{"id":106,"date":"2025-04-17T16:34:33","date_gmt":"2025-04-17T16:34:33","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/reflective-writing\/"},"modified":"2025-07-24T21:03:33","modified_gmt":"2025-07-24T21:03:33","slug":"reflective-writing","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/reflective-writing\/","title":{"raw":"Critical Thinking and Reflection: Learn It 3","rendered":"Critical Thinking and Reflection: Learn It 3"},"content":{"raw":"<h2>Reflective Writing<\/h2>\r\nReflective writing includes several different components: description, analysis, interpretation, evaluation, and future application. Reflective writers must weave their personal perspectives with evidence of deep, critical thought as they make connections between theory, practice, and learning. The steps below should help you find the appropriate balance among all these factors.\r\n<h3>1st Step: Review the assignment<\/h3>\r\nAs with any writing situation, the first step in writing a reflective piece is to clarify the task. Reflective assignments can take many forms, so you need to understand exactly what your instructor is asking you to do. Some reflective assignments are short, just a paragraph or two of unpolished writing. Usually, the purpose of these reflective pieces is to capture your immediate impressions or perceptions. For example, your instructor might ask you at the end of a class to write quickly about a concept from that day\u2019s lesson. That type of reflection helps you and your instructor gauge your understanding of the concept.\r\n\r\nOther reflections are academic essays that can range in length from several paragraphs to several pages. The purpose of these essays is to critically reflect on and support an original claim(s) about a larger experience, such as an event you attended, a project you worked on, or your writing development. These essays require polished writing that conforms to academic conventions, such as articulation of a claim and substantive revision. They might address a larger audience than you and your instructor, including, for example, your classmates, your family, a scholarship committee, etc. It\u2019s important before you begin writing, that you can identify the assignment\u2019s purpose, audience, intended message or content, and requirements.\r\n<h3>2nd Step: Generate ideas for content<\/h3>\r\nAs you generate ideas for your reflection, you might consider things like:\r\n<ul>\r\n \t<li>Recollections of an experience, assignment, or course<\/li>\r\n \t<li>Ideas or observations made during that event<\/li>\r\n \t<li>Questions, challenges, or areas of doubt<\/li>\r\n \t<li>Strategies employed to solve problems<\/li>\r\n \t<li>A-ha moments linking theory to practice, or learning something new<\/li>\r\n \t<li>Connections between this learning and prior learning<\/li>\r\n \t<li>New questions that arise as a result of the learning or experience<\/li>\r\n \t<li>New actions taken as a result of the learning or experience<\/li>\r\n<\/ul>\r\n<h3>3rd Step: Organize content<\/h3>\r\nResearchers have developed several different frameworks or models for how reflective writing can be structured. For example, one method has you consider the \"What?\" \"So what?\" and \"Now what?\" of a situation in order to become more reflective. First, you assess what happened and describe the event, then you explain why it was significant, and then you use that information to inform your future practice.[footnote]Driscoll J (1994) Reflective practice for practice - a framework of structured reflection for clinical areas. <em>Senior Nurse<\/em> 14 (1):47\u201350[\/footnote][footnote]Ash, S.L, Clayton, P.H., &amp; Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). Raleigh, NC.[\/footnote] Similarly, the DIEP framework can help you consider how to organize your content when writing a reflective piece. Using this method, you <em>describe<\/em> what happened or what you did, <em>interpret<\/em> what it means, <em>evaluate<\/em> its value or impact, and <em>plan<\/em> steps for improving or changing for the future.\r\n\r\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\r\n<h3>The DIEP Model of reflective writing<\/h3>\r\nThe DIEP model (Boud, Keogh &amp; Walker, 1985) organizes the reflection into four different components:\r\n\r\n[caption id=\"attachment_952\" align=\"aligncenter\" width=\"435\"]<img class=\"wp-image-952 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2097\/2018\/07\/01163022\/diep.png\" alt=\"Describe what happened, what did you do; Interpret: what does the experience mean to you as a learner; Evaluate: how valuable was the experience?; Plan: what will you do with your learning?