Module 1:
ACADEMIC WRITING
Introduction
Writing is a skill that a college student like you have to master so you can
achieve academic success. Academic writing teaches you how to think critically,
creatively and meaningfully. Having strong writing skills will help you in all your writing
endeavors either in the academe or in your career.
In this module, you will find samples of reflection and critical analysis including
practice exercises to hone your critical thinking and writing skills. At the end of the
module, you are expected to write a reflection paper according to rules. You are given
two weeks to finish the module. Happy writing.
Learning Outcomes
After working on this module, you are expected to:
1. Differentiate reflection from critical analysis;
2. Identify the steps in writing a reflection and a critical analysis; and
3. Write a reflection paper following the Reflection Model of Gibbs.
Lesson Proper
Initial Activity
Directions: I want you to read and understand the introduction of reflection and critical
analysis. After you read, try to answer the checkpoint.
REFLECTION
I experienced new culture immersion when
my family had a vacation in my mother’s
ancestral home in Cuyo, Palawan,
Philippines. It was my first visit to meet my
grandparents. My grandparents were kind
but they lived among individuals who
practiced Cuyuno culture, something I
never knew anything about. I had a
problem communicating and interacting
with people, having been brought up in
Germany. I could also not understand most
of their daily life routines including
dressing, eating, behaving among different
people or even interacting with those of my
age. It was a great challenge to be there at
first. While there I experienced different
stages of culture shock.
CRITICAL ANALYSIS
The article by Nick Bilton (Internet
Pirates Will Always Win) points out the
immense development in online piracy
and the infringement of copyright
issues. A one major concern of the
writer is the recurrent challenges faced
by authorities seeking to curb piracy
sites on the internet, such as the
BitTorrent. As much as content owners
seek to fight such websites as
BitTorrent, the author provides case
examples to show that the problem will
persist as long as internet remains
active. Bilton seems to agree with
respondents’ views on the inadequate
goodwill by media companies to solve
piracy challenges. The general opinion
of the author is that content owners
should disregard the efforts of stopping
illegal downloading from the internet,
and instead seek alternative solutions.
Processing Activity:
1.
Based on the given excerpts of reflection paper and critical analysis, give
the differences between the two kinds of academic writing in terms of:
a. purpose – To reflect about a personal experience or to analyze another person’s
work
b. content of introduction – What information is given in the introduction?
c. language – formal or informal; uses first person or third person pronoun, present
tense or past tense, narration or explanation
2. Write your answer in a graphic organizer or a comparison table below:
Category
a. Purpose
b. Content
c. Language
Reflection
Critical Analysis
Were you able to differentiate reflection from critical analysis? Great! If you did
not get the answer, don’t worry. You will know more about the lesson as you
continue reading.
Discussion:
LESSON 1. Reflection/Reflective Writing
Definition:
According to Bolton and Delderfield (2018), reflective writing `focuses on the writer's
learning experience itself and attempts to identify the significance and meaning of a
given learning experience, primarily for the writer‘.
Reflection involves thinking about why we do things and whether they have gone as we
thought they would, why we think they may have worked well, and how we might do
them differently next time (Oxbridge Essays, 2020).
What a Reflection Isn’t

a diary entry, emotional dump, a rant or a place to vent

straightforward decision or judgement (e.g. about whether something is right or
wrong, good or bad)

a summary of course notes

a standard university essay

just conveying information, instruction or argument

pure description, though there may be some descriptive elements.
Based on the given definitions of reflection and what reflection isn’t, what is your
understanding of reflection? How can reflection help you to improve your writing
and yourself?
Model of Reflective Writing
Most students believe that writing a reflection does not have rules or patterns.
However, that is the common misconception of many students. When professors or
instructors ask them to write a reflective essay, the professors/instructors expect them
to turn in an essay that follows the convention, although it is often unstated.
There are many models of reflection that students may use. For this module, we
shall focus on the model created by Graham Gibbs (1988) which include the role of
feelings. Feelings are important to achieve success in writing or in any other endeavor.
