books, guidelines or good practice recommendations - evidence is something you can reference to critique your experience against.

Your own experiences  are what happens in practice; these may be more complex and richer than the evidence or theories, but it can be harder to see what is relevant. By analsying your experiences using a theory (i.e. a reflective model), you can develop some more insightful explanations for what happened. Also, use your own experiences to interrogate and question the evidence - does it fit what happened? If not, why? Does the evidence only explain part of the story? Does the evidence need to be adapted for different situations?

The Art of Reflection

This video was developed by Cardiff University to help their students develop reflective skills (5 min 19 sec).

Introduction to Reflective Practice

This short video (2 mins 42 sec) was produced by the Chartered Institute of Personnel and Development (CIPD) gives a brief introduction to reflective practice.

Reflective writing

• Assessed reflection
• Gibbs model
• Analytical not critical

What is reflective writing?

Reflective writing involves an exploration and explanation of an event. It may feel particularly difficult and more challenging than other forms of academic writing as it involves thinking and writing about anxieties and errors as well as successes in your interactions with an individual or when carrying out a practical task. Try to stand back from the situation and be as objective as possible. Although you are writing about your own experiences and feelings, you need to be as rigorous and thorough as you would be for any other assignment.

Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features:

• It integrates theory and practice. Identify important aspects of your reflections and write these using the appropriate theories and academic context to explain and interpret your reflections. Use your experiences to evaluate the theories - can the theories be adapted or modified to be more helpful for your situation?
• It identifies the learning outcomes of your experience. So you might include a plan for next time identifying what you would do differently, your new understandings or values and unexpected things you have learnt about yourself.

Approaching reflective writing

It is a common misconception that reflective writing is describing an event, it requires much more depth and largely focusses on the analysis of the event/experience/learning/topic.  There are some tips in the box on the right about the questions you can ask yourself which encourage reflective thinking.  Being about to reflect on your own practice is a key skill as a competent healthcare professional - analysing how you react to situations and the impact they have had on your learning and development are the key aims.  When done well, reflective writing can help develop a better understanding of your strengths and weaknesses, challenge your own assumptions and biases to provide better patient care, deal with you own anxieties, support a learning plan and allow you to understand your own values and beliefs.

Topics for reflective writing

There are too many topics to list here, but almost any healthcare related experience can be used for reflective writing.  Common examples include:

• Analysis of experiences in your workplace with a patient and/or another healthcare professional
• Retrospective analysis of an incident in which you were involved
• Analysis of a past experience that relates to your current situation studying for this module
• Analysis of learning you have undertaken related to the module

Reflective writing will take many forms throughout the PACE modules and programmes.  You should refer to the assessment criteria for the piece of coursework to identify the expectations. Some coursework will be a specific reflective essay or you might need to reflect on a topic/event/experience as a much smaller part of a piece of coursework.  Do not forget in professional exams you will also be required to reflect verbally on your learning, experiences and/or performance.

Follow the guidelines for your module. There is likely to be a word limit: you cannot write about everything, so select what will illustrate your discussion best. Remember that most of the marks awarded for your work are likely to be for the reflective insights and not for the description of events, so keep your descriptions brief and to the point.

Gibbs' reflective cycle

This model was developed in the 1980's by Graham Gibbs and is widely used because of the clear framework and depth of reflection are well suited to coursework tasks.  It has six stages:

• Description - 
• Feelings - 
• Evaluation - 
• Analysis - 
• Conclusion - 
• Action plan -

However, this model has some disadvantages in that it is introspective and tends to focus on the writer. In some postgraduate study it it necessary to demonstrate critical analysis and reflexive skills in your reflective essay writing. You need to show how you are developing new perspectives and to do this you will need to refer to the available literature. So we have adapted Gibbs by using the work of Atkins and Murphy (1993) to ensure you take a robust academic approach: 

• Description - a simple description of the incident or case
• Feelings - use reflexivity to consider how you felt about the situation 
• Evaluation - use criticality to decide the main focus points and assign a value (good or bad) and then consider the wider concepts around these points. See examples in the 'Analytical not critical' tab in this box.
• Analysis - analyse each concept using the relevant literature.  (e.g. Why did the problem arise ? What wider systems were involved? What are the main concepts to be considered? What does the evidence tell us about the impact of such systems problems and concepts? 
• Conclusion - this is where new perspectives can be consolidated. 
• Action plan - what will need to happen now? This plan will need to specify your actions in the change process. .