\" width=\"435\" height=\"271\" \/> <strong>Figure 1<\/strong>. The DIEP model for reflective thinking and writing has you first describe the situation, interpret it, evaluate it, and then plan what to do with that new information. Remember, your goal is to make an interpretive or evaluative claim, or a series of claims, that moves beyond obvious statements (such as, \u201cI really enjoyed this project\u201d) and demonstrates you have come to a deeper understanding of what you have learned and how you will use that learning.[\/caption]\r\n\r\n<\/section>\r\n<h3>4th Step: Draft, Revise, Edit, Repeat<\/h3>\r\nA single, unpolished draft may suffice for short, in-the-moment reflections, but you may be asked to produce a longer academic reflection essay. This longer reflection will require significant drafting, revising, and editing. Whatever the length of the assignment, keep this reflective cycle in mind:\r\n<ul>\r\n \t<li>briefly describe the event or action;<\/li>\r\n \t<li>analyze and interpret events and actions, using evidence for support;<\/li>\r\n \t<li>demonstrate relevance in the present and the future.<\/li>\r\n<\/ul>\r\n<section class=\"textbox tryIt\" aria-label=\"Try It\">[ohm2_question]40561[\/ohm2_question]<\/section>","rendered":"<h2>Reflective Writing<\/h2>\n<p>Reflective writing includes several different components: description, analysis, interpretation, evaluation, and future application. Reflective writers must weave their personal perspectives with evidence of deep, critical thought as they make connections between theory, practice, and learning. The steps below should help you find the appropriate balance among all these factors.<\/p>\n<h3>1st Step: Review the assignment<\/h3>\n<p>As with any writing situation, the first step in writing a reflective piece is to clarify the task. Reflective assignments can take many forms, so you need to understand exactly what your instructor is asking you to do. Some reflective assignments are short, just a paragraph or two of unpolished writing. Usually, the purpose of these reflective pieces is to capture your immediate impressions or perceptions. For example, your instructor might ask you at the end of a class to write quickly about a concept from that day\u2019s lesson. That type of reflection helps you and your instructor gauge your understanding of the concept.<\/p>\n<p>Other reflections are academic essays that can range in length from several paragraphs to several pages. The purpose of these essays is to critically reflect on and support an original claim(s) about a larger experience, such as an event you attended, a project you worked on, or your writing development. These essays require polished writing that conforms to academic conventions, such as articulation of a claim and substantive revision. They might address a larger audience than you and your instructor, including, for example, your classmates, your family, a scholarship committee, etc. It\u2019s important before you begin writing, that you can identify the assignment\u2019s purpose, audience, intended message or content, and requirements.<\/p>\n<h3>2nd Step: Generate ideas for content<\/h3>\n<p>As you generate ideas for your reflection, you might consider things like:<\/p>\n<ul>\n<li>Recollections of an experience, assignment, or course<\/li>\n<li>Ideas or observations made during that event<\/li>\n<li>Questions, challenges, or areas of doubt<\/li>\n<li>Strategies employed to solve problems<\/li>\n<li>A-ha moments linking theory to practice, or learning something new<\/li>\n<li>Connections between this learning and prior learning<\/li>\n<li>New questions that arise as a result of the learning or experience<\/li>\n<li>New actions taken as a result of the learning or experience<\/li>\n<\/ul>\n<h3>3rd Step: Organize content<\/h3>\n<p>Researchers have developed several different frameworks or models for how reflective writing can be structured. For example, one method has you consider the &#8220;What?&#8221; &#8220;So what?&#8221; and &#8220;Now what?&#8221; of a situation in order to become more reflective. First, you assess what happened and describe the event, then you explain why it was significant, and then you use that information to inform your future practice.<a class=\"footnote\" title=\"Driscoll J (1994) Reflective practice for practice - a framework of structured reflection for clinical areas. Senior Nurse 14 (1):47\u201350\" id=\"return-footnote-106-1\" href=\"#footnote-106-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><a class=\"footnote\" title=\"Ash, S.L, Clayton, P.H., &amp; Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). Raleigh, NC.\" id=\"return-footnote-106-2\" href=\"#footnote-106-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> Similarly, the DIEP framework can help you consider how to organize your content when writing a reflective piece. Using this method, you <em>describe<\/em> what happened or what you did, <em>interpret<\/em> what it means, <em>evaluate<\/em> its value or impact, and <em>plan<\/em> steps for improving or changing for the future.