Reflective writing

How to Write Reflectively

ana.lacerda@mail.utoronto.ca — Mon, 17 Jun 2024 18:17:18 +0000

How to Write Reflectively ana.lacerda@ma�� Mon, 06/17/2024 - 14:17

Skills Categories:

Academic writing

Skills Keywords:

Reflective writing

This Resource Page will help you:

Identify and understand how to use various tools and strategies to engage in multiple forms of reflective writing (e.g., weekly reflections, experiential reflections, critical reflections).?
Understand how reflective writing can be used within various class assignments.

Introduction

Aside from following the rubric provided by your professor/course instructor, reflective writing requires you to achieve thoughtful inquiry that demonstrates your understanding by unpacking your assumptions and knowledge to deepen your analysis of the course material or your practical experiences. In short, the key to reflective writing is to go beyond description and move into analysis.

To learn more about what reflective writing is, check our Resource Page on What is Reflective Writing.

What is Explicit and Tacit Knowledge in Reflective Writing?

To help you understand what it means to engage critically, dig deeper into your assumptions about experiences/materials that you have encountered in class, and reflect on why you may have these assumptions, it��s important to understand the difference between explicit and tacit knowledge.

Explicit knowledge is what we understand or see on the surface.

When we do not actively engage with our explicit knowledge through critical reflection, we reach a shallow understanding of the concepts, ideas, or materials that we are engaging with.

For example, by observation, we can see that the sky is blue �C but we can��t explain why the sky is blue.

Tacit knowledge can be difficult to explain because it is influenced by our experiences and level of engagement with literature. In general, understanding what tacit knowledge is comes down to the question of ��why�� (e.g., why do I think x; why I reacted this way; why do I disagree with this author; why do I think these readings align or do not align with my experiences). Going back to the ��blue sky�� example, tacit knowledge goes beyond our observation that the sky is blue and allows us to explain why the sky is blue.

While the question of ��why�� seems simple, it can become difficult to unpack. However, accessing tacit knowledge is key to writing reflectively as it opens the door to understanding our underlying assumptions and provides a way for us to begin engaging in deep thinking and engagement with course materials or experiences.

How Can I Access Tacit Knowledge?

When writing reflectively, the first step is accessing our tacit knowledge. One strategy that helps us do this is freewriting.

What is freewriting?

Freewriting is a pre-writing technique to uncover and identify thoughts surrounding a topic without the pressure of following academic writing conventions. It involves writing continuously, without outlining, in sentence or paragraph form within a set period of time.

Why Should I Freewrite?

By removing the pressure and expectations of academic writing conventions, we can focus those 10-15 minutes on the topic or experience we are being asked to reflect on. When engaging in reflective writing, normally, the first few minutes of writing is about explicit knowledge. However, as we are asked to engage in continuous writing, we may begin to uncover underlying connections and assumptions we weren��t aware of that we can now identify and decide if we want to further engage with through reflective writing.

How Can I freewrite?

While you can tailor freewriting to your needs, here is a general freewriting structure:

Open a fresh document or notebook page.
Set a timer. A common amount of time to freewrite is 10-15 minutes.
Write continuously, as much as possible. Don��t let your pen leave the page.
Step away for 15 to 30 minutes.
Review your freewriting and identify any standout ideas or assumptions you want to explore further through critical reflection.

Tip: if you are an auditory thinker, it may be helpful to record yourself talking about the idea or topic you are engaging with, rather than writing about it.

How to Write Reflectively

Once you have completed freewriting and have identified any standout ideas or assumptions you would like to focus on, you can begin to use the following strategies/tools to help you deepen your reflection.

Strategy 1: Guiding Questions

The following are guiding questions for experiential and reading reflections. These questions can be used to help you further develop and unpack the ideas, connections, and/or assumptions you uncovered when freewriting.