Make sure that you read the assignment brief carefully and check with the course handbook to understand what is expected for each individual assignment. If you are unsure, please ask your tutor.

How to write reflectively

• This will be one of the only assessments in which you can use the  first person , critiquing your own practice cannot be done in the third person - this does not mean it should be written informally
• You may find that you write your account in a mixture of tenses, again this is unusual for coursework but describing the situation in the past tense and analysing it in the present tense will allow the writing to flow more structurally
• Where you describe future events think about how you use the words  could ,  would, might  and  will -  what is the tense and how does that affect your hypothetical arguments?
• If you are writing a fully reflective account, rather than part of a bigger piece of work, ensure your description is less than a third of the total length - you should concisely describe the situation for context but this is not a case study where each small detail is important
• Do not be judgemental - you must remain professional in how you describe and analyse events

Getting the language right

As a large proportion of your reflective account is based on your own experience, it is normally appropriate to use the first person ('I'). However, most assignments containing reflective writing will also include academic writing. You are therefore likely to need to write both in the first person ("I felt…") and in the third person ("Smith (2009) proposes that …"). Identify which parts of your experience you are being asked to reflect on and use this as a guide to when to use the first person.

You will produce a balance by weaving together sections of 'I thought… 'I felt,…' and the relevant evidence in the same section or paragraph. This is more effective than having a section which deals with the evidence and a separate section dealing with your experiences.

Try to avoid emotive or subjective terms. Even though you are drawing on your experiences (and they may well have been emotional), you are trying to communicate these to your reader in an academic style. This means using descriptions that everyone would understand in the same way. So rather than writing, "The patient was very unhappy at the start of the session", it might be better to write, "The patient was visibly distressed", or "The patient reported that he was very unhappy". This shows that you are aware that the patient's understanding of 'unhappiness' may be quite different from yours or your reader's.  

When writing about your reflections use the past tense as you are referring to a particular moment (I felt…). When referring to theory use the present tense as the ideas are still current (Smith proposes that...).

Try to move beyond being critical and think about being analytical - use your feelings to ask questions and challenge assumptions, where you can then draw in evidence from the module this will move towards excellence in reflection

Read the example statements below and  think about how they demonstrate moving from descriptive to analytical to self-reflective:

Example 1:  I identified a prescribing error and asked the doctor to re-prescribe it.  They stated I was wrong and the prescription was correct.  I checked the BNF and they were right as the BNF I had was out of date.  The literature states that 50% of these errors are due to incorrect resources (source).

Example 2:  I identified a prescribing error but when I asked the doctor to re-prescribe the medicine, it transpired I was wrong and the original prescription was correct.  I was embarrassed that I had not correctly reviewed the prescription and need to remember to use the most up to date reference sources in my practice.  I have looked at the literature on prescribing errors and was surprised that 50% of errors are due to incorrect resources (source)

Example 3 : I identified a prescribing error but when I asked the doctor to re-prescribe the medicine, it transpired I was wrong and the original prescription was correct.  I was embarrassed that I had made such an error and the doctor appeared frustrated that I had wasted their time.  It is important that all prescriptions are checked before administration and it is key in my role to do so thoroughly.  I have spent a lot of time building a relationship with the multi-disciplinary team to show my advancing knowledge and I feel this has set back their confidence in me.  It is my responsibility to ensure I have the correct resources to do my job well and on this occasion I felt under pressure to give a quick answer.  This made me reflect on how external factors can influence the quality of patient care.  In analysing prescribing errors I was surprised that 50% of errors were due to incorrect references but following this experience, I understand how they occur and I must safeguard my practice to prevent it recurring (source).

