Reflective writing at university can take many forms. It can be individual or communal, unstructured or structured, informal or formally assessed. Grellier and Goerke (2006) propose that no matter what form it might take, reflective writing:
Reflective writing is a habit of reflective practice that challenges you to explore the significance of your own thoughts and actions - in this case relevant to your understanding of a particular area of study and professional practice, either current or future.
Turner et al. (2011) outline essential skills that are developed through, and essential for reflective writing:
Reflective writing usually calls for you to write in first person, especially if you are writing about a specific experience, or making comment about your understanding of an issue or area of study.
There is scope to write more informally than an academic essay. Most types of reflective writing are essentially conversations with yourself, so the writing should be in a comfortable style that won't get in the way of authentic reflection. Of course, adapt this to suit the exact task. For example, if it is a formal reflective essay, then write in a more formal style.
Use complete sentences, as reflective writing is more than simply taking notes.
Write clearly. There is a connection between language and ideas, and complex language can sometimes overly 'muddy' the ideas you present. Try to write simply and directly, in a way that concisely records your thinking. Don't fall into the trap of overly-sophisticated language.
Use descriptive language. In order to reflect on an idea or situation, it is important to describe it. Spend time and energy on setting up your reflections with succinct descriptions.
Incorporate key terms and language from your discipline.
You may be asked to write a reflective journal for some courses, or perhaps to reflect on a specific experience, such as a professional placement or as part of a service-learning experience. Generally speaking, reflective journalling is an individual tool for learning and academic or professional growth. Sometimes, your lecturer or tutor may have some oversight, and if assessed, it is likely to be judged on the depth of engagement and the way in which you engage with the process. In some cases, you might have specific areas of focus or guiding questions to respond to. Regardless of the structure, there are some key things you can do to ensure that you make the most of the journalling experience.
Discussion boards are increasingly being used as a learning tool at university. Although there are a wide range of of situations and tasks that may be addressed in this way, group discussions look to create communities of learners. Often, online discussions call for groups to reflect on a theme or topic and to look to expand, challenge or explore on the ideas presented by the group. In this way, learning collaboratively happens and is often driven by the personal understandings or professional insights presented through contributions to the chat.
Although expectations can vary from task to task, some common characteristics for contributing to university discussions include:
Sometimes you may be called upon to respond to a situation or topic, without guiding questions or a suggested structure. In this case, the writing may be about yourself as a learner, or as a refection about your understanding of a particular theme, topic or experience.
Writing about yourself as a learner
Self reflection that looks to help your understand yourself as a learner might address questions like:
Writing about your understanding
These sorts of reflections usually offer opportunities to demonstrate your understandings developed as a result of a particular activity or experience. It could be narrowly focussed (e.g. a short assignment) or larger in nature (e.g. a skill you have worked on over a semester).
Typically, you might answer questions such as:
References
Grellier, J. & Goerke, V. (2006). Communication skills toolkit: Unlocking the secrets of tertiary success. Cengage
Turner, K., Krenus, B., Ireland, L., & Pointon, L. (2011). Essential Academic Skills (2nd ed.). Oxford University Press.
Success Now! workshops are available live online or on campus. Register here for workshops on research and writing. You can also organise an individual consultation here to talk to a learning advisor about planning your assignments.