Reading Reflection

Assessing the text(s):

What is the main point? How was it developed?
Identify the purpose, impact, and/or theoretical framework of the text.
What do I know about this topic? Where does my existing knowledge come from? What observations or experiences I have had that shape my understanding of this text?

Develop your ideas:

What do I know about this topic? Where does my existing knowledge come from? What observations or experiences that I have had shape my understanding of this text?
How does this text help me better understand this topic or explore this field of study/discipline?

Experiential Reflection

In general, when engaging in experiential reflection writing assignments, it is important to connect concepts from class to your personal or experiential learning opportunity.

What were your learning goals before starting your practicum, placement, internship, or experiential learning opportunity?
What is the name of the host organization? What is their mission? What are the objectives of the organization? Who do they serve? What was your role? What did you do?
What did you learn from this experience? About yourself? About working in the field? About society? Try to link your learning from your experience to concepts that you encountered in your course.
Did your experience fit with the goals or concepts of the course? Why or why not? What are the lessons learned that you would carry forward in the future? What was successful, and why? What would you do differently, and why?

Strategy 2: Outlining

The following section illustrate two outlining methods: DIEP Model and Gibb��s Reflective Model. These methods are great for those who are new to reflective writing. If you have more experience in reflective writing, these approaches can be helpful in prompting your thinking or ensuring that you have hit common components of reflective writing assignments.

Outlining using the DIEP Model

DIEP stands for Describe/Summarize, Interpret, Evaluate, and Plan. This model can be used for a variety of reflective writing assignments you may encounter in your studies such as reading reflections; weekly journals; and self-assessments.

While each question in the DIEP model can help you determine what pieces of your writing goes where, they can also be used to help prompt your thinking.

1. Describe: What did you read? Be as brief and as objective as possible. It may help to use the following phrases:

What I found interesting from the lecture this week is��
A significant issue I had not realized until��
I now understand��that��

2. Interpret: What new insights have you gained? How does this reading connect with other experiences or concepts you have learned before? It may help to use the following phrases:

This experience is relevant to me because��
This concept relates to another concept that I learned about in��

3. Evaluate: How useful was this reading for you? What is your opinion, did it change from before? Why do you think this might be? It may help to use the following phrases:

Having realized the importance of�� I now understand��
This reading will change the way I view��
Being able to see�� in this way is valuable for me because��

4. Plan: How can you apply what you have learned in the future? How does this reading relate to the rest of the course or studies?

This is beneficial to my future research because��
I need to develop my understanding of��

Example of Reflective Writing using the DIEP Model

[Topic sentence] The most surprising insight I have gained so far is how important recording and distributing succinct and accurate information is to the success of the project.?[Description] In the first week of my internship, I was asked to record some meeting minutes and distribute them to the project team and the client.?[I] I initially felt offended as the task appeared trivial to me; it was something we rarely did during team meetings at university.?[Evaluate] However, after speaking with my industry supervisor, I began to understand how important it is to keep a clear record of the meaningful points raised during meetings.?[Interpret] Making accurate notes of the key outcomes was harder than I expected as the rest of my team was relying on my minutes to know what they needed to do.?[Description] After reviewing my minutes, my supervisor agreed that they were sufficiently clear and accurate.?[Interpret] I��ve realised that poorly recorded minutes could have resulted in missed deadlines, miscommunication and costly implications for our contract.?[Plan] To improve my ability to take notes I plan on reviewing the minutes made by my colleagues for other meetings and to investigate note taking techniques such as mind mapping (Trevelyan, 2014). Mind mapping uses links and annotations to record relationships between words and indicate significance.?[Interpret] This will help me to continue to develop my skills in this area and develop my ability to ��prepare high quality engineering documents�� as part of attaining the Stage 1 competency of written communication (Engineers Australia, 2018).

Trevelyan, J. P. (2014).?The making of an expert engineer: How to have a wonderful career creating a better world and spending lots of money belonging to other people. Leiden, The Netherlands: CRC Press/Balkema.