<\/p>\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\n<h3>The DIEP Model of reflective writing<\/h3>\n<p>The DIEP model (Boud, Keogh &amp; Walker, 1985) organizes the reflection into four different components:<\/p>\n<figure id=\"attachment_952\" aria-describedby=\"caption-attachment-952\" style=\"width: 435px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-952 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2097\/2018\/07\/01163022\/diep.png\" alt=\"Describe what happened, what did you do; Interpret: what does the experience mean to you as a learner; Evaluate: how valuable was the experience?; Plan: what will you do with your learning?\" width=\"435\" height=\"271\" \/><figcaption id=\"caption-attachment-952\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. The DIEP model for reflective thinking and writing has you first describe the situation, interpret it, evaluate it, and then plan what to do with that new information. Remember, your goal is to make an interpretive or evaluative claim, or a series of claims, that moves beyond obvious statements (such as, \u201cI really enjoyed this project\u201d) and demonstrates you have come to a deeper understanding of what you have learned and how you will use that learning.<\/figcaption><\/figure>\n<\/section>\n<h3>4th Step: Draft, Revise, Edit, Repeat<\/h3>\n<p>A single, unpolished draft may suffice for short, in-the-moment reflections, but you may be asked to produce a longer academic reflection essay. This longer reflection will require significant drafting, revising, and editing. Whatever the length of the assignment, keep this reflective cycle in mind:<\/p>\n<ul>\n<li>briefly describe the event or action;<\/li>\n<li>analyze and interpret events and actions, using evidence for support;<\/li>\n<li>demonstrate relevance in the present and the future.<\/li>\n<\/ul>\n<section class=\"textbox tryIt\" aria-label=\"Try It\"><iframe loading=\"lazy\" id=\"ohm40561\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=40561&theme=lumen&iframe_resize_id=ohm40561&source=tnh&show_question_numbers\" width=\"100%\" height=\"150\"><\/iframe><\/section>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-106-1\">Driscoll J (1994) Reflective practice for practice - a framework of structured reflection for clinical areas. <em>Senior Nurse<\/em> 14 (1):47\u201350 <a href=\"#return-footnote-106-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-106-2\">Ash, S.L, Clayton, P.H., &amp; Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). Raleigh, NC. <a href=\"#return-footnote-106-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":6,"menu_order":26,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Process of Reflective Writing\",\"author\":\"Karen Forgette\",\"organization\":\"University of Mississippi\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Reflective Writing\",\"author\":\"\",\"organization\":\"SkillsTeamHullUni\",\"url\":\"https:\/\/www.youtube.com\/watch?v=QoI67VeE3ds&feature=emb_logo\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Frameworks for Reflective Writing\",\"author\":\"Karen Forgette\",\"organization\":\"University of Mississippi\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":88,"module-header":"learn_it","content_attributions":[{"type":"original","description":"Process of Reflective Writing","author":"Karen Forgette","organization":"University of Mississippi","url":"","project":"","license":"cc-by-sa","license_terms":""},{"type":"cc","description":"Reflective Writing","author":"","organization":"SkillsTeamHullUni","url":"https:\/\/www.youtube.com\/watch?v=QoI67VeE3ds&feature=emb_logo","project":"","license":"other","license_terms":"Standard YouTube License"},{"type":"cc","description":"Frameworks for Reflective Writing","author":"Karen Forgette","organization":"University of Mississippi","url":"","project":"","license":"cc-by-sa","license_terms":""}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/106"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/users\/6"}],"version-history":[{"count":7,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/106\/revisions"}],"predecessor-version":[{"id":3303,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/106\/revisions\/3303"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/parts\/88"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/106\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/media?parent=106"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapter-type?post=106"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/contributor?post=106"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/license?post=106"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}