In economics, we use the acronym TFAR which means T-thought, F-feelings, A-action,
and R-result. You can only achieve success if your thought is translated to feeling and
feeling is translated to action which leads to result. So, the ability to understand your
feeling and translate that feeling to action will lead to the desired result. Remember, it is
only through the acknowledgement of your feelings that you truly learn. When you ask
yourself, ‘Why am I hurt? Why am I angry? Once you ask yourself a question, and delve
deep down within yourself for the answer or research for the answer, you learn more
about yourself and understanding comes in. So, let’s look at the reflection model
proposed by Gibbs.
Graham Gibbs Model of Reflection (1988)
Description
What happened?
Action Plan
It it arose again, what
would you do?
Feelings
What were you
thinking and feeling?
Evaluation
What was good and
bad about the
experience?
Conclusion
What else cold you
have done?
Analysis
What sense can you
make of the situation?
Below is an example of a good reflective writing using Gibbs Reflection Model.
Example of Good Reflection
During term one I found myself inwardly
questioning the reliability and validity of
scientific journals, as I came across conflicting
studies and contradictory data in our weekly
research and feedback sessions. I was
surprised at how other members of the group
appeared to automatically trust the content of
peer-reviewed journals and I sometimes felt
that what was presented back to the group was
accepted as factual as long as there was a
reference attached. This prompted me to read
into what I now realise is referred to as
publication bias and has been widely
documented in recent years. For example,
Dawes (2005) argues that, although reputable
journals adopt a robust peer review process,
articles still get published with significant flaws:
During term one I found myself inwardly questioning the reliability and validity of
scientific journals, as I came across conflicting studies and contradictory data in our
weekly research and feedback sessions. I was surprised at how other members of the
group appeared to automatically trust the content of peer-reviewed journals and I
sometimes felt that what was presented back to the group was accepted as factual as
long as there was a reference attached. This prompted me to read into what I now
realize is referred to as publication bias and has been widely documented in recent
years. For example, Dawes (2005) argues that, although reputable journals adopt a
robust peer review process, articles still get published with significant flaws:
“Journals have to publish to survive and they want to publish articles that deal with
topical important issues of the day. Sometimes, this imperative overrides the critical
review process.” (Dawes 2005:6)
Furthermore, Brooks (1997:46) highlights the fact that statistical significance
increases the likelihood of a researcher’s work being published, which might tempt
some researchers to tamper with the data.
I did not want to appear cynical to the rest of the group and kept these concerns
to myself, which on reflection I perhaps could have volunteered for discussion. Instead I
felt that in order to construct an accurate care plan at the end of each scenario I had to
adopt a more robust approach in selecting appropriate journal texts.
After these realizations, I found it more helpful to employ the use of metaanalyses and systematic reviews for assessing research. I found that using systematic
reviews saved time searching through numerous journals, and I found the Cochrane
Library a useful electronic information source.
Source: University of Birmingham, A Short Guide to Reflective Writing, 2020
To better understand how the sample reflective essay follows Gibbs Model of
Reflection, look at the explanation of the given sample in the table below:
EXPLANATION OF THE GIVEN SAMPLE
DESCRIPTIO
N
During term one I found myself inwardly questioning the reliability
and validity of scientific journals, as I came across conflicting studies
and contradictory data in our weekly research and feedback
sessions.
FEELINGS
I was surprised at how other members of the group appeared to
automatically trust the content of peer-reviewed journals and I
sometimes felt that what was presented back to the group was
accepted as factual as long as there was a reference attached.
EVALUATION
This prompted me to read into what I now realize is referred to as
publication bias and has been widely documented in recent years.
ANALYSIS
For example, Dawes (2005) argues that, although reputable journals
adopt a robust peer review process, articles still get published with
significant flaws:
“Journals have to publish to survive and they want to publish articles
that deal with topical important issues of the day. Sometimes, this
imperative overrides the critical review process.” (Dawes 2005:6)
Furthermore, Brooks (1997:46) highlights the fact that statistical
significance increases the likelihood of a researcher’s work being
published, which might tempt some researchers to tamper with the
data.