Outlining using Gibb��s Reflective Model

Gibb��s reflective model (1988) is best used to help outline experiential reflections. This model helps you break down your experience into manageable chunks that allow you to structure your assignment:

1. Introduction or description of experience

What happened?

2. Feelings

What were you thinking?

3. Evaluation

What was good and bad about the experience?

4. Analysis

What can you make of the situation? How does it relate to the concepts you learned in class?

5. Conclusion

What else could you have done within your placement?

6. Action Plan

If the situation you are reflecting on arose again, what would you do differently?

Tip: While it is tempting to describe our experiences in detail, when engaging in reflective writing, avoid being too descriptive. Remember, reflective writing invites you to practice critical reflection by going beyond explicit knowledge. Therefore, your analysis of your experience needs to be the substance of your assignment.

Example of Reflective Writing using Gibbs's Model

[Description] Currently, I am on a teaching placement and have just started planning and delivering sections of each lesson. My first session did not go as well as I hoped. My task was to assist students in understanding fractions �C because it was my first time, I felt nervous, so I fumbled around. While the students were understanding, the supervising teacher took over because we were running out of time.

[Feelings] I felt miserable, and at the time, considered pausing my teacher placement. I was embarrassed by how I managed my nerves and frustrated at how the supervising teacher managed the situation.

[Evaluation & Analysis] Now, I did not feel that the situation had been managed well or resolved. In class, we read Greene (2014), who explains that nine out of ten new trainee teachers found their first session ��incredibly daunting��(p.43). It appears that most trainee teachers have moments of being ��tongue-tied�� and ��losing their way with the lesson�� (Parbold, 2009, p.223). This validated my experiences. In addition, I remember reading from Cooper (2011), that it is best to acknowledge and address these situations as soon as they happen.

[Conclusion] In retrospect, I would do several things differently. I should have spoken to the class teacher immediately after the session and voiced my concerns. That way we could have found a way that we both could support my learning as well as the classroom environment.

[Action Plan] In future, I will make sure to build up more of a relationship with colleagues. I am working alongside several different teachers during my placement, and I will speak to each of them about my nerves and find a way to create an environment that is conductive for everyone in the space. I think this can look like making sure I have enough time to prep ahead of time as well as ensuring that when my portion of the lesson comes, we are in less of a time crunch.

To see more examples of reflective writing, see our Resource Page on What is Reflective Writing.

Strategy 3: Reflective Language

The following phrases can help you generate sentences to enhance the flow of your reflective writing. Choose an element from each column and complete your sentence.

Phrases to create interpretative or feeling sentences

For me, the (most)...

meaningful	aspects(s)	was/were��
significant	elements(s)	arose from....
important	issues(s)	happened when��
relevant	idea(s)	resulted from��
useful	lesson(s)	were...

Example: For me, the most relevant ideas resulted from the students' feedback.

Phrases to create sentences that demonstrate a change in previously held knowledge/assumptions

Previously,	I	thought (did not think)
At the time,		felt (did not feel)
At first,		know (did not know)
Initially,		noticed (did not notice)
Subsequently,		question (did not question)
		realized (did not realize)

Example: Initially, I did not realize how I could apply Critical Race Theory within my practicum experience. However, after assisting my supervising teacher with curriculum planning, I am beginning to understand the connection between theory and practice �C especially in relation to selecting children��s literature.

Phrases to create planning or action plan sentences

Having	read��	I now	feel��
	experienced��		think��
	applied��		realize��
	analysed��		wonder��
	learned��		question��
			know��

Example: Having read Bell Hooks (1991) ��Theory as a Liberatory Practice�� I now know how critical theory is related to resistance as it evolves from the continuous work of resisting social construction that is bounded by whiteness.