Example 4 : I identified a prescribing error but when I asked the doctor to re-prescribe the medicine, it transpired I was wrong and the original prescription was correct.  I was embarrassed that I had made such an error and the doctor appeared frustrated that I had wasted their time. It is important that all prescriptions are checked before administration and it is key in my role to do so thoroughly. I have spent a lot of time building a relationship with the multi-disciplinary team to show my advancing knowledge and I feel this has set back their confidence in me. This made me think about prescribing errors and how 50% of errors are due to incorrect or out of date information sources (source). However, although I recognise that it was part of my role responsibility to ensure I use up to date resources (source), I began to reflect on team relationships and how they impact team function and support. Author (source) explored the hierarchy of MDT membership and discovered that certain professions tend to regard their positions as more senior to others within any MDT. This impacted the ability of team members to questions the actions of other team members. This positional hierarchy seemed to be based on perceived value of qualification; medical qualification being most often seen as the most valuable. The concept of professional value is seen in the work of Author (source) who found that historical professional power had a significant impact on decision making within MDTs, with particular regard to accepting questions on clinical decisions from other team members. I realised that my own position within the team could be perceived, by some, as being less valuable in a prescribing setting. I have decided to speak to my manager and ask her to consider two things: firstly how we can make sure all the team have access to the most up to date information and secondly, how we offer and react to constructive criticism in the clinical setting (source). 

NB (source) would be an in-text citation for the relevant reference and a full reference would be given at the end in the Vancouver or Harvard style.

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Teaching of reflection in higher education: a narrative review

Tharin phenwan.

1 School of Health Sciences, University of Dundee, Dundee, Scotland, DD1 4HN, UK

Associated Data

• Phenwan T: Extended data for Teaching of reflection in higher education: a narrative review.University of Dundee, Extended_data_ 1(.docx), Article_List(.docx),2024. 10.15132/10000254 [ CrossRef ]

Underlying data

No data associated with this article.

Extended data

Discovery: Extended data for Teaching of reflection in higher education: a narrative review 38

http://doi.org/10.15132/10000254

This project contains the following extended data:

• Included studies

Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its’ influence students’ capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students’ capacity to reflect.

Articles that were published during 2014–2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility.

18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs.

Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives).

All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students’ textual outputs.

Conclusions

This review identified several teaching methods that help facilitating students’ capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students’ progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students’ autonomy.

Introduction

Reflection is one of the metacognition skills that enhances lifelong learning capacity as well as professional competencies 1 – 3 . As such, any practice to enhance capacity to reflect is highly encouraged, particularly in healthcare professions education since it relates to better learning outcomes and long-term professional performances 2 , 4 – 7 . In the UK, reflective practice (RP) is encouraged by several professional bodies such as the General Medical Council and the Nursing and Midwifery Council (NMC) as a strategy to foster healthcare professionals (HCPs)’ competencies 8 , 9 .

Still, the concept of reflection is relatively abstract hence it is challenging to frame the appropriate way to teach the concept to students, particularly those who are new to the concept 6 , 10 – 12 . Furthermore, reflection could occur in various contexts and activities such as during small group discussions, online learning environment, writing or art-based activities 12 – 15 thus making it harder to capture.

Additionally, students in higher education - particularly in the UK - have become increasingly diverse 16 . This includes students from non-traditional background, international students or students who disclosed as disabled hence may need additional support for their learning 17 . Consequently, the notion of Equality, Diversity and Inclusivity (EDI) in the teaching of reflection warrants further exploration to scrutinise if the existing teaching methods sufficiently address such diversity or not.

There is a need to systematically understands the way in which the concept of reflection is taught in higher education and how it influences students’ capacity to reflect hence, a narrative review was conducted. This narrative review aimed to:

• explore how the concept of reflection is taught in higher education
• explore the teaching of reflection and its influences over HCP students’ capacity to reflect

Methodology

A narrative review was undertaken as a part of the author’s study for UKPSF’s fellowship title. The justification was to balance between the time constraints within the module (four months) and the robustness of the searching process. Although some researchers argue that a narrative review may be prone to bias, subjectivity and is not replicable 18 , this argument is less relevant to this review and strategies have been applied to mitigate these limitations. Given that this review aims to explore a conceptual and broader understanding of how reflection is taught in higher education as well as its influence on students, a more focused approach such as a systematic review is not appropriate; instead, a broad approach such as a narrative review is deemed more appropriate. Next, the notion of ‘bias’ is not relevant to this review since the phrase is deeply rooted with post-positivist research paradigm that considers knowledge to be quantifiable, measurable and repeatable 19 ; all of which do not relate to aims of this review.