CONCLUSION
I did not want to appear cynical to the rest of the group and kept
these concerns to myself, which on reflection I perhaps could have
volunteered for discussion. Instead I felt that in order to construct an
accurate care plan at the end of each scenario I had to adopt a
more robust approach in selecting appropriate journal texts.
ACTION PLAN
After these realizations, I found it more helpful to employ the use of
meta-analyses and systematic reviews for assessing research. I
found that using systematic reviews saved time searching through
numerous journals, and I found the Cochrane Library a useful
electronic information source.
To determine whether you really understand the lesson, please answer Activity I.
Activity 1: Scaredy Teen
Directions: Identify the steps in writing a reflection in the given statements below. Write
only the letter of your answer.
A. Description
C. Evaluation
E. Conclusion
B. Feelings
D. Analysis
F. Action Plan
______1. Almost two summers ago, my parents signed me up for a review session for
college preparation. Many high school students like me from different schools in
Palawan participated in the said event. I invited some of my former junior high
classmates to join also in the said event so I won’t be all by myself. However, they were
grouped separately from me, and I ended up alone surrounded with unfamiliar faces. In
the first two days of class, I was seated alone in the middle corner of the room while my
classmates were busy chitchatting with their friends.
_____2. I realized that the fear I had in beginning a conversation is just based on my
imagination and negative thought. From that time on, whenever I am around with
unfamiliar people, I will start a conversation and look for a common ground for us to talk
about.
_____3. I have a fear of initiating a conversation, thinking that they may see me as a
boring conversationalist or socially inept.
_____4. For two days, I didn’t speak or approach anyone in the class. Then one of the
proctors asked us to introduce ourselves; that’s when I learned that most of the people
in that room went to the same school with me. They were just unfamiliar because they
came from different blocks. This knowledge armed me with courage to chat with my
seatmate.
_____5. I found that initiating a talk isn’t that hard. My seatmate who I talked to
responded to me warmly. She told me that at first, she thought I was a snob because I
did not join in the conversations.
Were you able to get the answers correctly? Congratulations! Take a break and
we shall start a new lesson next meeting.
LESSON 2: Critical Analysis
Welcome back! In the previous lesson, you learned about writing a reflection
following the Model of Reflection proposed by Gibbs. You learned that reflection is used
to understand yourself and by understanding yourself, you control your feelings and
translate that feeling to positive action to attain a positive result. This time, you are
going to expand your horizon wherein your concern is not about yourself but about other
people and their works. You are not going to reflect but you are going to do a critical
analysis.
What is Critical Analysis?
Critical analysis is defined as a subjective evaluation of another author’s work to
better understand the subject - a film, a fiction book, an art, a news article, a piece of
music, a historical event or a political issue. Although it is subjective for it contains the
opinion of the writer, it is still important for it helps other people to understand an issue
particularly if the issue has many conflicting views.
The purpose of a critical analysis is to explain the topic and broaden the
understanding of the reader.
Critical analysis is the same as a book review, movie review, article review or musical
review. It contains description of the text, the summary of the content, and the analysis
of the content based on certain criteria. It usually ends up with a recommendation
whether to read a book, to view a film or to listen to a song.
How to Write a Critical Analysis
There are guidelines that you follow in writing a critical analysis. These guidelines are
as follows:
1. Read critically. Identify the author’s thesis or main idea. Identify also the
author’s biases and assumptions, intended audience, purpose, means of
persuasion, and general structure of presenting the topic. Get support to your
critical analysis by reading other sources of information related to the topic you
are analyzing.
2. Summarize your source. This is to show that you understand the topic and to
give the reader a background of the topic you are going to analyze. To
summarize, include the title of the text, author’s name, date of publication, the
purpose of the writer, the intended audience, assumptions of the author, and the
means of persuasion (language, imagery, structure) used by the writer.
