sample of academic reflective essay

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Reflective Essay Examples

50 best reflective essay examples (+topic samples).

If you have ever read reflective essay examples, you would know that these types of written works examine the writer’s life experiences . When you write a reflective paper example, you write about your own experiences and explore how you’ve changed, grown or developed because of those experiences. There’s no standard format for this essay as it may vary depending on the target audience.

Table of Contents

• 1 Reflective Essay Examples
• 2 What is a reflective essay?
• 3 Reflective Paper Examples
• 4 Format of reflective essay
• 5 Creating the outline of reflective essay examples
• 6 Reflective Paper Samples
• 7 Tips for writing reflective essay
• 8 Reflective Essay Samples

What is a reflective essay?

A reflective essay is a type of written work which reflects your own self. Since it’s about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you’ve experienced at that time.

Since you’re writing reflection essay samples about yourself, make sure that they’re interesting and exciting. This is very important so that your readers don’t get bored with what you’ve written. Reflective essays are very personal thus, they’re a special type of essay. As you write one, you need to reflect, think, and explain.

In the essay, you should demonstrate and describe different feelings or emotions which you’ve felt in the past. These statements breathe life into your essay as your readers start picturing what you’ve written in their minds. Reflective essays are very honest, personal, and emotional, especially those which describe painful experiences.

Reflective Paper Examples

Format of reflective essay

As aforementioned, reflective essay examples don’t have a standard format. They seem easy enough to write but once you’ve sat down to start writing, you may suddenly find the task very challenging! Besides the format, you must think about the life experience you want to write about and remember everything about it.

A reflective paper example is a lot like a personal journal or diary. Of course, the difference is that other people will read your essay. Therefore, you must write it with good structure and coherence. In this regard, reflective essays are a lot like the other types of essays too.

When writing a reflective essay, you will have to examine your own life experiences. The purpose of writing such an essay is to provide yourself with a platform to share your most meaningful life experiences with other people. You can also use it as a way to explore how your experiences have changed you as a person.

You can present reflective writing in different formats. Most of the time though, people use a learning log or a diary entry format. You can use these formats and others. Just make sure that your essay has a good flow and that it’s easy for other readers to understand.

The format to use for your reflection essay samples would depend on your target audience. You can make an academic reflective essay or you can make it as a general and informal piece of writing. If you need to write the essay for a class assignment, follow the format given to you by your teacher.

No matter what format you choose, you may write an essay which:

• Focuses on your personal growth Such an essay helps you learn how to evaluate and analyze the experiences you have had in your personal life. This helps promote emotional development and growth. It also helps you understand yourself and your behaviors better.
• Focuses on literature For this type of essay, you may have to include references to literature and apply these to your own life experiences. Such essays are commonly given as assignments to students in school.

Creating the outline of reflective essay examples

Before you write your reflective essay examples, you must create an outline for them. Although you’d write about your own life, creating an outline gives structure to your essay to serve as a guide for what you want to write about.

Whether you need to write an essay for school, for a magazine or for any other reason, creating an outline is the very first step. With a good outline, you have a better idea of how your essay will flow from one paragraph to the next all the way to the conclusion.

When creating the outline of your reflective paper example, keep it organized. Develop the outline gradually and put a lot of thought into it. In doing this, you make the writing process much easier. Here is a rundown of the steps involved in the essay-writing process:

• Choose a topic (a significant life experience you want to write about)
• Gather information
• Create an outline
• Write a draft
• Finalize your essay

Reflective Paper Samples

Tips for writing reflective essay

As you think about the content of your reflection essay samples, remember that the important thing is that such an essay must be highly personal but also engaging to readers. There’s so much more to reflective essays than just writing your story. You must also reflect on your experiences to engage your audiences.

For your starting point, think about the most significant experiences you had in your life. Those which had either a negative or a positive impact on you as a person. If the reflective essay is a school assignment, your professor would probably specify what you must write about. Here are some tips for you for writing your reflective paper example:

• Reflection The most important part of writing your reflective essay is the reflective process. Think about the personal experience you want to write about. Focus on what happened, how this experience made you feel, and how it affected your life. Explore your memories and emotions for this part of the process. As you’re recalling and reflecting on your life experience, take a lot of notes . Write down all the details you remember and try to be as clear and as detailed as you possibly can. Take as much time as you need for reflection. You can even close your eyes as you try to remember those experiences vividly. When you’re confident that you have recalled all of the details of your life experience, it’s time to write your essay. To make it more meaningful, try to answer some important questions about your life experience including: Did you learn anything new about yourself because of this experience? Have you grown or developed because of this experience? If so, in what way? Did this experience impact your life positively or negatively? If you had the chance to experience this all over again, would you do anything differently? Why did you behave in such a way at the time of this experience? Did you make the right choices? What are your general thoughts and feelings about this experience? Can you say that you learned from this experience? Did you gain any new perspectives or skills because of this experience? These are “signpost questions” which can help you write a more meaningful essay. These are just some examples, you can also think of your own questions to ask yourself. The point of these questions is to make sure that you think critically and deeply about the experience you’re writing about.
• Planning After you’ve reflected on your life experience, it’s time to start planning your essay. When it’s time to start, you might feel as if you’re not adequately prepared even though you’ve done a lot of reflection. This is a normal feeling, especially if you want to create a written piece which people will love reading. To ease your anxiety and doubt, come up with a well-rounded and comprehensive plan. The best way to do this is through an outline. With an outline to guide your writing process, you can come up with an essay that’s more coherent and which has a clear structure. An outline or plan is important for reflective essays. Since you’re writing about an emotionally-charged topic, you might find yourself getting “lost” along the way. This is especially true if you’re writing about a painful experience which still affects you until now. The outline serves as a map for you to keep your thoughts organized. In your outline, make sure to establish all of the fundamental details you wish to include in your essay. This helps you pick out and remove any superfluous information to make it easier to read and understand. Planning the points you want to write about makes it easier for you to stay on point. As such, your writing becomes a lot clearer and your readers can follow your line of thought. An outline also prevents you from missing out any relevant information. It’s very difficult and frustrating to go back after you’ve written the whole essay just to fit in this information! Planning your essay also saves you a lot of time. Coming up with the structure makes you more familiar with your essay even before you start writing it. Thus, you can spend more time writing, revising, and proofreading your essay to make it the best version possible.

Reflective Essay Samples

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Reflective Essay: Introduction, Structure, Topics, Examples For University

Table of Contents

If you’re not quite sure how to go about writing reflective essays, they can be a real stumbling block. Reflective essays are essentially a critical examination of a life experience, and with the right guidance, they don’t have to be too difficult to write. As with other essays, a reflective essay needs to be well structured and easily understood, but its content is more like a diary entry.

This guide discusses how to write a successful reflective essay, including what makes a great structure and some tips on the writing process. To make this guide the ultimate guide for anyone who needs help with reflective essays, we’ve included an example reflective essay as well.

Reflective Essay

Reflective essays require students to examine their life experiences, especially those which left an impact.

The purpose of writing a reflective essay is to challenge students to think deeply and to learn from their experiences. This is done by describing their thoughts and feelings regarding a certain experience and analyzing its impact.

Reflective essays are a unique form of academic writing that encourages introspection and self-analysis. They provide an opportunity for individuals to reflect upon their experiences, thoughts, and emotions, and effectively communicate their insights. In this article, we will explore the essential components of a reflective essay, discuss popular topics, provide guidance on how to start and structure the essay, and offer examples to inspire your writing.

I. Understanding Reflective Essays:

• Definition and purpose of reflective essays
• Key characteristics that distinguish them from other types of essays
• Benefits of writing reflective essays for personal growth and development

II. Choosing a Reflective Essay Topic:

• Exploring personal experiences and their impact
• Analyzing significant life events or milestones
• Examining challenges, successes, or failures and lessons learned
• Reflecting on personal growth and transformation
• Discussing the impact of specific books, movies, or artworks
• Analyzing the influence of cultural or social experiences
• Reflecting on internships, volunteer work, or professional experiences

III. Starting a Reflective Essay:

• Engage the reader with a captivating hook or anecdote
• Introduce the topic and provide context
• Clearly state the purpose and objectives of the reflection
• Include a thesis statement that highlights the main insights to be discussed

IV. Writing a Reflective Essay on a Class:

• Assessing the overall learning experience and objectives of the class
• Analyzing personal growth and development throughout the course
• Reflecting on challenges, achievements, and lessons learned
• Discussing the impact of specific assignments, projects, or discussions
• Evaluating the effectiveness of teaching methods and materials

V. Common Mistakes to Avoid in Reflective Essay Writing:

• Superficial reflection without deep analysis
• Overuse of personal opinions without supporting evidence
• Lack of organization and coherence in presenting ideas
• Neglecting to connect personal experiences to broader concepts or theories
• Failing to provide specific examples to illustrate key points

VI. Why “Shooting an Elephant” by George Orwell is Classified as a Reflective Essay:

• Briefly summarize the essay’s content and context
• Analyze the introspective and self-analytical elements in Orwell’s narrative
• Discuss the themes of moral conflict, imperialism, and personal conscience
• Highlight Orwell’s reflections on the psychological and emotional impact of his actions

VII. Reflective Essay Structure:

• Engaging opening statement or anecdote
• Background information and context
• Clear thesis statement
• Present and analyze personal experiences, thoughts, and emotions
• Reflect on the significance and impact of those experiences
• Connect personal reflections to broader concepts or theories
• Provide supporting evidence and specific examples
• Summarize key insights and reflections
• Emphasize the personal growth or lessons learned
• Conclude with a thought-provoking statement or call to action

VIII. Reflective Essay Examples:

• Example 1: Reflecting on a life-changing travel experience
• Example 2: Analyzing personal growth during a challenging academic year
• Example 3: Reflecting on the impact of volunteering at a local shelter

During a reflective essay, the writer examines his or her own experiences, hence the term ‘reflection’. The purpose of a reflective essay is to allow the author to recount a particular life experience. However, it should also explore how he or she has changed or grown as a result of the experience.

The format of reflective writing can vary, but you’ll most likely see it in the form of a learning log or diary entry. The author’s diary entries demonstrate how the author’s thoughts have developed and evolved over the course of a particular period of time.

The format of a reflective essay can vary depending on the intended audience. A reflective essay might be academic or part of a broader piece of writing for a magazine, for example.

While the format for class assignments may vary, the purpose generally remains the same: tutors want students to think deeply and critically about a particular learning experience. Here are some examples of reflective essay formats you may need to write:

Focusing on personal growth:

Tutors often use this type of paper to help students develop their ability to analyze their personal life experiences so that they can grow and develop emotionally. As a result of the essay, the student gains a better understanding of themselves and their behaviors.

Taking a closer look at the literature:

The purpose of this type of essay is for students to summarize the literature, after which it is applied to their own experiences.

What am I supposed to write about?

When deciding on the content of your reflective essay, you need to keep in mind that it is highly personal and is intended to engage the reader. Reflective essays are much more than just recounting a story. As you reflect on your experience (more on this later), you will need to demonstrate how it influenced your subsequent behavior and how your life has consequently changed.

Start by thinking about some important experiences in your life that have had a profound impact on you, either positively or negatively. A reflection essay topic could be a real-life experience, an imagined experience, a special object or place, a person who influenced you, or something you’ve seen or read.

If you are asked to write a reflective essay for an academic assignment, it is likely that you will be asked to focus on a particular episode – such as a time when you had to make an influential decision – and explain the results. In a reflective essay, the aftermath of the experience is especially significant; miss this out and you will simply be telling a story.

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Considerations

In this type of essay, the reflective process is at the core, so it’s important that you get it right from the beginning. Think deeply about how the experience you have chosen to focus on impacted or changed you. Consider the implications for you on a personal level based on your memories and feelings.

Once you have chosen the topic of your essay, it is imperative that you spend a lot of time thinking about it and studying it thoroughly. Write down everything you remember about it, describing it as clearly and completely as you can. Use your five senses to describe your experience, and be sure to use adjectives. During this stage, you can simply take notes using short phrases, but make sure to record your reactions, perceptions, and experiences.

As soon as you’ve emptied your memory, you should begin reflecting. Choosing some reflection questions that will help you think deeply about the impact and lasting effects of your experience is a helpful way to do this. Here are some suggestions:

• As a result of the experience, what have you learned about yourself?
• What have you developed as a result? How?
• Has it had a positive or negative impact on your life?
• Looking back, what would you do differently?
• If you could go back, what would you do differently? Did you make the right decisions?
• How would you describe the experience in general? What did you learn from the experience? What skills or perspectives did you acquire?

You can use these signpost questions to kick-start your reflective process. Remember that asking yourself lots of questions is crucial to ensuring that you think deeply and critically about your experiences – a skill at the heart of a great reflective essay.

Use models of reflection (like the Gibbs or Kolb cycles) before, during, and after the learning process to ensure that you maintain a high standard of analysis. Before you get to the nitty-gritty of the process, consider questions such as: what might happen (in regards to the experience)?

Will there be any challenges? What knowledge will be needed to best prepare? When you are planning and writing, these questions may be helpful: what is happening within the learning process? Has everything worked according to plan? How am I handling the challenges that come with it?

Do you need to do anything else to ensure that the learning process is successful? Is there anything I can learn from this? Using a framework like this will enable you to keep track of the reflective process that should guide your work.

Here’s a useful tip: no matter how well prepared you feel with all that time spent reflecting in your arsenal, don’t start writing your essay until you have developed a comprehensive, well-rounded plan. There will be so much more coherence in what you write, your ideas will be expressed with structure and clarity, and your essay will probably receive higher marks as a result.

It’s especially important when writing a reflective essay as it’s possible for people to get a little ‘lost’ or disorganized as they recount their own experiences in an erratic and often unsystematic manner since it’s an incredibly personal topic. But if you outline thoroughly (this is the same thing as a ‘plan’) and adhere to it like Christopher Columbus adhered to a map, you should be fine as you embark on the ultimate step of writing your essay. We’ve summarized the benefits of creating a detailed essay outline below if you’re still not convinced of the value of planning:

An outline can help you identify all the details you plan to include in your essay, allowing you to remove all superfluous details so that your essay is concise and to the point.

Think of the outline as a map – you plan in advance which points you will navigate through and discuss in your writing. You will more likely have a clear line of thought, making your work easier to understand. You’ll be less likely to miss out on any pertinent details, and you won’t have to go back at the end and try to fit them in.

This is a real-time-saver! When you use the outline as an essay’s skeleton, you’ll save a tremendous amount of time when writing because you’ll know exactly what you want to say. Due to this, you will be able to devote more time to editing the paper and ensuring it meets high standards.

As you now know the advantages of using an outline for your reflective essay, it is important that you know how to create one. There can be significant differences between it and other typical essay outlines, mostly due to the varying topics. As always, you need to begin your outline by drafting the introduction, body, and conclusion. We will discuss this in more detail below.

Introduction

Your reflective essay must begin with an introduction that contains both a hook and a thesis statement. The goal of a ‘hook’ is to capture the attention of your audience or reader from the very beginning. In the first paragraph of your story, you should convey the exciting aspects of your story so that you can succeed in

If you think about the opening quote of this article, did it grab your attention and make you want to read more? This thesis statement summarizes the essay’s focus, which in this case is a particular experience that left a lasting impression on you. Give a quick overview of your experience – don’t give too much information away or you’ll lose readers’ interest.

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Reflection Essay Structure

A reflective essay differs greatly from an argumentative or research paper in its format. Reflective essays are more like well-structured stories or diary entries that are rife with insights and reflections. Your essay may need to be formatted according to the APA style or MLA style.

In general, the length of a reflection paper varies between 300 and 700 words, but it is a good idea to check with your instructor or employer about the word count. Even though this is an essay about you, you should try to avoid using too much informal language.

The following shortcuts can help you format your paper according to APA or MLA style if your instructor asks:

MLA Format for Reflective Essay

• Times New Roman 12 pt font double spaced;
• 1” margins;
• The top right includes the last name and page number on every page;
• Titles are centered;
• The header should include your name, your professor’s name, course number, and the date (dd/mm/yy);
• The last page contains a Works Cited list.