Our Tips

Be selective. Regardless of the kind of reflective writing assignment, it is important to be selective in your writing. This means that you do not need to discuss every detail of your experience or reading. Instead, pick a few stand-out experiences or ideas that are relevant for your learning or research needs.
Read effectively. When engaging in reflective writing, it is key that you identify the main arguments or important elements of the text to strengthen your analysis. For more info on how to find main points in your readings, check our Resource Page on How to Read Academic Articles.
Use the appropriate tone. While you should use a formal tone in your writing, it is acceptable to write in the first person and use personal pronouns. If you are not sure about what level of formality you should use, check with your instructor.

Help & Additional Resources

Related Resource Pages on ASH

On Campus Services

Book a writing consultation (OSSC)

What is Reflective Writing?

ana.lacerda@mail.utoronto.ca — Tue, 26 Mar 2024 14:33:48 +0000

What is Reflective Writing? ana.lacerda@ma�� Tue, 03/26/2024 - 10:33

Skills Categories:

Academic writing

Skills Keywords:

Reflective writing

This Resource Page will help you:

Learn what reflective writing is.
Understand the benefits of engaging in reflective writing.
Identify different kinds of reflective writing

What is Reflective Writing?

Reflective writing focuses on your thoughts, beliefs, attitudes, and assumptions about a topic, issue or situation.

To write reflectively means combining your personal experiences with real-life examples that are supported by evidence from the literature. This may look like finding the connection between theory (i.e., the ideas you may have read or discussed in class) and practice (i.e., your personal experiences as a student or practitioner).

Why Engage in Reflective Writing?

Reflective writing allows you to practice and improve the following:

express your voice in relation to the material you are engaging with in class. Some assignments may ask you to reflect on how ideas in course material may or may not relate to your own experiences, or how these ideas might have shaped your thinking.
practice being aware that your thoughts are shaped by your assumptions and preconceived ideas �C this allows you to practice critical engagement with various facets of the material you are learning and your experiences.
become more aware of your own learning by reflecting on progress and challenges, setting goals and implementing strategies to achieve them, and engaging in problem solving.
Improve your critical thinking, which requires reflecting on and understanding the ��how�� and/or ��why�� you are engaging with course ideas, materials and activities. To learn more about critical thinking, click here.

Types of Reflective Writing Assignments

At its most foundational level, reflective writing can be understood as reflecting on theory (I.e., when you are asked to reflect on ideas that you may have read or discussed in class) and reflecting on practice (I.e., how have you applied theory in your practice).

Below we will explore some of the most common types of reflective writing assignments and share examples.

Reading Reflection: You may be asked to write a short paper or submit a discussion post where you express your informed opinions about the ideas presented in a text and consider how they affect your understanding of the topic of interest. This is an opportunity to reflect on and break down your assumptions, which may be challenged by what you have read.?

Example of Reading Reflection

Both Strange & Hardy-Cox (2016) and Sabri (2011) demonstrated how ��the student experience�� has transformed into a broad categorical term that has translated into a policy framework that homogenizes and erases the experiences of marginalized students. Due to this transformation, I think the concept of ��student experience�� has become inadequate for orientating and navigating the student experience when used without third-wave theories of student development (Strange & Hardy-Cox, 2016). This is emphasized by the shift in how students have become viewed as consumers and as a result, shifted how institutions approach student consultations (Sabri, 2011). While this shift in understanding has assisted institutions in addressing the diverse needs of students, the homogenization of our understanding of ��student experience�� remains an issue. For example, UK higher education institutions and their preference to use the experiences of privileged students within the quality assurance process �C this raises the question of whose voices are valued and understood when we speak about student experiences (Strange & Cox, 2016; Sabri, 2011).

When thinking of my experiences as a student union leader, advocacy was a key component of my role. To achieve this, ensuring intersectionality and the centering of marginalized communities was utilized in various areas of decision-making. While this may have created tensions with certain groups, the benefits of using an intersectional framework were clear �C as most, if not all, campaigns that aim to improve the student experience from the perspective of access and equity aim to address the barriers that prevent marginalized students from navigating the higher education landscape to what we understand as the traditional university student (i.e., white, cis, male, able-bodied).