The search terms and strategies, developed with support from an academic librarian, are described below to ensure that the search process is transparent and replicable.

The PCC framework (Population, Concept, and Context) were used to frame the scope of the review 20 :

P opulation: undergraduate healthcare professionals students

C oncept: teaching of reflection or reflective practice

C ontext: Higher education institutes and their associated clinical placements or hospitals, colleges, global context

The inclusion criteria were any peer-reviewed empirical studies that were published between 2014–2024 and were published in English that discussed the influence of reflection teaching methods with students. The focus was any undergraduate HCPs students in the context of higher education settings, including any associated clinical placements.

Articles were excluded if they were reviews, grey literature or focused on any theoretical discussions, debates or opinion pieces as well as dissertations and theses. Articles that did not focus on reflection teaching methods, higher education settings, were published before 2014 or were published in non-English were excluded (see Table 1 ).

Inclusion criteria	Exclusion criteria
-Peer-reviewed empirical studies (quantitative, qualitative or mixed-method designs) that discussed the influence or effectiveness of reflection teaching methods	-Reviews -Grey literature, policies, opinion piece, debate, theoretical discussion -reflection of certain experiences which did not include the influence of effectiveness of reflection teaching methods
-Articles that focussed on undergraduate healthcare professional students	-Articles that did not focus on undergraduate HCPs students
-Higher education settings -Clinical placements associated with higher education institutes	-Any contexts beyond higher education
-Articles published in English	-Non-English Articles
-Articles published between 2014–2024	-Articles published before 2014

From December 2023 to March 2024, three databases were searched: PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL) and Educational Resources Information Center (ERIC). Eight duplicated articles were removed (see Table 2 ). One article was retracted by the journal due to systematic manipulation of the publication process and was subsequently removed from the screening process. Five articles were not accessible, leaving 1929 articles for title and abstract screening. 93 articles were further assessed for eligibility with the full-text reading.

Database	Search terms	No. of articles found
PubMed		1255
		337
		1143
CINAHL Plus	(reflection or reflective or reflective practice) AND (medical students or nursing students or healthcare professional students) AND (university or college or higher education)	1126
	(reflection or reflective or reflective practice) AND (medical students or nursing students or healthcare professional students) AND (university or college or higher education) Limiters - Publication Year: 2014–2024; English Language Expanders - Apply equivalent subjects Search modes - Boolean/Phrase	588
ERIC	(reflection or reflective or reflective practice) AND (medical students or nursing students or healthcare professional students) AND (university or college or higher education) Limiters - Published Date: 20140101-20241231 Expanders - Apply equivalent subjects Narrow by Language: - english Search modes - Boolean/Phrase	212
	(reflection or reflective or reflective practice) AND (medical students or nursing students or healthcare professional students) AND (university or college or higher education)	393

The Inclusion and exclusion criteria were applied and 76 articles were excluded:

• 24 articles were not related to students’ capacity to reflect
• 20 articles were not related to teaching of reflection
• 16 articles were not related to undergraduate HCPs students
• 12 articles were opinion pieces, debates, dissertations and student theses

Six articles also were manually searched from the reference lists; five articles were excluded and one was included for the final analysis 2 . Together, the final numbers of the included articles were eighteen (see Figure 1 ) 21 .

Data extraction

Data from the included articles were extracted into Microsoft Excel. The extraction process was iterative and the focus of the extracted data was revised to ensure that they were relevant to the aims of the review. The final data extraction file included:

Title, Author’s name, Year, Country, Type of study, Aims, Teaching methods employed, Data collected/generated, Data analysis techniques, Underlying theory/pedagogy, Participants, How the teaching methods influence reflection, Themes and Limitations of the study.