Reflective Essay in APA Style

• Include a page header on the top of every page;
• Insert page number on the right;
• Your reflective essay should be divided into four parts: Title Page, Abstract, Main Body, and References.

Reflective Essay Outline

Look at your brainstorming table to start organizing your reflective essay. ‘Past experience’ and ‘description’ should make up less than 10% of your essay.

You should include the following in your introduction:

• Grab the reader’s attention with a short preview of what you’ll be writing about.

Example:  We found Buffy head-to-toe covered in tar, starved and fur in patches, under an abandoned garbage truck.

• It is important to include ‘past experiences’ in a reflective essay thesis statement; a brief description of what the essay is about.

Example:  My summer volunteering experience at the animal shelter inspired me to pursue this type of work in the future.

Chronological events are the best way to explain the structure of body paragraphs. Respond to the bold questions in the ‘reflection’ section of the table to create a linear storyline.

Here’s an example of what the body paragraph outline should look like:

• Explicit expectations about the shelter

Example:  I thought it was going to be boring and mundane.

• The first impression
• Experience at the shelter

Example:  Finding and rescuing Buffy.

• Other experiences with rescuing animals
• Discoveries

Example:  Newly found passion and feelings toward the work.

• A newly developed mindset

Example:  How your thoughts about animal treatment have changed.

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Here’s How You Can Submit a Well-Written Reflective Essay for University

Even though writing a reflective essay may seem difficult at first, once you have a clear idea of what you will write and more importantly, how to write, it often gets easier as you go along. Here are five key writing tips to keep in mind when writing a reflective essay.

Choosing a Topic for Reflection

As a busy student, when was the last time you drowned yourself in thoughts and reflected on past experiences? Here is an assignment that intentionally puts you in that position.

Think about all of the experiences which have shaped you – a life-changing event, an interaction with someone you admire, a movie character that appealed to you, a book that gave you perspective, or any other experience which contributed to your character or thought process.

You should choose a topic that will help you reflect on your growth as an individual. Start brainstorming and record every idea that comes to mind.

Organize your thoughts in a mind map

The next step is to create a mind map to help you organize your essay once you have a rough idea of what you want to write.

You can use your mind map to quiz yourself by asking questions of relevance and putting together perspectives for your essay.

The purpose of this exercise is to give you an idea of what you want your essay to be about. It is important to keep pushing yourself to think more deeply and find meaning in your experiences in order to create a successful reflective essay.

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Start Freewriting

Sometimes, all you have to do is start writing. Essentially, that’s what freewriting is all about.

After brainstorming, creating a mind map, and organizing your thoughts, open a blank document and start writing. Do not stop to think or to edit – just write as your thoughts come to you.

The best part of freewriting is that it results in a steady flow of ideas you may not have thought of otherwise.

In other words, whether or not you’re motivated to write or are constantly second-guessing your ideas, it helps to let your ideas guide you and put them down on paper.

Structure the Essay

It’s time to put your ideas and thoughts into words and give them a proper structure. A reflective essay should have the following parts:

You should begin your essay with a hook to grab the reader’s attention. While setting the tone for the rest of the essay, your thesis statement should introduce the past experience you will be reflecting on;

In this section, you will elaborate on the experience and its significance, as well as its impact on your life. Avoid rambling on and on about the experience for readers to want to read more of your essay, you need to use your storytelling skills. If you can, use examples to strengthen your narrative;

A summary of your reflections is provided in the concluding paragraph. In your essay, you should describe how the experience shaped your life and how you intend to take your learnings and apply them.

Proofread, Proofread and Proofread

Be sure to proofread your reflective essay before submitting it. Before finalizing it, you need to do thorough proofreading. You will be surprised to see how many silly mistakes are made in the first draft.

Be on the lookout for grammatical, spelling, and sentence formation mistakes. Make sure your essay flows well and avoids plagiarism. If you want a fresh set of eyes on your essay, have a family member or friend read it too.

Reflective Essay Topics

Many students find choosing the right topic for a reflective essay difficult. Writing a reflective essay requires creativity and strong writing skills to express your emotions.

Reflective essays can be inspired by nature, places, relationships, and events. Here are some tips that will help you choose the right essay topic.

• Decide on a topic idea for your reflective essay that you are familiar with. You will find it easier to write an essay about a topic you are interested in. Never choose a topic that is new to you. This makes the writing phase difficult.
• Research your topic: Try to recollect minor details about it. Remember all the things that are related to your topic, and include them in your essay. Take notes about your topic.
• Pick a topic that you can explain from a unique viewpoint: Choose a topic that you can explain from a different perspective. Writing something unique that demonstrates your personality in an interesting way is a good technique. Share a memorable and meaningful experience from your life.

Topics for Reflective Essays for Middle School Students

Essay topics can be difficult to choose for some students. The following list of topics can be classified according to grade level. Pick from them and make topic selection easier.

Topics for Reflective Essays in Grade 7

• Taking a trip
• To go scuba diving
• Within your hometown
• Was something you were proud of
• Even when you were lost
• To your favorite cartoon
• During that time you lied
• When you were hunting
• Did your family play an important role in your life?
• Spending time outdoors

Topics for Reflective Essays in Grade 8

• Running in the outdoors
• While picking berries
• Will be your biggest loss
• Who is your biggest inspiration?
• What is your greatest fear?
• Tell me about your most exciting moment.
• What is your least favorite course?
• When you go on a date
• To a birthday party
• Which is your favorite online space?

Topics for Reflective Essays in Grade 9

• A new school
• Makes me think about the future.
• You participated in or watched a sporting event.
• You moved to a new city.
• You had an unforgettable dream.
• You were running and hunting.
• You cannot forget that dream.
• It was your childhood home.
• Watching the sunrise
• An award ceremony

Topics for Reflective Essays in Grade 10

• Defending someone in a situation
• While playing with friends
• It was a memorable dream
• About lying and hiding
• The most recent meal
• While getting lost in the dark
• As an intern at a hospital
• Or when someone’s life inspired you to change your own
• Challenges as a college freshman
• By participating in sports

Topics for Reflective Essays for College Students

For college students, the most difficult part of writing a reflective essay is choosing a topic. Some students are better at choosing the essay topic than others, but some will get stuck in this phase.

Here are some excellent reflective essay topics for college students for your convenience. Choose one and write a well-written essay.

• First time writing a thesis statement
• Your favorite video game
• The impact of social media on students
• A place you always try to avoid
• What was the best birthday memory you had?
• What is your favorite restaurant?
• The moment when you were proud of yourself
• The bravest moment of your life
• The most beautiful thing you have ever seen
• A time you were embarrassed

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Topics for Reflective Essays for High School Students

The choice of a topic for a reflective essay can be confusing for high school students. Your topic should be engaging and you should be able to explain your personal experience easily. Here is a list of good topics for high school students; choose something from the list for your essay.

• Shop at your favorite outlet store
• To relive your favorite childhood memory
• Of the most memorable holiday
• That scared you?
• That’s when you met your best friend
• And what you love about yourself
• Is playing with friends.
• What’s your favorite book?
• I loved playing in the mud as a kid.
• Having to move to a new town or city

Topics for Reflective Essays about Places

Reflective essays should be based on strong emotions and memories. You could write an essay about a day spent at your favorite café, favorite restaurant, etc.

It is easy to write a reflective essay about a place where you have really good memories. Here are some topic ideas that you can use and write an essay on.

• Your grandparents’ house
• A skating rink
• A place where you feel safe
• A favorite vacation spot
• A popular lunch spot
• On your first day at the circus
• The mall or your favorite store
• Your first trip abroad
• Best park in your town
• Your most memorable adventure

Topics for Reflective Essays about Events

A good way to grab the reader’s attention is to write about any event. Your essay can be about a birthday party, a farewell, or any other event that you have enough information about.

If you are writing a reflective essay about an event, include vivid details. Here are some interesting topics for reflection essays, choose one and write a good essay.

• Unexpected gift
• To travel on vacation
• While you were lost
• The first time you voted
• On your trip to the zoo
• When you got a new job
• It was one of your most memorable trips
• During the holiday season
• When you moved to a new city
• Or when you swam fishing

Topics for Reflective Essays on Nature

A reflective essay should provide the reader with a deeper and more meaningful experience. In addition to making your writing process more interesting, writing about nature also stimulates your imagination.

The following are some good reflective essay topics about nature:

• Mountain climbing
• Ocean diving
• Hiking in the woods
• Climbing rocks
• And watching the sunset
• While running in the forest.
• Spending quality time with your pet.
• Taking a hike in the woods
• And going swimming
• While watching animals at a zoo

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Topics for reflection on relationships

As relationships are filled with strong emotions, writing a reflective essay about them means expressing those emotions. The following are some good reflective essay topics about relationships:

• A wonderful family reunion
• When you spoke publicly for the first time
• What friendship means to me
• When you were punished by your parents
• During a family reunion
• When you apologized
• For a time you spent with friends without parental supervision
• Tell me about your relationship with a family member
• An angry conversation
• Or a genuinely funny laugh

Some reflective essay topics are the same as some of the questions you may ask in a job interview.

Examples of Reflective Essay

Check out some examples for inspiration now that you know what it takes to write a reflective essay.

An Example of a Reflective Essay on “My Little Brother”

Essay example reflecting on the arrival of a younger sibling, written at a middle or high school level.

“There have been many life-changing experiences in my short life. Every new experience has been the first experience at one point in time. For good or for bad, each event altered the course of my life. But, the most transformative event was the birth of my youngest brother.”.

Joel is someone my parents often refer to as a happy accident. My mother became pregnant when I was 13 and my other brother, Jake, was 10. We were what you would call a well-rounded family of four. In almost every way, we fit the ideal classification. My youngest brother’s striking blue eyes were the moment when we realized what we were missing.

Honestly, I resented having another sibling. It wasn’t necessary to add to our family, and my mother, already 38 at the time, was considered high risk because of her age. A pregnancy full of complications sent my life on a rollercoaster-like ride that my 13-year-old mind could not comprehend. Now I can see how forging through those loops helped me cope with the unforeseen challenges of life.

My mother took me to the hospital instead of my father on the day Joel was born. I was the next best alternative because Jake and my father were both feverish; it wasn’t a planned move. With each contraction, I gained a new appreciation for just how strong and powerful a woman could be at her weakest. Through holding her hand and feeding her ice chips, I gained a connection with my mother that I didn’t realize we lacked.

Almost simultaneously, my new baby brother entered this world. One doesn’t realize how much you need something until it’s sitting in your lap. Secondly, my life after this moment would never be the same the moment he curled his chubby little finger around mine, I understood the meaning of the words “happy accident.”.y.

Life has given me many experiences that have shaped me as a person. But, nothing so profoundly changed my views and outlook on life as the birth of my youngest brother. Joel’s arrival was a life-altering event that caused me to see the world through new eyes.”

Assignment Writing Purposes You Need to Know

Reflective Essay Example for “ Reading My Favorite Book”

This reflective essay example about a favorite book is something you might find at the middle or high school level.

When it comes to books, I don’t understand the appeal. Every time I was given an assignment, I would read one after another, not understanding what all the fuss was about. Nevertheless, the moment I read Pride and Prejudice, it was as if my literary eyes were opened for the first time. It stirred love within me for classics I didn’t realize could exist.

When I was first given the assignment of reading Pride and Prejudice, like many of my friends, I scoffed. With an eye roll, I internally calculated how much time I would have to read the book and write a report. I sighed at the loss of time with my friends for a stupid classic.

Cracking open the cover, I was determined to hate it before even reading the first words. By the time I reached page 3, I nearly stopped reading. But there was something about Elizabeth Bennet that quietly piqued my interest. I can’t say where, but somewhere along the way, my eyes devoured the pages instead of trudging along.

The moment I reached the end, I was ecstatic and disappointed at the same time. Their ending had been perfect, but I realized I would miss them. Not just them, but I would also miss being a part of their world.

It was the first time the characters of a story had affected me this way, so I tried to shake it off. However, after several days, that sadness carried me to the classics section of the school library. The moment I cracked open my next classic, my soul instantly felt more at ease, and I’ve never looked back.

I never thought I’d say a book changed me, but in this case, it’s true. The love I found in Pride and Prejudice introduced me to a beautiful world of classic literature I can’t imagine living without. Despite not reading Pride and Prejudice for a while, it will always be my favorite book.

In the conclusion of your reflective essay, you should focus on bringing your piece together. This will include providing a summary of both the points made throughout and what you have learned as a result. Try to include a few points on why and how your attitudes and behaviors have been changed.

Consider also how your character and skills have been affected, for example: what conclusions can be drawn about your problem-solving skills? What can be concluded about your approach to specific situations? What might you do differently in similar situations in the future? What steps have you taken to consolidate everything that you have learned from your experience?

Keep in mind that your tutor will be looking out for evidence of reflection at a very high standard.

Congratulations – you now have the tools to create a thorough and accurate plan which should put you in good stead for the ultimate phase indeed of any essay, the writing process.

Oxbridge Notes  offers a wide array of meticulously crafted study resources tailored for law students, providing invaluable support for academic endeavors. Our platform boasts a comprehensive collection of notes, essays, and revision materials covering a diverse range of legal topics, meticulously curated by top students and academics from esteemed universities. Whether you’re preparing for exams, writing essays, or seeking to deepen your understanding of legal concepts, Oxbridge Notes is your trusted companion on the journey to legal excellence.

How do you start off a reflective essay?

As is the case with all essays, your reflective essay must begin with an introduction that contains both a hook and a thesis statement. The point of having a ‘hook’ is to grab the attention of your audience or reader from the very beginning.

Can you say I in a reflective essay?

In your reflective essay, you should use the first person with terms like I, me, my, and mine. The essay is an account of something that actually happened to you as well as your thoughts on the event.

What is an example of a reflection?

Common examples include the reflection of light, sound, and water waves. The law of reflection says that for specular reflection the angle at which the wave is incident on the surface equals the angle at which it is reflected. Mirrors exhibit specular reflection.

How do you start the first paragraph of a reflective essay?

Describe the subject matter of the paper in more detail. Include one or two sentences after the first sentence in which you describe the basic features of whatever topic you will be discussing in your essay. Describe them in terms of your feelings, and how you felt and experienced whatever you are discussing.

How many paragraphs should a reflective essay have?

The number of paragraphs depends on the requested essay length. However, it is recommended to write at least three paragraphs in this part. In the body, present your main points, arguments, and examples. This is the part of an essay where you express all your main ideas, develop them, and express your feelings and emotions.

What are the three parts of a reflective essay?

However, some major elements go into a typical reflective essay: introduction, body, and conclusion.

How Do You Write A Reflective Essay?

To write a reflective essay, follow these steps:

• Choose a topic: Select a specific event, experience, or concept that you want to reflect upon.
• Brainstorm and outline: Reflect on your chosen topic and jot down key points, thoughts, and emotions associated with it. Create an outline to organize your ideas.
• Introduction: Begin with an engaging hook to grab the reader’s attention. Provide background information and context related to the topic. End the introduction with a clear thesis statement that expresses the main insights or lessons you will discuss.
• Body paragraphs: Each paragraph should focus on a specific aspect or experience related to your topic. Reflect on your thoughts, feelings, and observations, and support them with specific examples or evidence. Analyze the significance and impact of these experiences.
• Use reflection techniques: Incorporate reflection techniques such as asking yourself questions, exploring the “why” behind your thoughts and emotions, and connecting your experiences to broader concepts or theories.
• Conclusion: Summarize your key insights and reflections from the essay. Emphasize personal growth, lessons learned, or changes in perspective. Leave the reader with a thought-provoking statement or a call to action.

Which Of These Best Describes A Reflective Essay?

A reflective essay is best described as a type of academic or personal writing that allows individuals to examine and reflect upon their experiences, thoughts, and emotions. It involves introspection, self-analysis, and the exploration of lessons learned or personal growth. Reflective essays provide a platform for individuals to communicate their insights and understanding of a particular event, concept, or life experience.