Periodical Reflection: Your instructor/professor will generally provide instructions when writing periodical reflections during the semester. For example, you may be asked to write a 500-word reflection bi-weekly in the form of a short paper or discussion post. Periodical reflections may require you to share your reflections on class content, practicum work, or readings that you have engaged with during the period.

Example of Periodical Reflection

The Purpose(s) of Adult Education

The purpose of adult education, in my view, is to achieve positive social change while also creating safer spaces for learners from marginalized groups, so that they can gain confidence and reach self-actualization. While I believe in the radical/critical view that ��sees education as a means for consciousness-raising, empowerment, and social change to rectify the unequal power and injustice experienced by marginalized groups�� (Brigham et al., 2021, p.76), I think that ��rectifying the unequal power and injustice�� also means providing marginalized learners with the tools that they were not given due to existing systems of inequality. I believe that these systems enact violence on the marginalized body that must be addressed to truly have equality of condition in education. My ideas around the purposes of adult education echo the perspective of Myles Horton, who ��was committed to achieving social change through radical education and to helping groups organize, gain confidence, and identify sources of power�� (Spencer & Lange, 2014, p. 89). I do not believe that social justice is created simply through consciousness-raising in the classroom, but through nurturing a learner��s confidence and self-esteem. I take person-centered, or humanistic, approach, ��associated with self-directed learning, self-improvement, [and] the discovery process�� (Spencer & Lange, 2014, p.59). Adult education, then, is meant achieve social change through empowering learners who have been otherwise marginalized by the educational system, while also taking care to facilitate the learner��s self-development and accommodating their individual needs.

Self-assessment: Your instructor/professor might ask you to engage in self-assessment at different stages of the course (e.g., beginning, middle and end). Self-assessment allows you to explore and describe the results of an experience you have had in the course (e.g., course material, group work, practicums) and reflect on how you achieved your goals and the benefits and challenges you may have experienced. When engaging in self-assessment a good rule of thumb would be to address the following questions: what; so what; and now what?

Example of Self Assessment

While there are weeks where I struggle with the weekly reflections, I try my best to actively engage with the material and reflect on any questions and connections I can see. I consider myself quite shy in group settings, however, I try to participate in class sessions in a meaningful way. Through participating in the various aspects of class I have learned how to apply different frameworks and theories, while also acknowledging my own limitations in my knowledge and how much more I have left to learn �C this usually leads to more questions than answers. While this seems counterintuitive, through my experience as a student, this has been a good indicator that I am actively engaging in the material and sandboxing various ideas. Something new I have learned about the student experience is the large disconnect that stems from the complexities and tensions that exist within different actors of PSE (students, family, institutions, communities, and government to name a few), Furthermore, in terms of content, it has been helpful to understand and explore the various theories and frameworks used within student experience which was a huge gap in my understanding and a hurdle I had to jump over when writing my MA thesis.

Course Reflection: You may be asked to write a reflection at the end of the term on your overall experience in the course, your main takeaways from the course, and how the course readings, assignments, and discussions have shaped or changed your thinking about the topic of the course. You are usually also encouraged to think about the application of what you learned from the course to your future learning/career.

Some instructors/professors may encourage you to be creative in crafting this reflection, and incorporate various modalities (e.g., images, videos, physical artefacts) into your writing.