Data analysis

Narratives were used to describe the findings. The author read and reread the included articles to see the patterns, similarities and differences within them. The focus related to the aims of the review. Given that there were diverse types of study from several countries within different groups of students, the underlying theory and pedagogical approach was examined to conceptually capture the findings in a more meaningful way. The included articles were not critically appraised since this review did not intend to determine the quality of each article and intended to explore a broad range of existing practices.

General description of the included articles

The included 18 articles were published from 2014 to 2024. There was a well-distributed geographical distribution of the included studies. The majority of the included articles (5) were conducted in the United States 5 , 22 – 25 , followed by the UK (3) 26 – 28 . Two articles were conducted in Australia 10 , 29 . One article each originated from The Netherlands 30 , New Zealand 15 , Norway 31 , Singapore 32 , Spain 33 , South Korea 34 , Taiwan 35 and Thailand 2 .

Eight articles had qualitative study designs. Six articles had quantitative designs and four had the mixed-method designs. The HCPs students in these articles were also diverse. Almost all of the articles predominantly focused on students from one field which were medical students (8), nursing students (8) and healthcare assistants (1). Only one study focused on the first-year students from various fields 35 , indicating a universal interest of reflection from the educator’s standpoint from various disciplines.

The most frequently used underlying theory employed in these articles was Constructivism (4) followed by social constructionism (2), Sociocultural learning theory (1), Social cognitive theory (1) and Sociocritical paradigm (1). Kolb’s experiential learning theory were mentioned in two articles. Seven articles did not explicitly mention their underlying learning theory utilised; two were implied to utilise positivism research paradigm and five were implied to base on constructivism (see Extended data 1).

This section respectively discusses the findings and relates them back to the aims of this review.

How the concept of reflection is taught in higher education

Based on the included articles, the teaching of reflection could be categorised as a spectrum, ranging from:

• ⅰ) structured format of reflection
• ⅱ) semi-structured format of reflection

The structured format of reflection approach usually involves any teaching with reflective templates or reflective models that students could use to enhance and demonstrate their reflection. The reflective models used were Gibb’s reflective model 2 and Bain’s reflective framework 10 . Often, structured tools such as a reflective journaling 34 , or post-activities debrief were offered to students to facilitate on how they could express their reflection. In such instances, reflection was often not the main focus of the activities but students could demonstrate their increased capacity to reflect as well. This mainly occurred in high fidelity simulations with debriefing 5 , 10 , 32 which suggested multiple benefits of the learning activities.

This approach, whilst perceived as useful, was paradoxically seen by students as rigid. Students from several articles expressed a dislike of this approach since it was perceived as inauthentic and repetitious 15 , 22 , 30 . Pedagogically, students could even become a reflective zombie 36 ; that is, they might emulate the reflective process but did not actually reflect thus making it more challenging to ascertain the authenticity of their reflection 1 .

Alternatively, the semi-structured format of reflection provides more flexibility to students to express their thoughts but still offers scaffolding of their reflection. This approach includes Balint student support group 28 , Schwartz round 27 , video recording of students’ performance 31 and AI generative arts 25 , problem-based learning group discussions 22 , virtual classrooms 23 and concept mapping 30 and in-verse reflection workshops 29 .

The teaching methods under this approach tend to include group learning experience, utilise social constructionism and offer several methods for students to express their reflections e.g., either verbally or in writing. The process almost always includes an extensive preparation for the students before during and after the sessions and is mainly dependent on facilitator’s skill to lead the sessions. For instance, Reed et al. (2023) piloted a novel approach to integrate the use of generative AI to facilitate nursing students’ reflection. The learning process included students, who are also the coauthors of the article, creating AI prompts to create photos that were related to nursing. They were subsequently encouraged to write and reflect on the photos and subsequently joined a small group discussion.

As the description attest, the process is rather laborious and comprised of several preparations, making this approach relatively time and resource extensive. This limitation is similar to what Gleeson et al. (2020) acknowledged. That is, they agreed with the usefulness of the medical Schwartz round to enhance students’ capacity to reflect yet found it financially and logistically challenging to facilitate the sessions thus may not be applicable to scale within their institution or beyond.