What Is A Reflective Essay And Examples?

A reflective essay is a form of writing where individuals express their thoughts, feelings, and observations about a specific experience, event, or topic. It goes beyond simply describing the experience and delves into analyzing the impact, significance, and lessons learned. Reflective essays encourage self-reflection and introspection, allowing writers to gain deeper understanding and insight.

Examples of reflective essay topics include:

• Reflecting on a life-changing travel experience and its impact on personal growth.
• Analyzing the challenges and successes encountered during a group project and the lessons learned.
• Reflecting on the influence of a particular book, film, or artwork and its effect on personal perspectives.
• Examining the role of personal values and beliefs in decision-making processes.

What Are The Parts Of A Typical Reflective Essay?

A typical reflective essay consists of the following parts:

• Introduction: It provides an engaging hook, background information, and context for the topic. The introduction ends with a clear thesis statement that states the main insights or lessons to be discussed.
• Body paragraphs: Each paragraph focuses on a specific aspect or experience related to the topic. Writers reflect on their thoughts, feelings, and observations, supporting them with examples or evidence. They analyze the significance and impact of these experiences and connect them to broader concepts or theories.
• Conclusion: The conclusion summarizes the key insights and reflections from the essay. It emphasizes personal growth, lessons learned, or changes in perspective. A thought-provoking statement or a call to action is often included to leave a lasting impression on the reader.

What Is A Goal Of The Introduction In A Reflective Essay?

The goal of the introduction in a reflective essay is to capture the reader’s attention and provide them with the necessary background information and context related to the topic. It should set the stage for the reflective journey that follows. The introduction concludes with a clear thesis statement that outlines the main insights or lessons the writer will discuss in the essay. It acts as a roadmap, guiding the reader through the writer’s reflections.

What Idea Would Most Likely Make The Best Reflective Essay?

The best idea for a reflective essay is a topic that holds personal significance and offers opportunities for introspection and deep reflection. An idea that involves a transformative experience, a significant life event, or a challenging situation often makes for a compelling reflective essay. It should be something that evokes strong emotions, prompts critical thinking, and allows for self-analysis. The best reflective essays are those that offer meaningful insights, growth, or lessons learned.

What Makes A Good Reflective Essay?

A good reflective essay possesses several key qualities:

• Authenticity: It reflects the writer’s genuine thoughts, emotions, and observations.
• Depth of reflection: It goes beyond surface-level descriptions and delves into meaningful analysis, exploring the “why” behind the experiences.
• Coherence and organization: The essay is well-structured, with clear paragraphs and logical flow of ideas.
• Use of specific examples: It supports reflections with specific examples, evidence, or anecdotes to enhance understanding and engagement.
• Connection to broader concepts or theories: It links personal experiences to broader concepts, theories, or societal issues to demonstrate critical thinking and understanding.
• Insight and personal growth: The essay offers meaningful insights, lessons learned, or personal growth as a result of the reflection.

By incorporating these elements, a good reflective essay effectively communicates the writer’s introspection and provides a thought-provoking reading experience.

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Reflective essays

Reflective essays are academic essays; what makes an essay "good" will work for a reflective essay. What is different about a reflective essay is that the essay is about you and your thinking. However, you will need evidence from your course to back up your reflections.

You should structure a reflective essay as an essay, that is write to persuade your reader of your key reflections (or argument). The diagram above, details how to stucture your reflections through the essay. To find out more see the section on essay writing .

Business example

The following example comes from business. Thanks to Dr Colleen Hayes for the three samples.

Students were asked to write a reflective essay on their learning in the course by responding to the following question:

What key thing have you learned about corporate social responsibility in the course?

Example 1: Retelling

This writing is (1) descriptive/listing of content, not reflective and (2) not properly referenced (the definition of stakeholders is directly copied from Freeman in the lecture slides.

Example 2: Relating

This writing involves relating to personal experience and has some integration of course concepts (stakeholders).

Example 3: Reflecting

More reflective (forward-looking), better citation and integration of multiple course concepts, and reflection that links with personal experience.

An anthropology marking rubric

For this assessment, students were required to write a 1500-1800 word essay building on the themes of the course to address the question "We are all pirates". Attached under reference documents is the rubric used to mark the essay (thanks to Dr Caroline Schuster). Notice that it requires both the reflection (reflect, relate and retell) as well as the poor traditional requirements of an essay (Writing and organisation, Supporting claims with scholarly sources).

Reflective writing

Learning journals

Reference Documents

• Sample rubric from Anthropology (PDF, 243.24 KB)

Use contact details to request an alternative file format.

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Reflective writing.

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Writing reflectively is essential to many academic programmes and also to completing applications for employment. This page considers what reflective writing is and how to do it. 

What is reflection?

Reflection is something that we do everyday as part of being human. We plan and undertake actions, then think about whether each was successful or not, and how we might improve next time. We can also feel reflection as emotions, such as satisfaction and regret, or as a need to talk over happenings with friends. See below for an introduction to reflection as a concept. 

Reflection in everyday life [Google Slides]

What is reflective writing?

Reflective writing should be thought of as recording reflective thinking. This can be done in an everyday diary entry, or instruction in a recipe book to change a cooking method next time. In academic courses, reflective is more complex and focussed. This section considers the main features of reflective writing. 

Reflective writing for employability

When applying for jobs, or further academic study, students are required to think through what they have done in their degrees and translate it into evaluative writing that fulfils the criteria of job descriptions and person specifications. This is a different style of writing, the resource below will enable you to think about how to begin this transition. 

There are also lots of resources available through the university's careers service and elsewhere on the Skills Guides. The links below are to pages that can offer further support and guidance. 

• Careers and Placements Service resources Lots of resources that relate to all aspects of job applications, including tailored writing styles and techniques.

The language of reflective writing

Reflective academic writing is: 

• almost always written in the first person.
• evaluative - you are judging something.
• partly personal, partly based on criteria.
• analytical - you are usually categorising actions and events.
• formal - it is for an academic audience.
• carefully constructed. 

Look at the sections below to see specific vocabulary types and sentence constructions that can be useful when writing reflectively. 

Language for exploring outcomes

A key element of writing reflectively is being able to explain to the reader what the results of your actions were. This requires careful grading of language to ensure that what you write reflects the evidence of what happened and to convey clearly what you achieved or did not achieve. 

Below are some ideas and prompts of how you can write reflectively about outcomes, using clarity and graded language. 

Expressing uncertainty when writing about outcomes:

• It is not yet clear that…
• I do not yet (fully) understand...
• It is unclear...
• It is not yet fully clear...
• It is not yet (fully?) known… 
• It appears to be the case that…
• It is too soon to tell....

Often, in academic learning, the uncertainty in the outcomes is a key part of the learning and development that you undertake. It is vital therefore that you explain this clearly to the reader using careful choices in your language. 

Writing about how the outcome relates to you:

• I gained (xxxx) skills… 
• I developed… 
• The experience/task/process taught me… 
• I achieved…
• I learned that…
• I found that… 

In each case you can add in words like, ‘significantly’, ‘greatly’, ‘less importantly’ etc. The use of evaluative adjectives enables you to express to the reader the importance and significance of your learning in terms of the outcomes achieved. 

Describing how you reached your outcomes:

• Having read....
• Having completed (xxxx)...
• I analysed…
• I applied… 
• I learned…
• I experienced… 
• Having reflected…

This gives the reader an idea of the nature of the reflection they are reading. How and why you reach the conclusions and learning that you express in your reflective writing is important so the reader can assess the validity and strength of your reflections. 

Projecting your outcomes into the future:

• If I completed a similar task in the future I would…
• Having learned through this process I would… 
• Next time I will…
• I will need to develop…. (in light of the outcomes)
• Next time my responses would be different....

When showing the reader how you will use your learning in the future, it is important to be specific and again, to use accurate graded language to show how and why what you choose to highlight matters. Check carefully against task instructions to see what you are expected to reflect into the future about. 

When reflecting in academic writing on outcomes, this can mean either the results of the task you have completed, for example, the accuracy of a titration in a Chemistry lab session, or what you have learned/developed within the task, for example, ensuring that an interview question is written clearly enough to produce a response that reflects what you wished to find out. 

Language choices are important in ensuring the reader can see what you think in relation to the reflection you have done. 

Language for interpretation

When you interpret something you are telling the reader how important it is, or what meaning is attached to it. 

You may wish to indicate the value of something:

• superfluous
• non-essential

E.g. 'the accuracy of the transcription was essential to the accuracy of the eventual coding and analysis of the interviews undertaken. The training I undertook was critical to enabling me to transcribe quickly and accurately' 

You may wish to show how ideas, actions or some other aspect developed over time:

• Initially 
• subsequently
• in sequence 

E.g. 'Before we could produce the final version of the presentation, we had to complete both the research and produce a plan. This was achieved later than expected, leading to subsequent rushing of creating slides, and this contributed to a lower grade'. 

You may wish to show your viewpoint or that of others:

• did not think
• articulated
• did/did not do something

Each of these could be preceded by 'we' or 'I'.

E.g. 'I noticed that the model of the bridge was sagging. I expressed this to the group, and as I did so I noticed that two members did not seem to grasp how serious the problem was. I proposed a break and a meeting, during which I intervened to show the results of inaction.'

There is a huge range of language that can be used for interpretation, the most important thing is to remember your reader and be clear with them about what your interpretation is, so they can see your thinking and agree or disagree with you. 

Language for analysis

When reflecting, it is important to show the reader that you have analysed the tasks, outcomes, learning and all other aspects that you are writing about. In most cases, you are using categories to provide structure to your reflection. Some suggestions of language to use when analysing in reflective writing are below:

Signposting that you are breaking down a task or learning into categories:

• An aspect of…
• An element of…
• An example of…
• A key feature of the task was... (e.g. teamwork)
• The task was multifaceted… (then go on to list or describe the facets)
• There were several experiences…
• ‘X’ is related to ‘y’

There may be specific categories that you should consider in your reflection. In teamwork, it could be individual and team performance, in lab work it could be accuracy and the reliability of results. It is important that the reader can see the categories you have used for your analysis. 

Analysis by chronology:

• Subsequently
• Consequently
• Stage 1 (or other)

In many tasks the order in which they were completed matters. This can be a key part of your reflection, as it is possible that you may learn to do things in a different order next time or that the chronology influenced the outcomes. 

Analysis by perspective:

• I considered

These language choices show that you are analysing purely by your own personal perspective. You may provide evidence to support your thinking, but it is your viewpoint that matters. 

• What I expected from the reading did not happen…
• The Theory did not appear in our results…
• The predictions made were not fulfilled…
• The outcome was surprising because… (and link to what was expected)

These language choices show that you are analysing by making reference to academic learning (from an academic perspective). This means you have read or otherwise learned something and used it to form expectations, ideas and/or predictions. You can then reflect on what you found vs what you expected. The reader needs to know what has informed our reflections. 

• Organisation X should therefore…
• A key recommendation is… 
• I now know that organisation x is… 
• Theory A can be applied to organisation X

These language choices show that analysis is being completed from a systems perspective. You are telling the reader how your learning links into the bigger picture of systems, for example, what an organisation or entity might do in response to what you have learned. 

Analysing is a key element of being reflective. You must think through the task, ideas, or learning you are reflecting on and use categories to provide structure to your thought. This then translates into structure and language choices in your writing, so your reader can see clearly how you have used analysis to provide sense and structure to your reflections. 

Language for evaluation

Reflecting is fundamentally an evaluative activity. Writing about reflection is therefore replete with evaluative language. A skillful reflective writer is able to grade their language to match the thinking it is expressing to the reader. 

Language to show how significant something is:

• Most importantly
• Significantly 
• The principal lesson was… 
• Consequential
• Fundamental
• Insignificant
• In each case the language is quantifying the significance of the element you are describing, telling the reader the product of your evaluative thought. 

For example, ‘when team working I initially thought that we would succeed by setting out a plan and then working independently, but in fact, constant communication and collaboration were crucial to success. This was the most significant thing I learned.’ 

Language to show the strength of relationships:

• X is strongly associated with Y
• A is a consequence of B
• There is a probable relationship between… 
• C does not cause D
• A may influence B
• I learn most strongly when doing A

In each case the language used can show how significant and strong the relationship between two factors are. 

For example, ‘I learned, as part of my research methods module, that the accuracy of the data gained through surveys is directly related to the quality of the questions. Quality can be improved by reading widely and looking at surveys in existing academic papers to inform making your own questions’

Language to evaluate your viewpoint:

• I was convinced...
• I have developed significantly…
• I learned that...
• The most significant thing that I learned was…
• Next time, I would definitely…
• I am unclear about… 
• I was uncertain about… 

These language choices show that you are attaching a level of significance to your reflection. This enables the reader to see what you think about the learning you achieved and the level of significance you attach to each reflection. 

For example, ‘when using systematic sampling of a mixed woodland, I was convinced that method A would be most effective, but in reality, it was clear that method B produced the most accurate results. I learned that assumptions based on reading previous research can lead to inaccurate predictions. This is very important for me as I will be planning a similar sampling activity as part of my fourth year project’ 

Evaluating is the main element of reflecting. You need to evaluate the outcomes of the activities you have done, your part in them, the learning you achieved and the process/methods you used in your learning, among many other things. It is important that you carefully use language to show the evaluative thinking you have completed to the reader.

Varieties of reflective writing in academic studies

There are a huge variety of reflective writing tasks, which differ between programmes and modules. Some are required by the nature of the subject, like in Education, where reflection is a required standard in teaching.

Some are required by the industry area graduates are training for, such as 'Human Resources Management', where the industry accreditation body require evidence of reflective capabilities in graduates.

In some cases, reflection is about the 'learning to learn' element of degree studies, to help you to become a more effective learner. Below, some of the main reflective writing tasks found in University of York degrees are explored. In each case the advice, guidance and materials do not substitute for those provided within your modules. 

Reflective essay writing

Reflective essay tasks vary greatly in what they require of you. The most important thing to do is to read the assessment brief carefully, attend any sessions and read any materials provided as guidance and to allocate time to ensure you can do the task well.

Reflective learning statements

Reflective learning statements are often attached to dissertations and projects, as well as practical activities. They are an opportunity to think about and tell the reader what you have learned, how you will use the learning, what you can do better next time and to link to other areas, such as your intended career. 

Making a judgement about academic performance

Think of this type of writing as producing your own feedback. How did you do? Why? What could you improve next time? These activities may be a part of modules, they could be attached to a bigger piece of work like a dissertation or essay, or could be just a part of your module learning. 

The four main questions to ask yourself when reflecting on your academic performance. 

• Why exactly did you achieve the grade you have been awarded? Look at your feedback, the instructions, the marking scheme and talk to your tutors to find out if you don't know. 
• How did your learning behaviours affect your academic performance? This covers aspects such as attendance, reading for lectures/seminars, asking questions, working with peers... the list goes on. 
• How did your performance compare to others? Can you identify when others did better or worse? Can you talk to your peers to find out if they are doing something you are not or being more/less effective?
• What can you do differently to improve your performance? In each case, how will you ensure you can do it? Do you need training? Do you need a guide book or resources? 

When writing about each of the above, you need to keep in mind the context of how you are being asked to judge your performance and ensure the reader gains the detail they need (and as this is usually a marker, this means they can give you a high grade!). 

Writing a learning diary/blog/record

A learning diary or blog has become a very common method of assessing and supporting learning in many degree programmes. The aim is to help you to think through your day-to-day learning and identify what you have and have not learned, why that is and what you can improve as you go along. You are also encouraged to link your learning to bigger thinking, like future careers or your overall degree. 

Other support for reflective writing

Online resources.

The general writing pages of this site offer guidance that can be applied to all types of writing, including reflective writing. Also check your department's guidance and VLE sites for tailored resources.