3. Write the thesis statement. Your thesis statement is your well-informed opinion
or reaction about the text you are analyzing. It is your main argument that has to
be backed up by logic, facts, testimonies, statistics, and laws. It is not a
question but a statement. Usually, it is written at the last two to three sentences
of your introductory paragraph.
4. Create a critical analysis essay outline. An outline helps you to organize your
essay. Below is a sample Outline:
a. Introduction:: Give the reader some context; help them understand the
nature of the work.
Information:
Title
Author
Publication information
Statement of topic and purpose
Thesis statement: After giving the reader some context, provide
your reaction to the work in a thesis statement.
b. Summary: Demonstrate your understanding of the source,
c. Critical Analysis (Interpretation and Evaluation)
Talk about how the source is organized;
Discuss the style and rhetoric of the source;
How effective was the source and the message;
How was the topic treated; was the writer biased or did he do it
justice?
Discuss how the source appealed to its target audience
d. Conclusion: Conclude the essay with a traditional essay conclusion
by restating the thesis and offering some final thoughts. Include a call to
action for your reader.
Example of a Critical Analysis Essay
Title: A Movie Review of Back to the Future: A science fiction film by Robert
Zemeckis
Introduction
The movie, “Back to the Future”, directed by Robert Zemeckis, is known as a classic to
many movie enthusiasts. Created in the year 1985, Robert Zemeckis makes full use of
his creative tools and the budget of 19 million USD, to create a magnificent story of the
popular genre of time travel, elevating the work of art into a masterpiece of science
fiction. The science fiction movie raked in a total of 381.1 million USD, a 362.1 million
USD profit. Surrounding the theme of time, Semeckis addresses the popular statement
and excuses children use to their parents of how the parents “don’t understand their
them” as they have not been through the same experience. The movie “Back to the
Future” is a real classic for it combines art and science in terms of plot, cinematography,
and actors dialogues.
Summary
The story starts with the introduction of the protagonist, a Caucasian high school
teenager Marty McFly, casted by Michael J. Fox from the sitcom Spin City, known for
being a delinquent at the school. Marty’s main focus in life was to impress his girlfriend,
Jennifer, and play with his band in front of many people. However, this all changes in
an instant when Dr. Emmett Brown (Christopher Lloyd from the Addams Family), your
typical frizzy hair, white lab coat mad scientist with wild crazy eyes, and a very close
friend of Marty, invites Marty to the parking lot of the local shopping mall at the break of
dawn.
Awaiting Marty was a beautiful customized car, a De Lorean to be specific, Dr. Brown,
and Einstein, Dr. Brown’s dog. Little did Marty know that a scientific breakthrough in
history stood right in front of him. The De Lorean was in fact a time machine, the life
long dream and a masterpiece created by Dr. Brown. Fueled by plutonium, the car is
able to travel through the flux of time. Instantly transporting the passengers to their
desired era. The machine works and after a series of events, Marty is transported 30
years back in time to November 5, 1955, the time where Dr. Brown first got his idea for
the time machine. It was also the time his parents were in high school and fell in love.
Critical Analysis
The use of vast props and the lack of Computer Generated imagery, also known as
CGI, really brings in the real-life feel into the science fiction film. The focus of the
movie, centered around how each action and interaction Marty has with others in the
past can affect the future where he’s from, is mainly surrounded by the actor’s
interaction with props and each other. The only use of CGI was to visualize the effects
from using the time machine, the lightning, and the amplifier Marty uses early on in the
movie. Everything else was created through the use of props. This technique exalts
Zemeckis’ ability as a director as he is able to create a masterpiece of science fiction
enjoyed by millions of people with even several hardcore fan base around it.
Each prop and actor’s line has a weight throughout the movie, from comedy to drama.
The cinematography, from the lighting to the camera positioning is perfectly synced
throughout the film. During scenes of action and chases, the music picks up pace,
synchronizing with the pace of the action.
Each sound, each noise, effectively
enhances the scenes, from sensory details to the emotions appealed to.
