Reflective Writing
FS No: 022
Reflective writing is used widely in areas like health, counselling and education. It
differs from more „objective‟ kinds of University writing.
What is the goal of reflective writing?
Reflective writing asks you to consider connections
between:
 theoretical aspects of your course and your
experiences in practical situations or;
 what you have already experienced and what you are
in the process of learning.
This process helps you to turn abstract theoretical ideas
into more meaningful ones using your own knowledge
and experiences to bring them to life. The reverse is
also true: reflective writing helps you to interpret
real-life events and practical situations using relevant
theories from your area of study.
Why is reflection useful?
 It helps you to examine your learning processes.
Essentially, it allows you to understand how you
learn.
 It prompts you to think about what you are doing,
and how and why you are doing it.
 It teaches you to become a reflective practitioner in
your future field. This is the key to life-long learning,
growth and meaningful change.
 It helps you identify questions you have, and what
you have yet to learn.
 It helps you avoid repeating mistakes and identify
successful strategies to use again.
 It helps you become an active learner by asking
questions, raising doubts and to think critically about
one‟s own ideas in relation to the ideas of others.
What will I be asked to reflect on?
Reflective writing is often based on description and
analysis of one or more of the following:
 A response to a text: your understanding and what
you agree/disagree with and why.
 A past experience: learning a second language or
encountering a foreign culture.
experience, classroom observation or group project.
 A review of your learning over a course / module: your
perception of the course and the content; comparisons
and connections between what you are learning and
your prior knowledge; an analysis of how your
assumptions, values, beliefs and attitudes are
developing or changing.
Examples of reflective writing
Reflective writing is very different from strictly „academic‟
writing, such as „essays‟. However, you may often be
asked to write a „reflective essay‟. This combines elements
of both forms. Observe the differences between these 2
pieces of writing in terms of language, style and tone.
Example 1 – Academic essay
Termination is an important aspect of the
counselling process because it marks the
end of a relationship between a counsellor
and a client. According to Anthony and
Pagano (1998), the termination process can
be a painful and emotional experience as
client can often experience feelings of
abandonment and hopelessness and
counsellors can experience feeling of guilt. A
client and counsellor relationship is at a deep
level where the feelings and problems of the
client are being experienced also by the
counsellor through empathic measures. As
Davies (2005, p. 786) points out, counselling
‘involves both participants in the psychoanalytic process in a profoundly mutual, deeply
felt, and deeply loving (at times, hating)
relationship’. Thus, termination of such a
relationship can be a life-altering experience.
This is similar to the termination of a
relationship between close partners.
Termination, seen from this light, ‘stands as
one of the very few moments in life when we
actively choose to permanently end such a
mutually loving relationship’ (Davies, 2005, p.
786). Nevertheless, if the termination is
‘marked by emotional honesty, respect for
the feelings of the other, and a gentleness
that speaks to the vulnerability of the
moment’ (Davies, 2005, p. 783), then the end
of the relationship can be seen positively, as
a new beginning where both parties learn to
become more independent and grow as
individuals. Similarly, the termination of the
counsellor and client relationship can be
seen in a positive light.
 A practical learning experience: a clinical placement,
teaching placement, community project, field
Student Services +Learning Support Team Dec 2012
Introduces topic:
‘termination’
Discusses expert
observations and
explanations of why
it can be painful.
Then discusses
another expert explanation that adds
depths to the
previous one.
Identifies the
similarities between
termination and
other life
experiences – but
not the student’s
own
Explains and concludes, using expert
opinion, that
termination can be
positive.
Example 2 – Reflective journal
The issue of termination is an important
aspect of the counselling process
because it marks the end of a
relationship between a counsellor and
client. Although I have never been in a
counselling relationship where the
termination process was an important
factor, I can relate this process to that of
a break-up with my partner when he
moved abroad. We both had feelings of
dependency on each other and had a
mutual care for each other, but knew
that we could not continue on with the
relationship because basic contact
would be too emotionally difficult.
Similarly, a client and counsellor
relationship is at a deep level where the
feelings and problems of the client are
being experienced also by the
counsellor through empathic measures.
Thus, the termination of such a
relationship can be a life-altering
experience. Nevertheless, if both
parties respect each other and are
honest in voicing their reasons for
ending the relationship, as it was in my
case, then the end of the relationship
can be seen positively, as a new
beginning where both parties learn to
become more independent and grow as
individuals. I feel that my experience
was quite similar to a counselling
relationship in that we were both on the
same level without one party being
subordinate to the other and the
complete separation ultimately helped
me to grow as a person.
Present tense is used when making general comments,
or discussing theories or course concepts.
Introduces topic:
‘termination’
Discusses own lack
of experience with
termination
specifically, but tries
to relate it to own
experience of a
romantic breakup.
Future tense is used towards the end to speculate on
actions that can/should be taken in the future
In the examples below, see how tenses and pronouns are
used, depending on the purpose. Notice too, that the
writing should still adhere to academic conventions e.g.
making reference to academic texts as required.
How do I start my reflective writing?
Explains in detail
why the two might be
similar.
Again relating
termination to a
romantic
relationship, student
discusses how
endings can be
positive.
You base your reflective writing on a reflective thinking
process. The reflective thinking process starts with
yourself! Reflection involves taking a pause to examine
your own thoughts, beliefs, values, attitudes and
assumptions, which form the foundation of your
understanding. Revisit your prior experiences and
knowledge, and consider how you think and why you
think the way you do.
Some guiding questions for reflective thinking are:
What was my role in the event? Why did I adopt that
role?
Concludes by
stating, overall, why
the relationships are
similar.
Tense and pronouns in reflection
What happened during that experience? And why did it
happen?
What were my feelings? And why did I feel that way?
What were my thoughts during that time and why?
Reflective writing concerns your thoughts and actions,
so it is usually presented in a more informal or personal
style than a traditional academic essay. It is okay to
include personal and subjective comments and use
personal pronouns, such as “I did”, “I thought” or “I
felt”.
How can I learn from this experience?
Reflective writing also requires the use of past, present
and future tenses:
would be the likely result?
Past tense is used when recounting a particular
experience or incident
‘Models’ of Reflection
Examples of the use of tenses:
We were both dependant on each other and had a mutual care for
each other, but knew that we could not continue on with the
relationship, so we terminated the relationship, so to speak, because basic contact would be too emotionally difficult.
The issue of termination is an important aspect of the counselling
process because it marks the end of a relationship between a
counsellor and client.
In my future practice I will need to adhere to the principle of
respect for patients regardless of their age, occupation and cultural background.
Nevertheless, if the termination ‘is marked by emotional honesty,
respect for the feeling of the other, and a gentleness that speaks
to the vulnerability of the moment’ (Davies, 2005, p. 783), as it
was in my case, then the end of the relationship can be seen
positively, as a new beginning where both parties learn to become
more independent and grow as individuals.
What theories or ideas can I apply to it?
How do I interpret what I experienced or observed?
How could I have done things differently and what
The following are popular models to guide critical
reflection:
Kolb‟s Learning Cycle
Gibbs‟ Model of Reflection
Johns‟ Model of Structured Reflection
Remember!
What is important is your reaction to the experience, and
how it has shaped your thinking and learning.
What your lecturer is looking for is how well you can
analyse and reflect on an event in order to learn from
them, and how well you are able to relate your study of
theories to real-life situations and practices.
Student Advice Team |T: 01904 87 6477 | E: studentadviceteam@yorksj.ac.uk