Other useful resources for reflective writing:

Appointments and workshops 

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A reflective essay is a type of writing where you explore how an event, experience, or concept has influenced your development or perspective. It involves deep thinking, self-analysis, and personal reflection. In a reflective essay, you explai what you learned and how you changed as a result of that experience.

In this article, you will learn how to write a reflective essay, and how to highlight impactful experiences. A reflection essay seems easy as you don’t have to defend one’s point of view or convince the reader of something. But it has its challenges, so we recommend to keep on reading and find out everything you need to know about this type of essay. More complex examples are available down below.

What Is a Reflective Essay: Definition

A good question to start with is, “What is a reflective essay?” A reflective essay is a type of academic writing, in which the student has to test personal life experience/position towards a particular topic. Unlike in argumentative writing, the student does not have to defend the personal position. It does not require a complicated, professional language with some terminology. Do not define something - focus on sharing personal life experience, skills, development, and the most vivid examples to illustrate the topic.

Reflective Essay Format

A reflection essay student writes to meet the college writing standards has a different format from the one a magazine writer should present to reach the issue’s audience. However, each reflective paper has a similar outline. Reflective essay format depends on the general requirements your teacher provides. Some of them can ask for a specific format for your essay. APA writing style , MLA, and Chicago are the basic formats you can use. But if you don’t know exactly which formatting to use, you can use reflective essay apa format. This is the most common college essay format, so knowing its requirements is critical: Font:  Times New Roman, 12 points Interval:  Double interval Margins:  1 inch all round Page Numbers:  Insert a title in the upper left corner of each page.  

Reflective Essay Outline and Structure

Knowing how to write a reflective essay is essential. Even if you feel confident about your thoughts and knowledge, don’t start your writing without a clear and well-designed plan. Without logical essay structure , your essay will likely achieve lower marks. To avoid this situation, follow 10 easy steps we provided below. The first thing every student needs to understand how to write a good reflective essay is an effective, detailed outline. It has 3 typical sections: introduction, body paragraphs, and conclusion. Writing a reflective essay does not require any references – the only person to refer is the student who decides to share his thoughts & ideas. Let’s look at 4 main reasons to include an outline of reflective essays.  

• An outline assists in laying out the details the student wants to leave after narrowing down the draft before working on the final paper. It prevents them from concluding the essay by realizing something is missing.
• An outline provides a clear, concise roadmap, which prevents the writer from taking curvy paths and facing dead ends. It shows the way like a compass in the woods.
• An outline helps to save a lot of time.
• An outline helps the potential readers, including teachers & classmates, to avoid falling off the main point when reading the essay partially.

Reflective essay outline is not much different from other types of essays. Use this reflective essay template in creating your perfect reflective essay:

How to Start a Reflective Essay: Creating an Introduction

Let’s figure out how to write a reflective essay introduction. Start with stating the primary focus of the personal reflection. Avoid being indirect and covering a range of topics; stay direct and concise by underlining the basic purpose of sharing a life experience. Professional Opinion:

“Giving a preview of the most exciting part of the story is a clue. The target reader may lack time to read the full piece from cover to cover. “There are many things I have learned from Marketing class. The most valuable lesson I have obtained is checking the effectiveness of 2 different approaches or services through utilizing so-called A/B testing.” It will make the reader think about what is special about this specific method. The reader will go on reading the body paragraphs to find out!” Professor Hemsworth, History & Anthropology teacher and academic writer at StudyCrumb

Another way to attract attention in the introductory paragraph is to come up with the intriguing hook for essay sentences like statistics, fact, quote, metaphor, rhetorical question, or joke. It depends on the mood of your reflective narrative.

Working on Reflective Essay Thesis

Some people may say that a reflective essay does not need a thesis. However, the example shared in the previous section talking about introduction is an example of the inspiring thesis statement. Include at least a reflective summary of the primary idea. The best idea would be to focus on previewing the peak of the plot development or highlighting the most valuable lesson learned. Let’s take a look at this little reflective essay thesis sample.

If you find it challenging, rely on our  professional essay writing service  and have your reflective essay done with academic standards in mind. 

Writing a Reflection Essay Body Paragraph

What is the purpose of a body paragraph ? The body paragraphs of the reflective analysis interpret the way the author evolved or what he/she has absorbed from a particular life lesson (mention 3 different lessons). When writing your reflective essay you should mention the circumstances that forced you to pass a certain way. If you study a subject like English Literature or Arts, the paper’s prompt may ask you to describe how you changed as a field professional during the course of study. It is important to choose a specific interval of time to list the improvements. Compare & contrast the initial skills to the knowledge you have today. It is a great idea to tell the audience the ways various tasks, challenges, and lessons made the author grow since the beginning of his education. There is no need to conduct research to collect the supporting evidence. The author alone is responsible for defending every stated claim with the help of vivid samples that describe the topic the best. Example: In case the student has become more professional in the field of writing, he should list the causes of those changes (new English teacher, more practice at home, part-time job related to the field of writing). Who knows – some of the ideas may be used by other students to succeed!  

How to Write a Reflective Essay Conclusion

The question of how to end a reflection paper is not less important. The last challenge is to prepare an impressive, inspiring, and powerful conclusion, which will make the target readers want to develop the same positive way. Write a reflective summary regarding the way you have changed over a given period of time. Share some forecast by looking ahead: how the experiences listed in the essay would influence further personal development. By looking at the past events, decide which of them was the most important. The good idea is to compare & contrast past and future events to stress the gaps between the obtained skills and experience, possibly gained in the future. Don't want to bother with writing any conclusions? Use a summary maker to generate e reflective essay conlusion in seconds.

How to Write a Reflective Essay: 10 Easy Steps

Writing personal reflection helps students to stress their individuality by highlighting various skills, knowledge, behavior, feelings, and even mood. The purpose of writing a reflective essay is to show how the person changed over time and what factors played an important role in those metamorphoses. Keep on reading this section to learn steps that will make your reflective writing perfect. Step 1:  Think of the questions that interest you the most. It may be your experience, feelings, or an event in life. Make sure you analyzed the question well. Check credible sources and collect relevant information. Step 2:  Decide what you want to write about. Make sure you know how to title an essay . Identify the topic. Step 3:  After you decided on a topic, create an appealing title that will entice readers. Make sure your title is clear and to the point. Step 4:  Create an outline of your essay. Step 5:  Create an attention-grabbing hook for reflective essay. It should be some intriguing sentence or phrase that will arouse the interest of your readers. Step 6:  Create an introduction of your reflection paper. Step 7:  Think what you will include in the main body of your text. Start writing your body paragraphs. Step 8:  Diversify your text with all the necessary details to make your readers see a clear picture of the environment in your story. It can be some place, people, atmosphere, etc. Step 9:  After the reader is already familiar with the setting and characters, you should tell about yourself. What were your feelings? How has the situation affected you? What did you learn from this situation? Step 10:  Conclude your reflective essay. Briefly summarize all the points that were mentioned in your text and provide a short moral with recommendations. You can use these steps as a checklist for your writing process. In case you need another step-by-step guide on response essays  or any other type of writing, we've got you covered.

>> Read more: How to Write Essays

Reflective Essays Sample From Successful College Students

No recommendations, tips & tricks help the students to understand the way a particular assignment should look like in the end as effectively as the examples. The article contains one of the up-to-date reflective essay examples from a college student.

Writing a Reflective Essay: Bottom Line

Congratulations, we have learned how to write a reflective essay. We really do hope that our guidelines, tips, and examples were useful to you. Now, you can definitely work on your reflection assignment with a clear understanding of its structure and main points. So start your writing, and the sky's the limit! 

In case you need more writing tips, feel free to browse our Blog. Be it a diagnostic essay , a synthesis essay  or a response paper , we have tutorials for any type of writing. 

Consider  buying essay papers  in case you've got other plans for the evening. Submit your details to StudyCrumb and get an astounding paper written in line with your requirements. Your assigned writer will handle any assignment with a blink of an eye!

Frequently Asked Questions about Writing a Reflective Essay

1. what is a common mistake when writing a reflective essay.

A common mistake when writing a reflective essay is to drift away from the subject you're writing about. It usually happens when you don’t stick to your initial plan. So plan your writing well and if you feel that you go a bit off topic, be sure that you return to the same topic you originally discussed.

2. What is the purpose of writing a reflective essay?

The purpose of writing a reflective essay is to make a student write about their personal experience, explore it, reflect on it and find positive and negative aspects. The goal is to analyze how a student changed due to this experience and what made them change. What lesson a student learned is an essential point in persuasive writing.

3. How to write a reflective essay on a book?

If you are writing a reflective essay on a book, the main task is to show your teacher how you reflect on a chosen book, how you understand the problem presented by an author. To create a good essay, start with brief information about the author. Then, without spoilers, briefly summarize the main points of a book. After that explain the main conflicts, share your impressions. Ask questions like: “What are the peculiarities of the main characters?”, “What did an author want to say by indicating the main issues?”

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

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Writing with artificial intelligence, reflection essay.

• CC BY-NC-ND 4.0 by Kristen Gay

At first glance, academic and reflection can sound like contradictory concepts. Writing an academic reflection essay often involves striking a balance between a traditional, academic paper and a reflective essay. In order to find this balance, consider the terms that encompass the title of the assignment

The term “academic” suggests that the writer will be expected to observe conventions for academic writing, such as using a professional tone and crafting a thesis statement. On the other hand, the term “reflection” implies that the writer should critically reflect on their work, project, or writing process, depending on the assignment, and draw conclusions based on these observations.

In general, an academic reflection essay is a combination of these two ideas: writers should observe conventions for academic writing while critically reflecting on their experience or project. Note that the term “critically” suggests that the writing should not merely tell the reader what happened, what you did, or what you learned. Critical reflection takes the writing one step further and entails making an evaluative claim about the experience or project under discussion. Beyond telling readers what happened, critical reflection tends to discuss why it matters and how it contributed to the effectiveness of the project.

Striking the proper balance between critical reflection and academic essay is always determined by the demands of the particular writing situation, so writers should first consider their purpose for writing, their audience, and the project guidelines. While the subject matter of academic reflections is not always “academic,” the writer will usually still be expected to adapt their arguments and points to academic conventions for thesis statements, evidence, organization, style, and formatting.

Several strategies for crafting an academic reflection essay are outlined below based on three important areas: focus, evidence, and organization.

Table of Contents

A thesis statement for an academic reflection essay is often an evaluative claim about your experiences with a process or assignment. Several strategies to consider for a thesis statement in an academic reflection essay include:

• Being Critical: It is important to ensure that the evaluative claim does not simply state the obvious, such as that you completed the assignment, or that you did or did not like it. Instead, make a critical claim about whether or not the project was effective in fulfilling its purpose, or whether the project raised new questions for you to consider and somehow changed your perspective on your topic.
• Placement: For some academic reflection essays, the thesis may not come in the introduction but at the end of the paper, once the writer has fully explained their experiences with the project. Think about where the placement of your thesis will be most effective based on your ideas and how your claim relates to them.

Consider the following example of a thesis statement in an academic reflection essay:

By changing my medium from a picture to a pop song, my message that domestic violence disproportionately affects women was more effectively communicated to an audience of my classmates because they found the message to be more memorable when it was accompanied by music.

This thesis makes a critical evaluative claim (that the change of medium was effective) about the project, and is thus a strong thesis for an academic reflection paper.

Evidence for academic reflection essays may include outside sources, but writers are also asked to support their claims by including observations from their own experience. Writers might effectively support their claims by considering the following strategies:

• Incorporating examples: What examples might help support the claims that you make? How might you expand on your points using these examples, and how might you develop this evidence in relation to your thesis?
• Personal anecdotes or observations: How might you choose relevant personal anecdotes/observations to illustrate your points and support your thesis?
• Logical explanations: How might you explain the logic behind a specific point you are making in order to make it more credible to readers?

Consider the following example for incorporating evidence in an academic reflection essay:

Claim: Changing the medium for my project from a picture to a pop song appealed to my audience of fellow classmates.

Evidence: When I performed my pop song remediation for my classmates, they paid attention to me and said that the message, once transformed into song lyrics, was very catchy and memorable. By the end of the presentation, some of them were even singing along.

In this example, the claim (that the change of medium was effective in appealing to the new audience of fellow classmates) is supported because the writer reveals their observation of the audience’s reaction. (For more about using examples and anecdotes as examples, see “Nontraditional Types of Evidence.”)

Organization

For academic reflection essays, the organizational structure may differ from traditional academic or narrative essays because you are reflecting on your own experiences or observations. Consider the following organizational structures for academic reflection essays:

• Chronological Progression: The progression of points will reflect the order of events/insights as they occurred temporally in the project.

Sample Chronological Organization for a Remediation Reflection:

Paragraph 1: Beginning of the project

Paragraph 2: Progression of the remediation process

Paragraph 3: Progression of the remediation process

Paragraph 4: Progression of the remediation process

Paragraph 5: Progression of the remediation process

Paragraph 6: Conclusion—Was the project effective. How and why? How did the process end?

• By Main Idea/Theme: The progression of points will centralize on main ideas or themes of the project.

Sample Organization By Main Idea/Theme for a Remediation Reflection:

Paragraph 1: Introduction

Paragraph 2: Discuss the message being translated

Paragraph 3: Discuss the change of medium

Paragraph 4: Discuss the change of audience

Paragraph 5: Was the change effective? Explain.

Paragraph 6: Conclusion

Remember that while these strategies are intended to help you approach an academic reflection paper with confidence, they are not meant to be prescriptive. Academic reflection essays are often unique to the writer because they ask the writer to consider their observations or reactions to an experience or project. You have distinctive ideas and observations to discuss, so it is likely that your paper will reflect this distinctiveness. With this in mind, consider how to most effectively compose your paper based on your specific project guidelines, instructor suggestions, and your experiences with the project.

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Reflective writing: Reflective essays

• What is reflection? Why do it?
• What does reflection involve?
• Reflective questioning
• Reflective writing for academic assessment
• Types of reflective assignments
• Differences between discursive and reflective writing
• Sources of evidence for reflective writing assignments
• Linking theory to experience
• Reflective essays
• Portfolios and learning journals, logs and diaries
• Examples of reflective writing
• Video summary
• Bibliography

On this page:

“Try making the conscious effort to reflect on the link between your experience and the theory, policies or studies you are reading” Williams et al., Reflective Writing

Writing a reflective essay

When you are asked to write a reflective essay, you should closely examine both the question and the marking criteria. This will help you to understand what you are being asked to do. Once you have examined the question you should start to plan and develop your essay by considering the following:

• What experience(s) and/or event(s) are you going to reflect on?
• How can you present these experience(s) to ensure anonymity (particularly important for anyone in medical professions)?
• How can you present the experience(s) with enough context for readers to understand?
• What learning can you identify from the experience(s)?
• What theories, models, strategies and academic literature can be used in your reflection?
• How this experience will inform your future practice

When structuring your reflection, you can present it in chronological order (start to finish) or in reverse order (finish to start). In some cases, it may be more appropriate for you to structure it around a series of flashbacks or themes, relating to relevant parts of the experience.

Example Essay Structure

This is an example structure for a reflective essay focusing on a single experience or event:

When you are writing a reflective assessment, it is important you keep your description to a minimum. This is because the description is not actually reflection and it often counts for only a small number of marks. This is not to suggest the description is not important. You must provide enough description and background for your readers to understand the context.

You need to ensure you discuss your feelings, reflections, responses, reactions, conclusions, and future learning. You should also look at positives and negatives across each aspect of your reflection and ensure you summarise any learning points for the future.

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Examples of Reflective Writing

Types of reflective writing assignments.

A journal  requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.

A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.

A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.

A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.

An essay diary  can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).

a peer review  usually involves students showing their work to their peers for feedback.

A self-assessment task  requires you to comment on your own work.

Some examples of reflective writing

Social science fieldwork report (methods section).

Engineering Design Report

Learning Journal (weekly reflection)

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.

We thank the students who permitted us to feature examples of their writing.

Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required. 