Conclusion
With the lack of Computer-Generated Imagery, Zemeckis creates a realistic science
fictional movie unparalleled to any other film even now. I thoroughly enjoyed every
moment of the film, from the nerdy father to the comedic repetition of scenes and
quotes in time. Even if you are not a fan of old films, “Back to the Future” is a classic
you must watch.
Source: https://gradesfixer.com/free-essay-examples/a-movie-review-of-back-to-thefuture-a-science-fiction-film-by-robert-zemeckis/
Do you know now how to write a critical analysis? To determine if you really
understand the lesson, please answer Activity 2.
Activity 2: The Star- crossed Lovers
Directions: Identify the steps in writing a critical analysis in the given statements below.
Write only the letter of your answer. You may repeat the answer twice.
A. Introduction
B. Summary
C. Critical Analysis
D. Conclusion
_____1. Shakespeare’s presentation of the nurse in Romeo and Juliet is a key to the
audience’s understanding of the play because she makes major links between the
characters. She is a memorable character as she is likeable although the audience
views of her character changes.
_____2. “Romeo and Juliet” is a play written by William Shakespeare, an English
renowned poet, playwright and actor born in 1564 in Stratford-on-Avon, England.
_____3. The story started when Romeo attended the masquerade ball uninvited in
Juliet’s house. There he saw Juliet and immediately fell in love with her. Juliet also was
struck with love the first time she saw Romeo.
_____4. Romeo and Juliet is a tragic-story of young lovers who are fated to die because
of a family feud that lasted for a century.
_____5. Although the tragic story of Romeo and Juliet was written a long time ago, its
lesson has persisted up to our modern time. I highly recommend that you read the
modern version of Romeo and Juliet rather than the old version.
Wow! You really know the steps of critical analysis. I believe you are ready to answer
the next activity.
Activity 3: What is different?
Directions: Distinguish the difference between a reflection and a critical analysis by
underlining the important word/phrase that signals a reflection and encircling the
important word/phrase that signals a critical analysis.
Example:
I cannot even count how many times I failed at home, in school, in love, and in life.
Answer: how many times I failed - reflection
1. Although the writer is describing a ‘dark time’ in his life, the tone is very matterof-fact and not at all self-pitying or exaggerated.
2. Instead of limiting myself into a series of frustration, I did some research.
3. Most of the poem is written in the voice of the poet remembering his youth, but
lines 16-19 are the voice of Miss Luna, his primary school teacher.
4. The vocabulary is more childish: ‘the mammy frog’ which provides a contrast to
the more sophisticated language used earlier in the stanza, e.g. ‘bubbles
gargled delicately’.
5. It took me long to realize that flipping calendar is somehow frightening. I had
never imagined the consequences of being an adult.
6. In the second stanza sentences are quite short, particularly the one
highlighted:’I sickened, turned, and ran.’ Short sentences are used to build up
dramatic tension and suspense.
7. I have realized that it’s okay to feel disappointed about the things I fail to do as I
grow older.
8. The title “Death of a Naturalist” is confusing; we expect to read about a death,
instead we find the story of a young boy’s fascination with frogspawn.
9. With this newfound knowledge, I am ready to look at the positive side of
experiencing failures and be the better version of myself.
10. A naturalist is a person who is interested in nature and wildlife, the young boy
in this case; the death is of his interest in nature.
Remarkable! You deserve a reward. You may now proceed to the next page.
Evaluation:
Writing A Reflective Essay
Directions:
1. Write a reflective essay about a personal experience at home or in school, church,
neighborhood, gym, etc. following the steps proposed by Gibbs.
2. You may use any of the following suggested topics for your reflective essay:
a. How do you view your failures?
b. How has education helped you in attaining your goal? Desired
personality?
c. Have you undergone any experience that has completely changed you outlook?
d. Can you honestly call yourself tolerant of other cultures and religions?
e. What is the most important piece of advice would you give to yourself?
f. Is it fair to rely on first impressions?
g. How do you push yourself from a series of setbacks?
h. Which book/movie has left an indelible impression on your mind?
3. Write your answer in Word format, size:8.5 x 11 inches, margins: 1 inch, spacing:1.5,
Style: Times New Roman or Arial, Font: 12.