Finally, the flexible and creative format of reflection almost always relates to art-based pedagogy. This approach leverages the use of art forms to empower students to creatively express their reflections without any constraints. The studies included an offer to use various creative outlets namely poetry, visual arts, narrative prose, photography, sculpture, music, needlework 15 . Or, one alternative approach over the formal reflection form of writing was offered such as poetry 26 or narrative writing 24 , 33 , 35 . Still, despite the creativity freedom within this approach that empower student’ agency, some expressed concern over their learning process since they found it harder to express themselves or could not fully relate its relevance to a more ‘formal’ reflective assessment which tends to be dominated by a written format 15 , 26 . This was compounded from the educators’ standpoint; that is, it is impossible – and even inappropriate – to assess the quality of students’ reflection with this approach due to their subjectivity. As such, the flexible and creative format may be suitable for learning activities that do not involve any assessment.

How the teaching of reflection influences students’ capacity to reflect

All of the included articles reported that students had either an improved understanding of reflection or improved reflective capacity. This claim was usually asserted by validated instruments to demonstrate students’ improved capacity to reflect before and after the class such as the Groningen Reflection Ability Scale (GRAS) 22 , 23 , 32 , or the Reflective Thinking Level 34 . Zhang et al. (2020) conducted a study to assess 63 third year nursing students GRAS post-class and one week after the class after their high-fidelity simulations with the use of video-assisted debrief. Results showed that participants had significantly improved their debriefing reflective abilities (p<0.01) after the video-assisted debrief intervention from the median of 84 to 87 pre- and post-class; this trend is also similar to other included studies, indicating the usefulness of the teaching methods employed.

For qualitative or mix-method studies, students’ textual outputs or interview transcripts were often used to support the claim that they have a better understanding of reflection. McBain et al. (2015) offered 14 fourth year medical students to freely choose their medium to reflect which could be either a traditional reflective essay or more creative options such as poetry, visual arts, or sculpture; their textual commentaries that accompany their works were used for the analysis. Participants universally expressed that creative outputs were more effective for them to express emotion or ideas that are difficult to articulate. This is particularly important since these students were doing a clinical rotation in a palliative care department which may be rather emotionally demanding, indicating that it might be useful to have certain tools to ease the cognitive load of participants when they were reflecting 24 , 31 , 33 . Students also stated that the arts created were helpful since they could reflect in a different way that was not as repetitious or perceived as just another reflective essays 15 . Still, most of the studies tend to capture participants’ self-perceived of enhanced reflection. Or it could come from educators’ perception that these students had a better capacity to reflect which might be challenging to verify.

Suggestions to enhance the teaching of reflection

Findings from this review indicate that there are several approaches to enhance student’ capacity to reflect. This could be achieved either via a more structured approach which could be perceived as repetitious and inauthentic 15 , 30 . Or, students could be offered a semi-structured approach or even more creative and flexible form of reflection to empower their autonomy 24 , 26 .

Despite the various approaches to teach reflection, both the educators and students suggested that there is a need to balance between being directive and being flexible 28 , 30 . That is, for students who are relatively new to the concept e.g., those who are in the first year of their programme or have limited exposure to clinical experience, it might be more appropriate to have a structured guidance to scaffold their learning process 29 , 32 . Conversely, those who are in their later years or are more experienced reflective practitioners may find the structured reflective format repetitive or even restrictive to their reflection. Consequently, a more flexible and creative expression might be an alternative option for students to demonstrate their reflection.

Strengths and limitations

To the author’s knowledge, this is the first review that has explored the way in which the concept of reflection is taught in higher education for HCPs students. The review demonstrates a comprehensive view of the teaching methods available that educators could consider and apply the most appropriate ones to their contexts. The review process was also thoroughly described hence making it transparent and replicable.