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Professors share 5 myths students believe about college, how to write a character analysis essay, anxiety among students: what do teachers think about it, dorm overbooking and transitional housing: problems colleges are trying to solve, how to write a reflective essay.

You are probably already used to writing academic essays where you have to analyze and dissect specific topics, books, or pieces of research. But what if your professor asks you to write a reflective essay? Will you be able to do it? If you are not sure, then this guide is a must-read for you. 

What is a Reflective Essay & How to Choose a Topic

What is a reflective essay? It’s a type of personal essay, that, nonetheless, is very similar to academic writing. In a reflective essay you, as a writer, explore a specific theme, topic, or subject, from your perspective. Basically, you give your own opinion on the topic, and explain why you think that way, often incorporating your personal experiences into this narrative. This type of paper is usually subjective, as its main purpose is to show your processing of something (event, book, lecture, anything). 

As to the topic of such essays, they can be very versatile. You can reflect on a specific life experience you had, outlining what happened, what did you think of it, and what did you learn. Sometimes, your professors may ask you to write a reflective essay on how a lecture, book, documentary, or learning experience has influenced and shaped your life. You can even be asked to visit an exhibition, go to a museum, or watch a movie and then write a reflection paper about it. So the variety of topics that can be chosen for this type of work is vast, to say the least.

Yet, you are most likely going to be writing a reflective essay during your university application process or as a part of your cover letter. There you will have to discuss your background, and how your experiences turned you into a proper candidate for the program.

The Structure of the Self Reflection Essay: Creating an Outline 

You may now think that you know everything you need to start writing your paper. Hold your horses though, because there are a lot of things we have yet to consider. The first one is the reflective essay structure. As with most academic papers, your reflection essay should include an introduction, the main body, and a conclusion paragraph. Below you can see what an outline for the essay paper will look like, following such a format.

Introduction 

An introduction is a greatly important part since it hooks the reader’s attention. That’s why here you need to include an opening sentence that gives the readers something to think about. This can be an opinion, a specific question, or a story from your life that relates to the topic of the essay.  After your hook, provide a brief overview of the topic you will be reflecting on, and end the introduction with a thesis statement that outlines what your reflection will entail.

Body Paragraphs

In the body paragraphs, you specifically explore and reflect on the topic of your writing, You can compare experiences with the main one, and describe your emotions and scenes that a vital to understanding your perspective. 

The body of your essay should be divided into several paragraphs, each focusing on a specific aspect of your reflection. There’s no specific number, as everything depends on how you write and what you write about. Usually, this can be from 2-3 to 4-5 paragraphs. Start each of these with a topic sentence that introduces the point you will discuss. Follow with an explanation of your thoughts and feelings, and support your point by integrating personal experiences or relevant examples. This is where you can dive deep into your reflections, analyzing how the experience affected you and what you learned from it.

As with any final part, the conclusion in the reflective essay should be straight to the point and give a sense of finalization of everything said above. Wrap up your essay by summarizing the main points of your reflection. Reinforce how the experiences discussed have impacted you and possibly what you plan to do based on these reflections. A strong conclusion will leave your reader with a clear understanding of your personal growth and a sense of closure.

A Detailed Guide on How to Write a Reflective Essay

Phew, we got the theoretical part down so now we can peacefully move forward to writing. Of course, you can just create an outline and write as the ideas pop into your head. Let’s be clear though, with such a strategy you can be waiting for relevant insights anywhere from 5-10 minutes to an hour or two. So, to make the process more effective, we came up with a guide that will help you craft your reflective essay gradually, keeping a consistent pace.

Step 1: Choose Your Tone & Topic

First, decide on the tone that suits your reflective essay. Since this type of essay is more personal, a formal tone isn’t necessary. Hence, you can write using personal pronouns like “I”, and “me ” as well.  Choose a topic that deeply resonates with you—this could be a personal experience, an event, or an interaction that has significantly impacted you or your current life. Here, think about the points and emotions associated with this topic to set the groundwork for your reflection.

Step 2: Work With the Materials

We know that reflection essays are mostly written on personal experience, however, it doesn’t mean that you don’t have to refresh your memories of those events. You can look up relevant photos, or maybe diary entries that you made during that period. It’s also a stage where you can ask yourself some critical questions to deepen your understanding: 

• How has this affected me? 
• What have I learned? 
• Are there any unresolved questions/emotions? 

Use this analysis to develop logical themes and select a main topic that incites strong opinions or reflections.

Step 3: Map Out Your Reflections

Create connections between your analyzed material and your insights. Outline these connections in your draft so that your essay follows a logical structure. This will form the skeleton of your body paragraphs. If you are more of a visual learner, you can create a mind map that ties all your ideas together. 

Step 4: Write with Personal Insight

Now, with a general theme, topic, and relevant supporting details (events, memories, emotions) in place, you can begin drafting your essay. You now know how to start a reflective essay – with an engaging introduction. Consider using a relevant quote or a compelling life story. As you move through your body paragraphs, be clear, and use vivid imagery and personal pronouns to express your reflections. Each paragraph should support your central theme with direct impacts and personal feelings, using specific language that shows the depth of both what you went through and the analysis of it.

Step 5: Conclude with Reflection

Wrap up your essay by reiterating the lessons learned and how the experience has reshaped your perspective. Highlight your “Aha!” moment to make a stronger support for your thoughts. Consider the further influence of your insights on your future actions or thinking.

Step 6: Revise and Reflect Again

You have everything on paper, so now you can work on perfecting it. Proofread your essay multiple times. Pay attention to grammar, logic, and the overall flow of your essay. Think about whether your essay captures the essence of your journey and make the necessary adjustments to achieve that.

Pay Attention To This When Writing a Reflective Essay

You have an idea about the structure, format, and the writing process itself. So, what more do you have to know? Well, we don’t say you must use the following information. These are more like tips that can help you stay on track with your writing and avoid some errors that may lead to numerous revisions (and who needs that, especially if you are writing for a college assignment).

• Keep the Length in Mind – A reflective essay is usually not that long and can vary from 200 to 800 words (in some cases, up to 1000). You might have to be specifically mindful of the word count if the essay is for an assignment (with a specific requirement) or application (no assistant will have the time to go through 5-20 pages of reflection).
• Don’t get too informal – When we were discussing the tone, we told you that there’s no need to be strictly formal. However, do not push the boundaries too far as well. It’s better to find the sweet middle ground where you can freely express yourself without adding unnecessary jargon, slang, or cuss words. Just, keep it professional.
• Include only relevant details – As you have a limited word count, you can’t really afford to go into much detail. So keep it relevant. Include only those arguments, events, and thoughts that largely contribute to your topic. Don’t add something just to simply tell about it. Everything should serve a purpose in your essay.
• Focus on one topic – At the beginning, you outline one specific subject that your essay is going to be dedicated to. So stay on track with it. If you discuss your family’s influence on you, don’t drag your friends into it as well. You know, stay focused, and you are going to avoid most of the p[itfalls we mentioned above.

Bonus tip : use other sources. Of course, the reflection essay touches upon YOUR experiences. But it doesn’t mean that you can’t use some kind of philosophical or psychological material to help you support your personal insights. You can use articles, or books you’ve read at the time or which you find relevant now. Believe us, this will show a well-rounded understanding and add depth to your reflective analysis.

Self Reflection Essay – Ideas Pitches

We didn’t want to tire you more with our reflective essay samples, so decided to include something different instead. Below, you will find topic ideas, as well as our suggestions for introduction paragraphs for these topics, that might inspire you to write a reflection essay of your own.

How do you start a reflective essay?

A reflective essay, like most other types of writing, starts with an introduction paragraph. There, you will need to include the purpose of your writing as well as its topic. Note that this paragraph should also give readers insights into why you chose this specific subject, as it will help them better understand your point of view. Including a thesis statement is also important here, so don’t forget to write it down.

What are the three parts of a reflective essay?

If we are talking about the 3 structural parts of a reflective essay, they are an introduction, body part, and conclusion. In case you mean the content of such writing, then you should include the following: what you experienced (basically what you are going to be reflecting on), then your thoughts, meaning the reflection itself, and finally, something you’ve learned from all of this.

What is a good opening sentence for a reflection paper?

A good reflection paper should start with a thought-provoking question, quote, or maybe an anecdote from your life. What type of question or story to choose depends on the topic of your reflection essay and what you are planning on discussing. Your opening should hook the reader, and make them interested in your writing.

What is the best structure for a reflective essay?

The best structure for a reflective essay is the one that mimics the usual structure of any academic writing (and most essays). It will therefore have an introduction, which will include a thesis statement, the body part, where you will reflect on the topic and a conclusion. However, clarify by your professor which structure you should specifically follow, as you also may be able to choose either journaling (regularly writing down entries) or a reflective model as well.

What not to do in a reflective essay?

Although a reflective essay can be based on your personal experience, try to avoid writing too informally. It is a piece of academic writing after all, so your style should be adjusted accordingly. Overloading or insufficient detailing can also make your writing not as effective. So describe any experience adequately, giving the readers everything they need to know to understand and connect to your essay. 

How long should a reflective essay be?

It all depends on the task, of course, but most usually reflective essays are somewhere around 250-800 words. AThat’swhy you need to include only relative and important information there, as you don’t have much space (in terms of word count) to go into extreme detail and analysis. 

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Every time I saw people’s highlight moments, I will lament the injustice of God. But looking at them from another angle, you will find that they have found the right direction through countless failures and attempts, and only then have they achieved what they are today. So I started to reflect on myself, why I am not as good as others? After seeing others succeed, I become self-doubt, afraid of failure, afraid of stepping out of the comfort zone, so how can I doing well? I recently saw a passage that I like very much: “Everyone’s flowering period is different. Some people graduated at the age of 22, but waited for five years to find a good job; some people graduated at the age of 28 and entered the world’s one of the top 500 companies in the year; some people started their own company at the age of 30, but passed away at the age of 60; some people became executives at the age of 60, but lived to the age of 90; Some people built their family at the age of 25, but unfortunately return to single after ten years; some people get married at the age of 35 and live a happy life all their lives.”So I started to stop being anxious, learning not to feel dim when seeing other people shining.. After all, everyone got a different life experience card, so just enjoy the moment.

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Guide on How to Write a Reflection Paper with Free Tips and Example

A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.

Reflection papers should have an academic tone yet be personal and subjective. In this paper, you should analyze and reflect upon how an experience, academic task, article, or lecture shaped your perception and thoughts on a subject.

Here is what you need to know about writing an effective critical reflection paper. Stick around until the end of our guide to get some useful writing tips from the writing team at EssayPro — a research paper writing service

What Is a Reflection Paper

A reflection paper is a type of paper that requires you to write your opinion on a topic, supporting it with your observations and personal experiences. As opposed to presenting your reader with the views of other academics and writers, in this essay, you get an opportunity to write your point of view—and the best part is that there is no wrong answer. It is YOUR opinion, and it is your job to express your thoughts in a manner that will be understandable and clear for all readers that will read your paper. The topic range is endless. Here are some examples: whether or not you think aliens exist, your favorite TV show, or your opinion on the outcome of WWII. You can write about pretty much anything.

There are three types of reflection paper; depending on which one you end up with, the tone you write with can be slightly different. The first type is the educational reflective paper. Here your job is to write feedback about a book, movie, or seminar you attended—in a manner that teaches the reader about it. The second is the professional paper. Usually, it is written by people who study or work in education or psychology. For example, it can be a reflection of someone’s behavior. And the last is the personal type, which explores your thoughts and feelings about an individual subject.

However, reflection paper writing will stop eventually with one very important final paper to write - your resume. This is where you will need to reflect on your entire life leading up to that moment. To learn how to list education on resume perfectly, follow the link on our dissertation writing services .

Unlock the potential of your thoughts with EssayPro . Order a reflection paper and explore a range of other academic services tailored to your needs. Dive deep into your experiences, analyze them with expert guidance, and turn your insights into an impactful reflection paper.

Free Reflection Paper Example

Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper.

Reflection Paper Format

Reflection papers typically do not follow any specific format. Since it is your opinion, professors usually let you handle them in any comfortable way. It is best to write your thoughts freely, without guideline constraints. If a personal reflection paper was assigned to you, the format of your paper might depend on the criteria set by your professor. College reflection papers (also known as reflection essays) can typically range from about 400-800 words in length.

Here’s how we can suggest you format your reflection paper:

Reflection Paper - How to Video Guide

Our experts have created a video guide on how to write a reflection paper step-by-step:

How to Start a Reflection Paper

The first thing to do when beginning to work on a reflection essay is to read your article thoroughly while taking notes. Whether you are reflecting on, for example, an activity, book/newspaper, or academic essay, you want to highlight key ideas and concepts.

You can start writing your reflection paper by summarizing the main concept of your notes to see if your essay includes all the information needed for your readers. It is helpful to add charts, diagrams, and lists to deliver your ideas to the audience in a better fashion.

After you have finished reading your article, it’s time to brainstorm. We’ve got a simple brainstorming technique for writing reflection papers. Just answer some of the basic questions below:

• How did the article affect you?
• How does this article catch the reader’s attention (or does it all)?
• Has the article changed your mind about something? If so, explain how.
• Has the article left you with any questions?
• Were there any unaddressed critical issues that didn’t appear in the article?
• Does the article relate to anything from your past reading experiences?
• Does the article agree with any of your past reading experiences?

Here are some reflection paper topic examples for you to keep in mind before preparing to write your own:

• How my views on rap music have changed over time
• My reflection and interpretation of Moby Dick by Herman Melville
• Why my theory about the size of the universe has changed over time
• How my observations for clinical psychological studies have developed in the last year

The result of your brainstorming should be a written outline of the contents of your future paper. Do not skip this step, as it will ensure that your essay will have a proper flow and appropriate organization.

Another good way to organize your ideas is to write them down in a 3-column chart or table.

Do you want your task look awesome?

If you would like your reflection paper to look professional, feel free to check out one of our articles on how to format MLA, APA or Chicago style

Writing a Reflection Paper Outline

Reflection paper should contain few key elements:

Introduction

Your introduction should specify what you’re reflecting upon. Make sure that your thesis informs your reader about your general position, or opinion, toward your subject.

• State what you are analyzing: a passage, a lecture, an academic article, an experience, etc...)
• Briefly summarize the work.
• Write a thesis statement stating how your subject has affected you.

One way you can start your thesis is to write:

Example: “After reading/experiencing (your chosen topic), I gained the knowledge of…”

Body Paragraphs

The body paragraphs should examine your ideas and experiences in context to your topic. Make sure each new body paragraph starts with a topic sentence.

Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt.

Example: “I saw many people participating in our weight experiment. The atmosphere felt nervous yet inspiring. I was amazed by the excitement of the event.”

As with any conclusion, you should summarize what you’ve learned from the experience. Next, tell the reader how your newfound knowledge has affected your understanding of the subject in general. Finally, describe the feeling and overall lesson you had from the reading or experience.

There are a few good ways to conclude a reflection paper:

• Tie all the ideas from your body paragraphs together, and generalize the major insights you’ve experienced.
• Restate your thesis and summarize the content of your paper.

We have a separate blog post dedicated to writing a great conclusion. Be sure to check it out for an in-depth look at how to make a good final impression on your reader.

Need a hand? Get help from our writers. Edit, proofread or buy essay .

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: create a main theme.

After you choose your topic, write a short summary about what you have learned about your experience with that topic. Then, let readers know how you feel about your case — and be honest. Chances are that your readers will likely be able to relate to your opinion or at least the way you form your perspective, which will help them better understand your reflection.

For example: After watching a TEDx episode on Wim Hof, I was able to reevaluate my preconceived notions about the negative effects of cold exposure.

Step 2: Brainstorm Ideas and Experiences You’ve Had Related to Your Topic

You can write down specific quotes, predispositions you have, things that influenced you, or anything memorable. Be personal and explain, in simple words, how you felt.