Example of Course Reflection

The Natural Approach is one of my favourite approaches, which is widely adopted at the beginning to intermediate level of foreign language teaching, especially when learners' communicative needs are stressed. Actually, the goal of the Natural Approach is based on learners�� needs and their particular interests, with the expectation that learners ��will be able to function adequately in the target situation.��(Krashen and Terrell, 1983). Educators are expected to help learners imitate the acquisition of first language development in children, so they often provide students with an ��input flood�� and never force them to speak until they are ready. In addition, in order to meet the requirements, Natural Approach often borrows and adapts techniques from other methods such as ��demonstrating the meaning through the use of realia, pictures, or pantomime instead of translating into students�� native language�� from the Direct Method; ��working in a group and sharing information in order to complete a task from Communicative Language Teaching (CLT); ��providing stressless classroom environment�� from Desuggestopedia, etc.(Larsen-Freeman & Anderson, 2011). I believed that the Natural Approach seemed fit for my mother when she intended to pick up English again, narrowing down her goals to ��be able to complete daily tasks (e.g. buying supplies, ordering food, booking tickets, ��) in an English-speaking country. I then began putting the knowledge into practice by finding authentic teaching materials for her and recommending YouTube teaching channels I appreciate. Everything from my daily life in Toronto can serve as valuable authentic material for her; I send her photos of labels, menus, recipes, and even notices; every week, I practice with her and give her feedback in our video call... I am deeply sorry for that teenage girl, for her impatience that nearly ruined her mother��s motivation, and I am proud of my mother for her courage in learning a foreign language in her fifties.

Experiential Reflection: When you are asked to reflect on your experiences in a placement or in practical work/life setting you have encountered, you not only describe your experiences but, evaluate and understand yourself in relation to both your experiences and the class materials you engaged with. This may involve assessing how you were able to apply theoretical approaches you took in your placement and the strengths and challenges you may have experienced.

Example of Experiential Reflection

Take a Snapshot

Name: Hongyu Chen Place: Panda Mandarin Date/Time: Jan 14 12:30 PM �C 4:15 PM

The first class was a voyager class for students who were at the beginner level with little knowledge of Mandarin. There were two girls and three boys in the class. The students were 6 - 8 years old, and they all had taken classes last term at Panda Mandarin. The class was a review class in that the teacher led the students to review the textbook from chapter one to chapter three. The teacher mainly used Mandarin during class to communicate with the students. She only used English to explain instructions for the activities or to communicate with the students who had understanding issues.

The teachers used the audio-lingual, grammar translation, and communicative language teaching methods in this class. For adopting the audio-lingual method, she used flashcards that do not have pinyin as a visual tool to introduce the characters and the numbers. Then, she asked every student to repeat after her. Then, all students repeated the characters one more time with the teacher. While the teacher was adopting the audio-lingual method, it was noticed that students sometimes lost their attention. For instance, they started to look around or roll around on the playmat while repeating the characters with the teacher. However, once the teacher introduced the game activity, students' study interests developed, and they tended to pay more attention. For instance, the teacher used flashcards to play a guessing game with the students. She showed a tiny part of the character, such as a Chinese radical, and the students were required to guess the character and speak up. When they made mistakes, the teacher asked the student to repeat the word after her one more time. With the support of the game activity, the teacher used the audiolingual method more effectively.

After the teacher used the audiolingual method to introduce the knowledge of chapter two, the corresponding activity adopted the grammar-translation method and became more advanced. For instance, the teacher used English to say the greeting "��ʶ��ܸ��" (Nice to meet you). Each student was required to put the flashcards of Chinese characters into the correct order. As students worked on this activity, they responded less to the teacher as they seemed to have more difficulties working on it. In this case, the teacher used body language and hints to support and guide students to complete the activity successfully.

Lastly, the teacher ended the class with another activity similar to the "hot potato game." The teacher and the students stood in a circle; one person stood in the middle of the circle. Then, the person who stood in the middle would cover his/her eyes and call "ͣ" (stop) anytime. Other people passed around the flash card, and the person who held the flashcard at the "stop" moment needed to say the character on the flash card out loud and went to stand in the middle to be the stop person. Students seemed more engaged and active in speaking Mandarin in this activity.