Still, this review poses few limitations:

First, despite the attempt to outline the screening process, this review was conducted by one person. As such, there might be certain articles that the author has overlooked. Second, the review only included articles that were published in English. This further perpetuating the dominant Western-centric scholarship, restricting the latest call for citational justice and may not be fully transferable to wider contexts 37 . Still, this review was conducted with a limited time and resource hence the author could not include more diverse scholarly outputs that were not in English.

Third, although this review did not intend to appraise the quality of the included articles, some articles indicated either poor study designs or superficial level of analysis that lack criticality. Also, almost all of the included studies except two were conducted with a relatively small sample size from a single institute thus makes it even more challenging to transfer the findings to other contexts.

This narrative review has identified several teaching methods that help facilitating HCPs students’ capacity to reflect. Even though findings are unable to recommend the most efficient way to teach reflection, it might be more appropriate to consider students’ learning needs and adjustments the teaching method accordingly. This could be achieved via a more relational approach to teaching that might begin with a structured format of reflection which gradually increases students’ autonomy to express their reflection throughout. Given that there is no one-size-fits-all to teaching due to different leaning contexts, the focus should be how educators could scaffold the students’ learning process to empower them to become a lifelong reflective practitioner.

[version 1; peer review: 2 approved]

Funding Statement

The author(s) declared that no grants were involved in supporting this work.

Data availability

• Version 1. MedEdPublish (2016). 2024; 14: 53.

Reviewer response for version 1

Tanisha jowsey.

1 Bond University, Robina, Queensland, Australia

Hi there, thanks for undertaking this work, which I read with interest. 

Here are recommendations to make this solid paper even better:

The title and introduction suggest your review is of the entire higher education field; we need clarity on the scope of your study throughout. I suggest you reword the title from higher education to 'undergraduate health professions students' and hone the focus of your introduction to match that focus.

methods suggest replacing this sentence: "Articles that were published during 2014–2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility." I suggest this instead: "I searched three databases (PubMed, CINAHL and ERIC) for articles published between 2014–2024 using the following search terms and their derivatives: XXXX    1929 articles were eligible for title and abstract screening. 93 articles were further assessed (full text screening) for eligibility."

Methods is fine. I found it unusual and insightful that you've applied a narrative focus to the included studies but I didnt see a evidence of this unique method in the way the results are presented. Did I miss something?

Results - Ah yes, the reflective zombie - a constant frustration for teachers (!) I found Reed's approach to this - the Gen AI image reflection - a great example of one possible avenue to engage students and get them out of zombie mode. 

The paragraph about "creative format of reflection almost always relates to art-based pedagogy" - I was surprised that creative outputs as evidence of reflection were deemed impossible to assess. There are whole schools of practice that do exactly that. For example, critical arts therapy. I myself published a book called Medicine Reflections (2017 1 ) where we showcased how creative elements in the reflective portfolios of our undergrad medical students were assessed. I would suggest that it can be done. The question of whether this is appropriate or not is another matter. Perhaps you could rework those last two sentences of the paragraph to split out whether you can assess from whether you should assess?

The remaining sections read well. Thanks.

Is the review written in accessible language?

Are all factual statements correct and adequately supported by citations?

Are the conclusions drawn appropriate in the context of the current research literature?

Is the topic of the review discussed comprehensively in the context of the current literature?

Reviewer Expertise:

I have used critical reflection in assessment in medicine for the past 12 years and currently supervise a doctoral student who is researching the role of critical reflection in paediatric surgery training. We have a published literature review in this space called 'Reflecting on insight and insights into reflection: a systematic review of insight and reflection in post graduate medical education.' I have also published a book called Medicine Reflections.

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

Weeratian Tawanwongsri

1 Walailak University, Thai Buri, Nakhon Si Thammarat, Thailand

Well-written article. Your insights into this interesting topic are enlightening and comprehensively supported by citations. The use of easily understandable language makes the content accessible, and the conclusions drawn are appropriate in the context of the current research literature. The comprehensiveness and clarity of your article make it a valuable resource.

Some suggestions:

1. The title may be edited to reflect the specific issue on healthcare professional students/learners.

2. The methodology is well-written, constructed, and valid.

3. In the discussion section, the author may provide a subsection about further considerations or gaps in studies that need to be explored.