For example: • A lot of people think that even a small amount of carbohydrates will make people gain weight • A specific moment when I struggled with an excess weight where I avoided carbohydrates entirely • The consequences of my actions that gave rise to my research • The evidence and studies of nutritional science that claim carbohydrates alone are to blame for making people obese • My new experience with having a healthy diet with a well-balanced intake of nutrients • The influence of other people’s perceptions on the harm of carbohydrates, and the role their influence has had on me • New ideas I’ve created as a result of my shift in perspective

Step 3: Analyze How and Why These Ideas and Experiences Have Affected Your Interpretation of Your Theme

Pick an idea or experience you had from the last step, and analyze it further. Then, write your reasoning for agreeing or disagreeing with it.

For example, Idea: I was raised to think that carbohydrates make people gain weight.

Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of research to overcome my beliefs finally. Afterward, I adopted the philosophy of “everything in moderation” as a key to a healthy lifestyle.

For example: Idea: I was brought up to think that carbohydrates make people gain weight. Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of my own research to finally overcome my beliefs. After, I adopted the philosophy of “everything in moderation” as a key for having a healthy lifestyle.

Step 4: Make Connections Between Your Observations, Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive picture for your theme. You can also try to recognize and break down your assumptions, which you may challenge in the future.

There are some subjects for reflection papers that are most commonly written about. They include:

• Book – Start by writing some information about the author’s biography and summarize the plot—without revealing the ending to keep your readers interested. Make sure to include the names of the characters, the main themes, and any issues mentioned in the book. Finally, express your thoughts and reflect on the book itself.
• Course – Including the course name and description is a good place to start. Then, you can write about the course flow, explain why you took this course, and tell readers what you learned from it. Since it is a reflection paper, express your opinion, supporting it with examples from the course.
• Project – The structure for a reflection paper about a project has identical guidelines to that of a course. One of the things you might want to add would be the pros and cons of the course. Also, mention some changes you might want to see, and evaluate how relevant the skills you acquired are to real life.
• Interview – First, introduce the person and briefly mention the discussion. Touch on the main points, controversies, and your opinion of that person.

Writing Tips

Everyone has their style of writing a reflective essay – and that's the beauty of it; you have plenty of leeway with this type of paper – but there are still a few tips everyone should incorporate.

Before you start your piece, read some examples of other papers; they will likely help you better understand what they are and how to approach yours. When picking your subject, try to write about something unusual and memorable — it is more likely to capture your readers' attention. Never write the whole essay at once. Space out the time slots when you work on your reflection paper to at least a day apart. This will allow your brain to generate new thoughts and reflections.

• Short and Sweet – Most reflection papers are between 250 and 750 words. Don't go off on tangents. Only include relevant information.
• Clear and Concise – Make your paper as clear and concise as possible. Use a strong thesis statement so your essay can follow it with the same strength.
• Maintain the Right Tone – Use a professional and academic tone—even though the writing is personal.
• Cite Your Sources – Try to cite authoritative sources and experts to back up your personal opinions.
• Proofreading – Not only should you proofread for spelling and grammatical errors, but you should proofread to focus on your organization as well. Answer the question presented in the introduction.

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Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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General tips for academic reflections

An overview of key things to keep in mind for academic reflections.

Make sure you know what the assessor is asking for

Your main consideration when producing written or any kind of academic reflection is to know exactly what is expected of you. Therefore, you should ask your assessor what kind of language and structure they are expecting. With that in mind, the characteristics described here and in the sections on language and structure for academic reflections are what is often sought after.

Language of academic reflections

Structure of academic reflections

Using private reflections as foundations for academic reflections

Academic reflective writing is often used to evidence that you have done reflection. Therefore, it is often beneficial to first do a private reflection where you can be as informal and unstructured as you want, and then readapt that into a piece of academic writing.

By using a private reflection initially, you can ensure that you get the full learning opportunity without censoring yourself or being conscious of language, before deciding how best to present your reflections to your assessor. This is similar to figuring out what your argument is and taking notes before writing an essay, or to all the background work you do to solve a technical/mathematical problem that you do not include in your hand-in.

Just as developing your argument and working through each step of a problem can be essential for the final essay or hand-in, for some people doing a private reflection can be very helpful in writing an effective academic reflection. For others, writing their reflection in a formal and structured way from the outset helps them structure their thoughts.

The core elements of academic reflective writing

Academic reflective writing is a genre and just like an essay has characteristics, so does academic reflective writing.

Academic reflective writing requires critical and analytic thought, a clear line of argument, and the use of evidence through examples of personal experiences and thoughts and often also theoretical literature.

You should aim for a balance between personal experience, tone, and academic practice and rigor.

Academic reflective writing should:

• develop a perspective or line of reasoning
• develop a link between your experience or practice and existing knowledge (theoretical or personal)
• show understanding and appreciation of different perspectives to your own
• show recognition that your own understanding is likely incomplete and situations are rarely clear-cut and simplistic
• show learning resulting from the reflection (either by discovering something new or confirming existing knowledge) and how you plan to use it
• be written in an appropriate style with language relevant to your academic discipline
• sometimes, but not always, use theoretical literature to inform your understanding. 

People can have misconceptions about academic reflective writing – some of the common ones are described below.

Developed from:

Ryan, M., 2011. Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.

University of Portsmouth, Department for Curriculum and Quality Enhancement (date unavailable). Reflective Writing: a basic introduction [online].  Portsmouth: University of Portsmouth.

Queen Margaret University, Effective Learning Service (date unavailable).  Reflection. [online].  Edinburgh: Queen Margaret University.

Home ➔ What's an Essay? ➔ Reflective Essay – Definition, Format, Examples

Reflective Essay – Definition, Format, Examples

Education changes rapidly; teachers modify curricula to adjust them to today’s trends and help students pick up critical skills. One of such skills is the ability to witness and assess one’s learning. To master such dexterity, course instructors might assign to write reflective papers.

Although it’s not the most common writing task, knowing how to evaluate various occurrences and document them properly will help you excel in academia and understand your strengths and weaknesses. This guide encompasses all the information you need about a reflective essay, from the definition to do’s and don’ts. 

What is Reflective Writing? 

Reflective writing is an activity in which the writer chooses a memory, event, interaction, or scene, describes it, and includes a personal reflection. Such writing is valuable in the way it helps the writer thoroughly examine their thoughts and emotions and come up with a comprehensive conclusion as to what occurred in the past, how it affected their life, and what could have been done differently. A diary entry is an example of such writing.

People often cast their minds back to re-experience various moments that happened in the past. However, they usually don’t dive into analyzing these occurrences. Nor do they reflect on the outcomes of such events. Reflective writing is a similar practice that entails people’s personal thoughts about past events. Yet, it is way more effective and, above all, analytical. 

What is a Reflective Essay?

A reflective essay is a first-person piece of writing in which you take a look at your life experiences and describe their meaning or what you have learned from them. As an academic analysis , it often involves reflecting on the material you learned in class.

A reflective essay is often a part of the academic syllabus, and students have to write reflective essays quite regularly. They often compose such pieces to reflect on their learning or an event that happened within an academic setting.

Unlike common reflections that many people exercise, this type of essay doesn’t usually cover an event or memory but a theory, reading, or an experience. Through this kind of self-evaluation, students explore learning techniques and their effects, analyzing them and identifying whether they are efficient and if there is room for improvement.

When writing a reflective essay, you might need to analyze a particular object, event, or concept. It is crucial to remember that a reflective essay isn’t just a summary of your observations. It should have an in-depth analysis of whatever you write about.

For instance, suppose you write a reflective essay on a theory that you’ve learned. In that case, you should include information on how you learned it, what you failed to understand (if any), and how you can apply the knowledge you obtained. 

Note: Read our article – What is an essay? – to learn more about academic essays and their features in general.

Why Students Write Reflective Essays

Students have to learn lots of information to make use of their studies. They attend classes and other extracurricular activities to enrich their knowledge and get one step closer to their desired jobs. However, hectic schedules full of classes, other activities, and the number of assigned tasks make students practice rote learning and cram for tests and exams. Such memorization techniques have nothing to do with thoughtful learning. As a result, you might end up being unable to apply the gained knowledge effectively.

Reflective essays aim to prevent students from mindless learning. Writing reflectively lets you review your approaches to studies and look at them from different perspectives. It also allows you to observe ideas and concepts and link them with theories learned during classes. Moreover, by writing a reflective essay, you improve your analytical thinking. It enables you to examine sources and consider various points of view when getting familiar with new ideas. 

Finally, reflective essay writing is vital in developing strong critical thinking abilities. Such papers help learners approach their studying methods more critically and determine whether they are fruitful or need improvement. Also, researchers contend that systemic reflections in the form of an essay or a journal help them evaluate classroom learning and choose the most effective studying strategy. 

Reflective essay writing is becoming an important element in academia, considering the spread of online education and the lack of comprehensive feedback from teachers. It might be especially helpful for students and professionals in composition, education, or health-related areas .

The Format of a Reflection Essay

A reflective essay must be structured appropriately and contain all the elements of an academic paper. It is always based on personal experience or learning and revolves around the three key components that make it thoughtful and coherent.

The Three Main Components of Reflection

#1: description.

The description is the first pillar of a reflection paper. It paints a picture of an event or experience and has to be concise and put in the introductory paragraph. The description should give a clear answer to what happened and what is being examined within your essay. 

#2: Analysis

The analysis is the second critical part of a reflective essay. This section is the most extensive. It determines peculiarities and other essential aspects of the analyzed idea, belief, or thoughts and feelings. Particularly, the writer must explain such an experience or learning by linking it to a relevant point. Whether your reflective essay touches upon an experience (an observation) or learning (a concept you have learned), posing the following questions might help you make your analysis more rigorous:

• Why did it happen? 
• What were you experiencing?
• What ideas can explain what happened?
• What did you find insightful or complicated? Does it have anything similar to what you’d experienced in the past? 
• Has it influenced you? Positively or negatively?

#3: Outcome

The outcome is the ultimate attribute of a reflective essay. When writing this part, the writer encapsulates the gained knowledge, explaining its validity, usefulness, and future implications. You can also ask additional questions if you have second thoughts about the subject. Those can be:

• What did you learn? 
• Suppose what you learned or observed was revealing; how different is it from what you used to think or do?
• Will you incorporate this knowledge in the future? How?
• Is the answer exhaustive, or do you need to research more to understand a theory, notion, etc.?

The Standard Academic Structure

Apart from the mentioned elements, a reflective essay mirrors a typical structure of an academic paper when written. Precisely, the following essential components:

• Introduction: The first paragraph states the topic and provides an overview. It has an opening sentence and describes the main idea. An introduction also includes a thesis statement, which gives a writer’s perspective on an experience, reading, or theory.
• Body: The central part usually works around the thesis, developing it and explaining what the writer has learned. Every main body section analyzes a single idea, provides a short conclusion, and transitions to the following body paragraph. The number of body paragraphs depends on the word count set by your instructor. Assuming it is a five-paragraph paper, it needs to consist of two to four main body paragraphs. 
• Conclusion: The last section ends your piece of writing and voices the outcomes of the topic (an idea, concept, or reading). The writer analyzes the results, highlighting their significance, applications, and overall reactions. 

Note: Read our article – How to Write an Essay – to learn more about basic essay writing techniques and components.

Analysis of Reflective Paper Examples

Writing a reflective essay might be demanding. Yet, it won’t be a complex assignment if you approach it correctly. Below are several examples we are going to analyze in a broader scope. Reading them will shed light on what a well-written reflective essay should look like, what you should focus on, and how to meet the main criteria (rubric). 

Good Samples

The next batch of reflective essay examples is produced by students majoring in the English language at Berry College. Overall, they are nice reflective essays; every work contains description, interpretation, and outcomes, meeting the primary attributes of a reflection paper. Nonetheless, it would be reasonable to take a closer look at each of them and identify where they excel.

Example 1 breakdown: The first paper kicks off with a good, informative, and compressed introduction about the writer’s reflections on the course at college. As can be seen, every paragraph has a straightforward structure. An introduction comprises an opening sentence, description, and an apt thesis statement. A body contains a topic sentence, analysis, and explanation. In turn, a conclusion wraps up critical information and provides outcomes. The essay also clearly analyzes the classes and their contents, explaining how they impacted the author. Other than that, the writer has met the final component of a reflective essay by posing relevant questions (e.g., “Have I grown as a reader and writer?”) and either answering them or expressing doubts. The essay can be considered an exemplary reflective essay. 

Example 2 breakdown: The second reflection paper begins with a perfect introduction, containing an impressive vocabulary and describing the experience of majoring in English. The writer followed a great strategy by asking a rhetorical question and thus catching the audience’s curiosity, making readers continue to read the piece to find the answer. The paper then moves toward analyzing classes along with the reading activities the writer was involved in. The writer managed to provide full-fledged analyses and connect them correctly. Regarding the outcomes, they clearly and successfully finished the paper. The writer has added how they can apply acquired skills in the future, including how the teacher helped shift the writer’s paradigm and think about the upcoming classes from various angles. 

Example 3 breakdown: The third essay is arguably the most academic. It includes formal vocabulary, constructions, and phrases. Besides, it has a transparent description with a powerful thesis. The entire paper is broken down into comprehensive sections, each analyzing different aspects. Notably, this reflection essay has a firm conclusion along with the outcomes of the writer’s long considerations. The author highlights that the major was an eye-opening experience; it helped the writer decide on their future career (e.g., “Thus, I’ve come to the conclusion academia is the niche for me.”) and make them apply to eight English literature Ph.D. programs. It is also essential to point out a frame structure the writer borrows from literary works. In other words, the essay starts with a question, “What is it you English majors do, precisely?” and repeats it in the end, finishing the work with a great answer.

Example 4 breakdown: The final reflection paper from the batch is equally stunning. It sparks the reader’s attention right away with a good hook – the message about being at a crossroads during the author’s sophomore year. Likewise, it contains a well-organized description of undertaken classes along with an analysis of them. The author managed to explain the importance of such courses and the challenges they encountered along the way. For instance, the writer talks about ENG 495, a class on Writing about Place. The first work didn’t end up being the one that the writer expected to see. Yet, this inspired them to work harder on the language and make it less eloquent, lifting, and occasionally overwhelming. 

A Sample That Needs Some Improvement

The second sample comprises a single reflective essay. Presumably, it was written by a high-school student aiming to enroll in a business, marketing, or PR course. Notwithstanding, this reflection paper demonstrates the piece’s idea (senior project), its analysis (what was exciting and most valuable to observe), and the outcomes (what worked well and what had to be improved). 

However, it doesn’t seem to be fully coherent. Although the reflection paper is broken down into them, they sometimes fail to bridge the main idea. For instance, the second section about past activities does not fit the other paragraphs well. It would be best to include the following phrases to strengthen the connection between units and increase the piece’s readability:

• For me, the most critical/useful/valuable
• At first, Initially, Subsequently, I thought/felt/knew
• This might be/is probably because of/related to/explained by

Apart from that, the last section looks clumsy and doesn’t fit the context that well. It doesn’t provide a conclusion to the paper. Neither does it answer a required list of questions from the above. This essay lacks unity and fails to meet all the characteristics of a reflection paper. To sum up, unlike the mentioned examples, this work doesn’t entirely fall into a good reflective essay because of vague transitions and paragraphs with redundant information. 

Final Tips on Writing Reflective Essays

A reflective essay is a type of paper that utilizes analytical thinking. That’s why it is crucial to remain focused and attentive to detail when reflecting on specific essay topics. The following is the list of recommendations to help you compose an effective reflective essay.