4. Submit your answer in the Google Classroom.
5. You may use the rubric in the next page as your guide in writing the reflective essay.
Rubric for Scoring the Reflective Essay
Category
Format &
Organization
Excellent
10
Very Good
9
Good
8
Fair
7
All the steps (in
order) given by
Gibbs are in the
essay. There is
a smooth flow of
events and
All the steps (not
in order) given
by Gibbs are in
the essay.
However, the
ideas and flow
Lacks 1-2 steps.
Some transition
words or
transitory
paragraphs are
missing.
Lacks 3 or more
steps. The flow
of ideas and
events are hard
to follow. Lacks
transition words
transition words
are used to
organize the
ideas.
of events are not
too organized.
Content
Contains
complete
information
giving the
background of
the issue,
feelings,
evaluation of
feelings, indepth analysis
of issue,
relevant
conclusion and
realization or
plan of action.
Lacks one
information that
is crucial to the
reflection and
the issue being
tackled.
Lacks two
pieces of
relevant
information
needed to have
an in-depth
analysis of the
issue being
tackled.
No evaluation,
feelings, and
analysis or no
conclusion and
plan of action.
Choice of Words
and Grammar
All words used
are appropriate
and there are no
errors in
grammar.
Some words
used are not
appropriate and
there are 2-5
errors in
grammar.
Some words
used are not
appropriate and
there are 6-10
errors in
grammar.
Has many errors
in word choice
and grammar.
Overall Impact
to reader
Very impressive
reflection
Impressive
reflection
Somewhat
impressive
Not impressive
Total
40
36
and transitory
paragraphs.
32
28
Congratulations! Take a break and give yourself a thumbs up for a job well done.
References:
Bolton, G. and Delderfield, R. (2018). Reflective Practice: Writing and Professional
Development, 5th edition. UK: Sage Publishing.Williams, Kate. (2021). Reflective
Writing: Pocket Study Skills. Kindle edition ebook.
Red Globe Press.
Gibbs’ Reflective Cycle. (2020). The University of Edinburgh Website. Retrieved
from www.edu.ac.uk/reflective writing
Bilton, Nick. Internet Pirates Will Always Win. A critical analysis essay.
A Complete Guide to Writing a Reflective Essay. (2020). Oxbridge essays.com
A Short Guide to Reflective Writing. (2020). University of Birmingham Website.
Back to the Future. Critical Analysis Sample Essay. Retrieved from
https://gradesfixer.com/free-essay-examples/a-movie-review-of-back-to-
the-
future-a-science-fiction-film-by-robert-zemeckis/
Critical Analysis Essay. Retrieved on 15 February 2021 from
https://essaypro.com/blog/critical-analysis-essay
Key to Answers:
Processing Activity:
Category
Purpose
Content
Reflection Paper
To reflect about a personal
experience
The author who was brought
Critical Paper
To analyze another person’s work
Title: Internet Pirates Will Always
up in Germany narrated her
experiences in Cuyo when
he/she visited his/her
grandmother and the culture
shock he/she went through.
Language
Activity 1:
1. A
2. F
3. B
4. C
5. E
Informal, use of first person-I,
past tense, narration
Win
Author: Nick Bilton
Background: Problem of content
owners to fight online piracy
Thesis statement:The general
opinion of the author is that content
owners should disregard the efforts
of stopping illegal downloading
from the internet, and instead seek
alternative solutions.
Formal, use of third person-Nick
Bilton, present tense, explanation
Activity 3:
1. The writer is describing…- critical analysis
2. Limiting myself… - reflection
3. Written in the voice of the poet- critical analysis
4. The vocabulary is more childish- critical analysis
5. It took me long to realize…/I had never imagined – reflection
6. In the second stanza/Short sentences are used…- critical
analysis
7. I have realized/ I fail to do… reflection
8. The title ‘Death of a Naturalist’ …- critical analysis
9. I am ready…/better version of myself – reflection
10. The death is of his interest….- critical analysis