After observing this class, adopting the audio-lingual method with the game activities was very effective. Students showed higher learning motivation, participation, and willingness to try to use Mandarin to communicate with others. I would introduce a game activity that adopted the communicative approach. For instance, a role-play activity that contains simple conversations. The script could be designed by using characters from chapters one to three. By doing that, the student may better understand when and how to use these sentences in daily life for communicative purposes.

Annotated Bibliographies: While annotated bibliographies are a foundational research tool, they can also be understood as a form of reflective writing. This is because annotated bibliographies ask us to reflect upon the relevance or usefulness of the text for your work/research. To learn more about annotated bibliography check our resource pages on what are annotated bibliographies and how to write them.

Example of Annotated Bibliography

Leonard, Khurana, A., & Hammond, M. (2021). Bedtime media use and sleep: evidence for bidirectional effects and associations with attention control in adolescents.?Sleep Health,?7(4), 491�C499.?https://doi.org/10.1016/j.sleh.2021.05.003

Summary and Findings: The authors researched bedtime media use and sleep quantity in almost 400 middle-schoolers. As a secondary focus, they looked into the association between staying up late using devices and attention control evaluated the next day. Access to media use and sleepiness were related to attention control at two different times, six months apart.?The researchers asked middle-school children to complete a sleepiness scale to determine the level of students' self-perception of sleepiness. The results showed that adolescents who stay up later using screens reported more daytime sleepiness. The researchers discovered that the sleepiness was not a result of difficulty falling asleep, but the result of going to sleep later at night, therefore they spent significantly less time sleeping.?Finally, they mentioned the associations of bedtime, screen time and sleep variables with difficulties in attention control. Participants scored lower in attention control due to falling asleep while being tested.

Relevance to research topic: This article will be helpful for my introduction. I need information regarding the fact that teenagers are getting less sleep than what is recommended for their age. According to this study, media device usage contributes to sleep deprivation in the age group that I am looking into. The article's secondary outcome of the relationship between the use of devices and next-day sleepiness with attention control is also relevant for the content of my literature review since attention control is part of cognition. Therefore, I may use it as one subheading.

Source: Carlos Lazos, Mayra (91�� Alum)

Research Log/Journal: This assignment is common in courses where experimental procedures or protocols are needed. A detailed logbook can reduce the likelihood of errors when conducting lab or fieldwork. For researchers, this allows us to reflect on our methods and identify any limitations that may exist in our work. In general, a logbook allows us to look back and identify any future challenges or issues that may appear in our current or future practices.???

Example of Research Log/Journal

The following is an example of a literature review log. You may find it helpful to keep track of search terms, results, relevant terminology, and other information that you determine as important for your research.

Database	Date	Limits/Filters	Results & Comments	Database Search Term
ERIC	2024-04-10	Language: English + Portuguese Date: 2000-2024 Document type: articles +books	27 results - too specific, need to broaden search terms	"history education" AND peace

Database

Date

Limits/Filters

Results & Comments

Database Search Term

ERIC

2024-04-10

Language: English + Portuguese

Date: 2000-2024

Document type: articles +books

27 results - too specific, need to broaden search terms

"history education" AND peace

Next Step

Now that you have developed an understanding of what reflective writing is, we encourage you to explore reflective writing examples and learn how to write a reflective paper.

Reflective writing

How to Write Reflectively

Table of Contents

This Resource Page will help you:

Introduction

What is Explicit and Tacit Knowledge in Reflective Writing?

How Can I Access Tacit Knowledge?

What is freewriting?

Why Should I Freewrite?

How Can I freewrite?

How to Write Reflectively

Strategy 1: Guiding Questions

Strategy 2: Outlining

Strategy 3: Reflective Language

Our Tips

Help & Additional Resources

Related Resource Pages on ASH

On Campus Services

What is Reflective Writing?

Table of Contents

This Resource Page will help you:

What is Reflective Writing?

Why Engage in Reflective Writing?

Types of Reflective Writing Assignments

Next Step

Help & Additional Resources

Related Resource Pages on ASH:??

On Campus Services:??