• Shape your structure: Academic essay writing involves following a certain structure and formatting style . Unlike a diary entry, it cannot be a free flow of your thoughts. Make sure your reflective essay has an apparent introduction, body, and conclusion sections.
• Make use of your notes: Relying on class notes can help you write a reflective paper. Specifically, it will speed up the writing process, make the paper pertinent to your curriculum, and save time looking for scholarly sources.
• Analyze your content: Many students confuse reflection essay writing with a narrative, describing their personal experience and thus scratching the surface only. Ensure analyzing what happened, why it happened, and what you learned from it.
• Use reflective questions: To improve your analysis, ask yourself a set of specific questions related to the topic. For instance, when writing about theoretical material, you can ask yourself, “How did it change my life?”, “How else can I apply this to my life?”, “What knowledge did I gain?”, “Does it make me more competent?” etc.
• Don’t use informal language: Although you need to speak from your point of view and use phrases, like I reckon, In my opinion, I believe, and so forth, there are still limitations. Avoid colloquial language, idioms, and other phrases that can negatively influence your piece, making it biased and overly subjective.
• Don’t exaggerate with descriptions: Whatever your topic, you need to describe it in the introductory paragraph. However, keep in mind that your task is to reflect on something. Therefore, keep the description short and clear.
• Don’t just recount what you experienced: Without a deep analysis, your reflective essay will turn out to be a book report or a simple story. You should not only narrate or describe but also analyze and draw conclusions .
• Don’t start without an outline: You risk failing overall unity and readability when writing a reflective essay without an outline . Furthermore, you will spend more time working on your piece. Create an essay outline before writing a reflective paper. 

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Study Skills

Reflective practice toolkit, introduction.

• What is reflective practice?
• Everyday reflection
• Models of reflection
• Barriers to reflection
• Free writing
• Reflective writing exercise
• Bibliography

Many people worry that they will be unable to write reflectively but chances are that you do it more than you think!  It's a common task during both work and study from appraisal and planning documents to recording observations at the end of a module. The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls.

What is reflective writing?

Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. It can help you to reflect on a deeper level as the act of getting something down on paper often helps people to think an experience through.

The key to reflective writing is to be analytical rather than descriptive. Always ask why rather than just describing what happened during an experience. 

Remember...

Reflective writing is...

• Written in the first person
• Free flowing
• A tool to challenge assumptions
• A time investment

Reflective writing isn't...

• Written in the third person
• Descriptive
• What you think you should write
• A tool to ignore assumptions
• A waste of time

Adapted from The Reflective Practice Guide: an Interdisciplinary Approach / Barbara Bassot.

You can learn more about reflective writing in this handy video from Hull University:

Created by SkillsTeamHullUni

• Hull reflective writing video transcript (Word)
• Hull reflective writing video transcript (PDF)

Where might you use reflective writing?

You can use reflective writing in many aspects of your work, study and even everyday life. The activities below all contain some aspect of reflective writing and are common to many people:

1. Job applications

Both preparing for and writing job applications contain elements of reflective writing. You need to think about the experience that makes you suitable for a role and this means reflection on the skills you have developed and how they might relate to the specification. When writing your application you need to expand on what you have done and explain what you have learnt and why this matters - key elements of reflective writing.

2. Appraisals

In a similar way, undertaking an appraisal is a good time to reflect back on a certain period of time in post. You might be asked to record what went well and why as well as identifying areas for improvement.

3. Written feedback

If you have made a purchase recently you are likely to have received a request for feedback. When you leave a review of a product or service online then you need to think about the pros and cons. You may also have gone into detail about why the product was so good or the service was so bad so other people know how to judge it in the future.

4. Blogging

Blogs are a place to offer your own opinion and can be a really good place to do some reflective writing. Blogger often take a view on something and use their site as a way to share it with the world. They will often talk about the reasons why they like/dislike something - classic reflective writing.

5. During the research process

When researchers are working on a project they will often think about they way they are working and how it could be improved as well as considering different approaches to achieve their research goal. They will often record this in some way such as in a lab book and this questioning approach is a form of reflective writing.

6. In academic writing

Many students will be asked to include some form of reflection in an academic assignment, for example when relating a topic to their real life circumstances. They are also often asked to think about their opinion on or reactions to texts and other research and write about this in their own work.

Think about ... When you reflect

Think about all of the activities you do on a daily basis. Do any of these contain elements of reflective writing? Make a list of all the times you have written something reflective over the last month - it will be longer than you think!

Reflective terminology

A common mistake people make when writing reflectively is to focus too much on describing their experience. Think about some of the phrases below and try to use them when writing reflectively to help you avoid this problem:

• The most important thing was...
• At the time I felt...
• This was likely due to...
• After thinking about it...
• I learned that...
• I need to know more about...
• Later I realised...
• This was because...
• This was like...
• I wonder what would happen if...
• I'm still unsure about...
• My next steps are...

Always try and write in the first person when writing reflectively. This will help you to focus on your thoughts/feelings/experiences rather than just a description of the experience.

Using reflective writing in your academic work

Many courses will also expect you to reflect on your own learning as you progress through a particular programme. You may be asked to keep some type of reflective journal or diary. Depending on the needs of your course this may or may not be assessed but if you are using one it's important to write reflectively. This can help you to look back and see how your thinking has evolved over time - something useful for job applications in the future. Students at all levels may also be asked to reflect on the work of others, either as part of a group project or through peer review of their work. This requires a slightly different approach to reflection as you are not focused on your own work but again this is a useful skill to develop for the workplace.

You can see some useful examples of reflective writing in academia from Monash University ,  UNSW (the University of New South Wales) and Sage . Several of these examples also include feedback from tutors which you can use to inform your own work.

Laptop/computer/broswer/research by StockSnap via Pixabay licenced under CC0.

Now that you have a better idea of what reflective writing is and how it can be used it's time to practice some techniques.

This page has given you an understanding of what reflective writing is and where it can be used in both work and study. Now that you have a better idea of how reflective writing works the next two pages will guide you through some activities you can use to get started.

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• Last Updated: Jun 21, 2023 3:24 PM
• URL: https://libguides.cam.ac.uk/reflectivepracticetoolkit

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Writing an academic reflection

Reflective writing requires you to think deeply and write about an experience, event or course content.

This involves writing about:

• What happened ( positive or negative ) and what you personally learned from the experience.
• What it means, and how it changes the way you think or understand something.
• What you can change or how you can apply the new learning in the future.

Reflective writing records the development of your insights and ideas. It focuses on a specific new understanding and its application to future practice.

The following diagram illustrates the reflective process of DIEP.

Insight to transfer: top to bottom.

Describe: What happened? What did you learn?

Interpret: What does the experience mean? Why?

Evaluate: How valuable was the learning experience?

Plan: How will you apply your learning?

In this tutorial

• How to use DIEP (Describe Interpret Evaluate Plan)
• Sample reflection
• Academic reflection activities

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A great example of a reflective essay

(Last updated: 12 May 2021)

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Fieldwork experiences can often be a daunting way of conducting research but they can also be fulfilling. I have had first-hand experience conducting fieldwork for my master’s degree, and while it was a generally enjoyable experience, I did make a number of mistakes during the process. However, I learned some valuable lessons as a result of this too. During my fieldwork in Rwanda, I increasingly realised that it was important to incorporate primary research data into my study, but because of a lack of data on my topic, I made use of other sources of qualitative data to validate my findings. This strategy, according to Denzin (1970), is known as methodological triangulation and it allows researchers to make use of various data gathering methods to ensure internal validity. Based on the use of methodological triangulation, I specifically designed interviews targeted at both elite groups and slum dwellers in Rwanda to investigate the thinking behind the urban policies designed by political elites, and how it impacts marginalised slum dwellers.

The first group of interviewees that I targeted comprised of government officials and the second comprised of a group people living in slums. The elite interviews were generally semi-structured in nature and were based on open- and closed-ended questions. Scholars such as Harvey (2011) have noted that this is the best approach for elite interviews because it allows flexibility and hence, maximises response rates. Notably, scholars such as Aberbach and Rockman (2002), Hoffmann-Lange (1987) as well as Zuckerman (1972) have also shown that elites prefer to engage with open-ended questions so that they can articulate their views coherently. During my interviews with elite groups, I did not always draft formal questions, but I made sure that I was familiar with the topic so that I could comfortably develop a natural rapport with the respondents. Interview times ranged from thirty minutes to up to two hours, and respondents commonly offered me some data sets to consult, which followed with some discussion. I was often required to submit a formal application to access these files, and although I formally submitted a request letter to the Ministry of Urban Development, my efforts proved futile, and it became increasingly frustrating for me to access the data sets I needed.

In some of the interviews, I found that political elites provided evasive answers because of the politically sensitive nature of some of the questions posed. The general etiquette according to Peabody et al. (1990) suggests that political elites should ideally not be interviewed using recording devices as it can cause elusiveness and anxiety – although I did not use a recorder, I continued to receive elusive responses which sometimes left me frustrated and disillusioned with my project. I felt particularly irritated because the absence of a recording device meant I was unable to get hold of a verbatim record of my interviews. Because I had to write down observational notes while engaging with the respondent, it was difficult to record all the information and I lost out on some important points. I tried to strike a balance between note taking and the interview process, but I found this to be a difficult endeavour. I was able to access more political elites than initially anticipated, however it often felt futile because I couldn’t source as much information as I had wanted from this sample group. I tried to counteract these limitations by shifting my focus to the second sample in my study, the slum dwellers, although this was also fraught with some complications. Comparatively and overall, the second sample group proved to be more cooperative and I quickly learned that I had wasted a significant amount of time focusing on political elites, when a lot of the responses I desired could have easily been sourced from policy documents and government reports.

As mentioned, I discovered that slum dwellers, after gaining their trust, provided a great deal of nuanced insight into my understanding of urban regeneration in Rwanda, which was very beneficial for my project. Harvey (2011) has highlighted how field researchers must endeavour to earn the trust of their respondents to gain access to high quality data and looking at the results I garnered, I believe I was able to do this successfully. The data acquisition from the sample group was however, not without complications. The first complication pertained to my status as a foreigner, which I realised made several people wary of my presence. After visiting the research site continuously over a period of time, they became more familiar with me and thus opened up to the idea of participating in my study. I also ensured that I hired a local research assistant, and I realised that my association with a local gave me a greater deal of legitimacy in the eyes of my potential research respondents.

While oftentimes the data collection process was extremely stressful, and sometimes precarious, I learned to be resilient in, and how to maintain focus on meeting my set objectives. Concurrently, I also learned when to change approaches in the field – especially when a particular research method had proven to be unsuccessful. In hindsight, I should have changed my approach much earlier to save a lot of the time I wasted. Looking back, I would have placed less emphasis on the elite sample group as primary data was not necessary for addressing my research questions concerning government policy. I could have saved time and effort in sourcing this information from secondary sources such as government reports and books. I also would have employed a local researcher much earlier in the process as it paved the way for gaining the trust of respondents. At the same time, I realised that I should have provided a lot more training for the research assistant who also served as a translator, due to the events that ensued in the field.

According to scholars such as Temple and Edwards (2002, p.2) “the interpreter is a conduit linking the interviewer with the interviewee and ideally is a neutral party who should not add or subtract from what the primary parties communicate to each other” but in my research, I quickly realised that this was not the case. Generally, the research assistant was highly opinionated and in some instances tried to impose his political views on my respondents. Looking back, I think I could have done a better job in training him and getting him to understand why the responses of interviewees should not be pre-empted. There were several instances where I also noticed that the translation process was not as effective as it should be during the fieldwork process. Due to my increasing familiarity with local dialects, I was able to discern when the translator was not providing the full picture with respect to the responses of the respondents. In my opinion, this was indicative of the lack of training which the translator received and I learned to not just assume that job roles were obvious, especially in this context. In instances where omissions were obvious, I questioned the translator to gain further details. During the early stages of the fieldwork, he was also far too independent and in some instances, did not stick to the script, in terms of the interview questions I had drafted. In hindsight, I should have done a trial run or pilot study, so that he was better acquainted with the standard of research I was expecting.

Overall, the process was a challenging one that introduced me to the iterative nature of fieldwork. It became increasingly obvious to me that in the field, nothing ever goes as neatly as planned on paper. I realised how imperative both resilience and flexibility was in the field. In hindsight, I would have prepared back-up alternatives for each aspect of my study, since in some cases I was completely thrown off guard and had to take a few days off to re-strategise. I lost a few valuable days by doing this and if I had managed my expectations with more caution, I believe I would have been better prepared for the unexpected occurrences in the field. On reflection, I would also have taken my positionality far more seriously, as I never imagined that the way I was perceived by others could affect my study. During my interviews with elite groups, they were often bemused and yet intrigued at the same time about my role as a foreign female researcher. Scholars such as Kobayashi (1994) have highlighted how gender identities play out during fieldwork, meaning women are often discriminated against on the basis of their sex. I did not experience discrimination, but I feel my being a woman helped me gain access to certain respondents that I never anticipated to access, because I was somewhat perceived as a damsel in distress who needed help. While the pity I received worked in my favour, it had no bearing within the interviews themselves as I was not able to acquire the data that I hoped to. Having a better understanding of the cultural nuances would have helped me to manage my expectations better. Indeed, researchers such as Denzin and Lincoln (2011) have highlighted how a researcher’s ability to gain access is shaped by personal characteristics, including gender. Looking back, I believe my fieldwork project was fairly successful, mostly because of its ability to gain nuanced insight from the second sample involving slum dwellers. The major pitfalls of the project mostly pertained to the logistics of the project – specifically the lack of training for the research assistant, and the general lack of a research focus.

References Aberbach, J. & Rockman, B., 2002. Conducting and Coding Elite Interviews. PS: Political Science and Politics, 35(4), pp.673–676. Available at: http://www.jstor.org/stable/1554807?seq=1#page_scan_tab_contents [Accessed November 20, 2015].

Denzin, N., 1970. The Research Act in Sociology, Chicago: Aldine. Denzin, N.K. and Lincoln, Y.S., 2011. The Sage handbook of qualitative research. Sage.

Harvey, W.S., 2011. Strategies for conducting elite interviews. Qualitative Research, 11(4), pp.431– 441. Available at: http://qrj.sagepub.com/content/11/4/431.abstract [Accessed May 6, 2015].

Herod, A., 1999. Reflections on interviewing foreign elites: praxis, positionality, validity, and the cult of the insider. Geoforum, 30(4), pp.313-327.

Highley, J., Deacon, D. & Smart, D., 1979. Elites in Australia, London: Routledge.

Hoffmann-Lange, U., 1987. Surveying national elites in the Federal Republic of Germany. In G. Moyser & M. Wagstaffe, eds. Research Methods for Elite Studies. London: Allen & Unwin, pp. 27– 47.

Johl, S.K. and Renganathan, S., 2010. Strategies for gaining access in doing fieldwork: Reflection of two researchers. The Electronic Journal of Business Research Methods, 8(1), pp.42-50.

Kobayashi, A., 1994. Coloring the field: Gender,“race,” and the politics of fieldwork. The Professional Geographer, 46(1), pp.73-80.

Mullings, B., 1999. Insider or outsider, both or neither: some dilemmas of interviewing in a cross-cultural setting. Geoforum, 30(4), pp.337-350.

Nolinske, T., 1995. Multiple mentoring relationships facilitate learning during fieldwork. American Journal of Occupational Therapy, 49(1), pp.39-43.

Rose, G., 1997. Situating knowledges: positionality, reflexivities and other tactics. Progress in human geography, 21(3), pp.305-320.

Overing, J., 1987. Translation as a creative process: The power of the name. Comparative anthropology, 70, p.71.

Peabody, R., Hammond, S., Torcom, J., Brown, L., Thompson, C. & Kolodny, R., 1990. Interviewing Political Elites. PS: Political Science and Politics, 23(3), pp.451–455.

Temple, B. and Edwards, R., 2002. Interpreters/translators and cross-language research: Reflexivity and border crossings. International Journal of Qualitative Methods, 1(2), pp.1-12.

Zuckerman, H., 1972. Interviewing an Ultra-Elite. Public Opinion Quarterly, 36(2), p.159. Available at: http://poq.oxfordjournals.org/content/36/2/159.abstract [Accessed November 20, 2015].

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What? So What? Now What? Critical Reflection Model

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

The “What? So What? Now What?” model offers a practical framework for incorporating reflection into various aspects of our lives, leading to continuous learning, growth, and improved decision-making.

The “What? So What? Now What?” reflective model, originating from Terry Borton and further developed by Rolfe et al. for healthcare practice, emphasizes a cyclical progression of understanding and action.

The stages are interconnected, with each one building upon the insights gained from the previous stage.

• “What?” establishes the foundation by focusing on objective description. It prompts the individual to gather the facts and details of the experience without immediate interpretation or judgment.
• “So What?” transitions from observation to analysis. It encourages the individual to make sense of the “What?” by exploring their emotional responses, connecting the experience to prior knowledge, identifying patterns, and uncovering potential implications. This stage helps individuals move beyond merely recounting events to understanding their significance.
• “Now What?” propels reflection into action. Drawing upon the insights from the “What?” and “So What?” stages, this stage focuses on developing concrete steps for improvement, future application of learning, and personal or professional growth. It transforms reflection from a passive process of thinking to an active process of planning and doing.

The connection between these stages is crucial as it allows for a deeper level of understanding and more effective action.

By regularly reflecting on our experiences, we can identify areas for improvement and make more informed decisions in the future.

Who are the authors of the Reflective Model?

Originally developed by Terry Borton for teachers and educational settings, it gained popularity as a reflective tool in clinical healthcare settings in the 1980s. Its enduring appeal lies in its simplicity and efficacy.

Rolfe et al.’s reflective model, based on Borton’s “What? So What? Now What?” model, is a framework tailored for healthcare practitioners, particularly in nursing.

While sharing the same three-stage structure, Rolfe et al.’s adaptation emphasizes clinical practice, focusing on developing clinical judgment, communication skills, and patient-centered care.

This model is often integrated into nursing education to help students connect theory and practice.

Stage 1. What? – Describing the Experience

The “What?” stage focuses on objectively describing the experience or event. This involves detailing the facts without interpretation or judgment.

The “What” stage establishes a clear, factual account of the experience, laying the foundation for deeper analysis in the subsequent stages.

It encourages individuals or groups to slow down, step back, and articulate the concrete details of what transpired, without immediately jumping to interpretations, judgments, or emotional responses.

It’s crucial to be as comprehensive and objective as possible during this stage to ensure a solid basis for reflection.

Here’s a breakdown of the key aspects of the “What?” stage:

• Focus on Facts: The emphasis is on providing a neutral and impartial account of the event, sticking to observable and verifiable information.
• Sensory recall : Participants are encouraged to replay the event in their mind as if watching it on a movie screen, focusing on what they saw, heard, or felt.
• Objectivity Over Subjectivity: While personal experiences are acknowledged, the goal is to describe them in a way that minimizes personal biases and interpretations.
• Inclusivity : If reflecting as a group, it’s important to hear from different perspectives, as people may have noticed different things
• Setting the Stage for Deeper Analysis: The “What?” stage provides the necessary context and factual basis for the subsequent “So What?” and “Now What?” stages, which explore the meaning and implications of the experience.

Examples of questions that can guide the “What?” stage, prompting individuals to consider specific details, actions, and observations related to the experience:

• What happened? – This encourages a concise and chronological account of the events.
• What did you observe? – This prompts focus on sensory details and specific observations.
• What was your experience? – This invites reflection on personal involvement in the event.
• What worked well, and what didn’t? – This prompts an initial, surface-level assessment of successes and challenges.
• Who else was involved? – This encourages consideration of the social context and the roles of others.
• What did you do? – This focuses on specific actions taken during the experience.

By thoroughly addressing these “What?” questions and establishing a clear, factual understanding of the experience, individuals and groups can lay a strong foundation for meaningful analysis and the identification of valuable insights in the later stages of the reflection model.

Example of a “What?” Stage Reflection

Let’s imagine a scenario where a first-year nursing student is reflecting on their first experience assisting a registered nurse in providing wound care to a patient. Here’s how the student might approach the “What?” stage of reflection, focusing on objective description:

• What happened? I assisted a registered nurse in providing wound care to an elderly patient with a diabetic ulcer on their foot. We gathered the necessary supplies, including sterile gloves, saline solution, gauze, and bandages. The nurse explained each step of the procedure to me and allowed me to observe before I helped. I assisted in holding the patient’s leg steady while the nurse cleaned the wound and applied a new dressing.
• What did you observe? The wound was about two inches in diameter and had a yellowish discharge. The patient appeared to be in some discomfort, grimacing slightly when the wound was being cleaned. The nurse was very gentle and patient with the patient, explaining each step clearly and providing reassurance.
• What was your experience? I was initially nervous about participating in wound care, as I had never done anything like it before. However, the nurse made me feel more at ease by explaining the procedure thoroughly and allowing me to observe first. I was surprised by how much care and attention to detail was required.
• What worked well? The nurse’s calm and reassuring demeanor helped to put the patient at ease. I felt that my assistance in holding the patient’s leg steady was helpful in allowing the nurse to focus on the wound care.
• What didn’t work well? I felt a bit awkward and unsure of myself at times, as I was still unfamiliar with the procedure and the supplies. I think I could have benefited from reviewing the steps involved in wound care beforehand.
• Who else was involved? The registered nurse, the patient, and myself were directly involved in the wound care procedure.
• What did you do? I helped gather supplies, observed the nurse, held the patient’s leg steady, and assisted in disposing of the used materials.

This detailed, objective account of the experience provides the foundation for the student to move on to the “So What?” stage, where they can begin to analyze their feelings, reactions, and the significance of the experience.

Stage 2. So What? – Analyzing and Sense-Making

The “So What?” stage delves into analysis and sense-making. This stage encourages you to examine your feelings, thoughts, and interpretations of the experience.

The goal is to uncover insights and identify what difference the event made. This stage is where analysis, critical thinking, and sense-making take center stage.

Here’s a breakdown of what the “So What?” stage entails:

• Connecting the Dots: It involves identifying patterns, relationships, and potential causes and effects related to the experience described in the “What?” stage. Relate the experience to relevant theories, course concepts, or broader ideas
• Exploring Emotions and Reactions: It encourages individuals to examine their feelings, thoughts, and initial interpretations of the experience. Why did they react in a certain way? What assumptions or prior experiences might have influenced their perceptions?
• Evaluating impact : Assess the consequences of the event for yourself and others.
• Identifying Learning Points: The goal is to uncover insights, lessons learned, and areas for potential growth based on the experience.
• Generating Hypotheses: It can involve developing initial explanations or interpretations of why things happened the way they did, which can later be explored further.

Some guiding questions for this stage include:

• What was important about this situation?
• How did you feel when it happened?
• Did anything in particular trigger these emotions in you?
• What might have been behind your response?
• Did you learn a new skill or clarify an interest?
• Are there any implications for you personally or professionally?
• Who might you have forgotten to consider in that encounter?
• What might impact the recipient’s views or experience of the project?
• What caused this event?
• Why might have other people acted the way they did?
• Was this event part of a broader pattern?
• How does this experience connect to course concepts?
• What other insights or hypotheses could be drawn from the experience?
• What is the importance of this?
• So what more do I need to know about this?
• What are some of the most pressing needs/issues in the community? How does this project address those needs?
• What contributes to the success of projects like this? What hinders success?

By thoughtfully engaging with these “So What?” questions, individuals and groups can extract valuable lessons from their experiences, gain self-awareness, and prepare for more informed and effective actions in the “Now What?” stage.

Asking “So What?” questions can also challenge your existing mental models and promote Double Loop Learning.

The “So What?” stage is crucial for moving beyond simple description to critical analysis. It helps you extract meaning from the experience and understand its broader significance.

This deeper understanding then forms the basis for the final “Now What?” stage, where you consider future actions and applications of your insights.

Example of a “So What?” Stage Reflection

Building on the “What?” stage example of a first-year nursing student assisting with wound care, let’s explore how they might approach the “So What?” stage:

• How did you feel when it happened? I initially felt nervous and inadequate because I lacked experience. However, observing the nurse’s expertise and seeing the impact of our actions on the patient’s well-being instilled a sense of purpose and motivated me to learn more.
• What might have been behind your response? My nervousness likely stemmed from a lack of confidence and fear of making a mistake that could negatively impact the patient. Witnessing the nurse’s composure and expertise reassured me and highlighted the importance of experience in building confidence.
• Did you learn a new skill or clarify an interest? I gained practical experience in wound care, which I had only read about in textbooks. This experience also reinforced my interest in pursuing a career where I can make a tangible difference in patients’ lives.
• Who might you have forgotten to consider in that encounter? I was primarily focused on assisting the nurse and the patient. However, reflecting on the experience, I realize that I could have also considered the patient’s family members or caregivers, who might also be affected by the patient’s condition and the care being provided.
• Was this event part of a broader pattern? This experience highlighted the importance of hands-on experience in nursing education. It also illustrated the value of clear communication and a supportive learning environment in developing clinical skills and confidence.
• What is the importance of this? This experience demonstrated that nursing practice requires not only technical skills but also empathy, communication, and the ability to establish trust with patients. It also highlighted the importance of lifelong learning and continuous professional development in providing competent and compassionate care.

This analysis demonstrates how the “So What?” stage encourages the nursing student to examine their emotional responses, identify knowledge gaps, and relate their experience to broader themes in nursing practice.

This sets the stage for the “Now What?” stage, where they can develop action steps for improvement and future learning.

Stage 3. Now What? – Determining Next Steps

“Now What?” focuses on applying your analysis to determine effective next steps. This involves identifying what you can take away from the experience and how you can use those insights in the future.

It focuses on translating insights and learning from the “What?” and “So What?” stages into concrete plans and actions.

This stage also promotes continuous learning and growth by encouraging individuals to:

• Applying Lessons Learned: It encourages individuals to consider how they can use their newfound understanding to make changes in their thinking, behavior, or approach to similar situations. Consider how to share insights or lessons learned with others.
• Identify Knowledge gaps : Recognize areas where further learning or skill development is needed.
• Developing Actionable Strategies: The goal is to create specific, measurable, achievable, relevant, and time-bound (SMART) goals and plans to address the identified learning needs or areas for improvement.
• Experimentation and Testing: It might involve designing small experiments or tests to try out new approaches or validate hypotheses that emerged during the reflection process.
• Continual Improvement: The “Now What?” stage emphasizes that reflection and learning are ongoing processes, and it encourages a cycle of planning, action, observation, and further reflection.
• What would you do differently if a similar situation arose?
• What follow-up is needed to address any challenges or difficulties?
• How might you prevent negative outcomes or problems in a similar situation?
• What do you need to gain more competence [in], and how will you make this happen?
• What specific steps you need to take to address this identified deficiency?
• What lessons can you take forward in similar and other contexts?
• How might you better prepare and resource yourself for a similar situation?
• What information can you share with your peers or community volunteers?
• If you were in charge of the project, what would you do to improve it?
• How will it affect your future as a pharmacist/midwife, etc.?
• This process requires reflection on practice, assessing and identifying learning needs and available opportunities, developing and implementing a personal learning plan, and evaluating the outcomes.

By thoroughly exploring these “Now What?” questions and formulating actionable steps, individuals and groups can transform reflection into meaningful change and continuous growth.

They can then apply these insights to similar experiences in the future, ultimately leading to improved decision-making, skill development, and personal and professional effectiveness.

Example of a “Now What?” Stage Reflection

Scenario: A nursing student encounters resistance from a patient while attempting to administer medication. The patient, anxious and in pain, refuses the medication, stating it doesn’t work. The student, feeling flustered, seeks assistance from a senior nurse who skillfully calms the patient and successfully administers the medication.

• Identify Knowledge and Skill Gaps: The student acknowledges that their initial approach lacked the empathy and communication skills needed to effectively de-escalate the situation. They recognize the senior nurse’s expertise in building rapport, active listening, and clear explanation, leading to a positive outcome.
• Seeking further training: Enrolling in workshops or courses on therapeutic communication or conflict resolution techniques.
• Shadowing experienced nurses: Observing how they interact with resistant or anxious patients, paying close attention to their verbal and non-verbal communication strategies.
• Role-playing scenarios: Practicing communication techniques with peers or instructors in a safe environment, seeking feedback to refine their approach.
• Reviewing relevant literature: Consulting nursing textbooks or journals for evidence-based strategies for managing challenging patient interactions.
• Anticipating potential challenges: Proactively considering potential barriers to care, particularly with patients exhibiting anxiety or pain.
• Employing active listening: Focusing on understanding the patient’s perspective, validating their concerns, and addressing their fears before proceeding with medication administration.
• Explaining procedures clearly: Using clear, concise language to explain the medication’s purpose, potential side effects, and expected benefits.
• Seeking support when needed: Recognizing that it’s okay to ask for assistance from colleagues, particularly in challenging situations.

By working through the “Now What?” stage, the nursing student transitions from simply reflecting on the experience to actively shaping their future practice.

This stage highlights the importance of continuous learning, self-improvement, and a commitment to providing compassionate, patient-centered care.

Comparing Rolfe et al.’s Reflective Model and Gibbs’ Reflective Cycle

While both Rolfe et al.’s model, adapted from Borton’s “What? So What? Now What?” framework, and Gibbs’ Reflective Cycle are popular reflective models, they differ in their structure and emphasis.

Understanding these differences can help you choose the most appropriate model for your reflective needs.

Structural Differences:

• Linear vs. Cyclical: Gibbs’ Reflective Cycle follows a more structured, cyclical format, guiding the reflector through six distinct stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. This cyclical structure emphasizes the iterative nature of reflection, encouraging repeated cycles of reflection and action. In contrast, Rolfe et al.’s model, while inherently encouraging ongoing reflection, presents a more linear, three-stage process.
• Number of Stages: The six stages of Gibbs’ Cycle allow for a more comprehensive and in-depth exploration of the experience. Each stage prompts the reflector to consider different facets of the situation, fostering a holistic understanding. Rolfe et al.’s three-stage model, while concise, might not provide the same level of detailed guidance.

Emphasis and Focus:

• Emotional Exploration: Gibbs’ Cycle explicitly includes a stage dedicated to exploring “Feelings.” This encourages individuals to acknowledge and process their emotions related to the experience, which can be crucial for personal growth and self-awareness, particularly in emotionally charged professions like healthcare. Rolfe et al.’s model, while not explicitly excluding emotions, places less direct emphasis on their exploration.
• Evaluation and Learning: Gibbs’ Cycle incorporates dedicated stages for “Evaluation” and “Conclusion,” promoting critical analysis of the experience’s successes, challenges, and potential areas for improvement. This structured approach can lead to more concrete learning points and action plans. While Rolfe et al.’s model encourages analysis and action planning, it doesn’t delineate these steps as distinct stages.

Application in Nursing and Healthcare:

• Rolfe et al.’s Model in Nursing Education: Rolfe et al.’s model is frequently integrated into nursing curricula. Its emphasis on connecting theory and practice, developing clinical judgment, and fostering patient-centered care aligns well with the goals of nursing education.
• Gibbs’ Cycle in Healthcare Practice: Gibbs’ Reflective Cycle, with its focus on detailed description, emotional processing, and structured analysis, can be particularly beneficial for healthcare practitioners reflecting on complex or challenging clinical encounters.

Choosing the Right Model:

The choice between these models depends on the specific context and the reflector’s goals.

• Reflecting on complex experiences.
• Individuals seeking a deeper understanding of their emotional responses.
• Situations requiring detailed analysis and evaluation.
• Quick reflections on everyday experiences.
• Individuals seeking a straightforward framework to guide their learning.
• Promoting rapid integration of theory and practice, as often seen in nursing education.

Ultimately, the most effective reflective model is the one that best suits the individual’s learning style and the specific demands of the situation.

Borton, T. (1970). Reach touch and teach: Student concerns and process education. New York, NY: McGraw-Hill.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods.  Further Education Unit .

Rolfe, G. (2014). Big ideas: Reach touch and teach: Terry Borton. Nurse Education Today, 34 (488-489).

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A user’s guide . London: Palgrave Macmillan.

Rolfe, G., & Jasper, M. (1993). Some strategies for curriculum development in nurse education.  Journal of further and higher education ,  17 (3), 105-111.