Reflective Writing

Reflective writing is a bit different from the academic writing students might be more familiar with.
Lecturers usually set reflective assignments to have students reveal their personal thoughts
about a learning experience - what happened, why it happened, and what can be learnt from it. It
is not simply describing something but exploring it. You probably often think reflectively without
even realising it. Have you ever run out of money before your next pay, then thought “from now
on I’ll make a budget”? Then you have thought reflectively!

A reflective model

For those new to reflective writing it may be wise to follow a simple but effective model which can
be used to guide the writing process. Rolfe, Freshwater and Jasper (2001) created a reflective
model based upon three simple questions: What? So what? Now what?

What? So what? Now what?

Description Theory & Knowledge Action

What happened? What is most important/interesting/ What have I learned?

Who was involved? relevant/ useful aspect of the How can it be applied
event/idea/situation? in the future?
How can it be explained?

The What? part is simply describing the situation. The So what? part is where what happened is
analysed and explained, often in relation to supporting literature. It is where most of the
references will be, if required. Rolfe et al. consider the final part Now what? as the one that can
make the greatest contribution to practice.

What to include
 Don't just describe – explore and explain what happened.

 Be honest – it's ok to admit to making mistakes as well as success. However, you should
also show how you understand why things happen and what you are going to do to improve.

 Be selective – you don’t have to write about everything that happened, just key events or
ideas.

 Look to the future – reflect on what happened in the past and how it will have an impact on
future ideas or activities.

Adapted from: Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke:
Palgrave Macmillan.

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 Reflective Writing
Examples of reflective questions based on the “What? So What? Now what?” model
Use some of these questions to stimulate ideas for your writing.

What happened? What was your role?

What did you think would
happen before you started? What issue(s) were
addressed?
What did you notice? What are the facts?

(5 senses)
What?
What do you feel about them?
Who/what helped me
at the time?

What did you want to

know before you got How did you act in What did you observe?
started? that situation?

What new skills did you learn? What worked or didn’t work?

How did you feel it went?

What “ah ha!” moments did you
What surprised you? experience?
Why did it happen this way?

What was one thing that So what?

How does this relate to your past
What other ways can you look at
made you feel most experiences? the issue/problem/activity?
effective?
What connections can I make
How can the results be What did you like or dislike between the event and other
explained? How do they about the experience? things from my study or work?
compare to the literature?

What would you do to learn

more about this project or Which of your skills do you
issue? need to further develop, and
What things will you do
differently or the same what will you do to develop
next time? them?
What have I learned?

What will you do to ensure Now what?

How can you apply
What is the best way for me
to move forward from this
future success and/or
this in the future?
prevent future failure? event?

How and where might I use

What goals have you What supports will you need my new knowledge and
set for yourself as a to work on areas that are of competencies?
result? concern to you?
Adapted from: https://www.hilbert.edu/Public/file/service%20learning%20reflection%20questions%20what%20so%20what%20now%20what.pdf

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 Reflective Writing
Structure

The structure of a reflective essay is very similar to the structure of most academic writing. It
contains an introduction that sets the scene for the essay. There is a body of paragraphs that
detail the reflection process, with each paragraph addressing one key issue and linking
logically from one to the next. It finishes with a conclusion that draws together all of the main
points covered in the essay.
There are two main ways reflective writing can be structured around the what, so what, now
what, model. An individual issue could be highlighted and then applied to all three processes.
A single paragraph may then encompass all three parts. Or, the body of the essay could have
three main sections, first a description of the event as a whole (What?), then an analysis of
what happened (So what?), finishing with how new learnings can be applied in the future (Now
what?).

Pronouns
In contrast to most academic writing, first person narrative is used in reflective writing. ‘I’
becomes necessary when describing personal observations and feelings. However, it is also
common to move between first and third person writing when making general comments and
referring to the literature. See the example below.

Tenses
Reflective writing often requires movement between past, present and future tenses,
depending on whether actual events are being recounted, a more general comment is being
made or a projection about the future is proposed. See the example below.

Referring to the literature

It may be a requirement of the assignment that theory is used that supports a reflection, and
obviously all sources for ideas must be acknowledged. These can be placed in a reflective
essay similar to any academic essay. See the example below.

first person past tense

theory
By the end of the session I had a greater understanding of Gardner’s (1983)
multiple intelligences theory and this allowed me to know myself as a learner more
deeply. Visual-spatial intelligence is one of my strengths, and so I have enjoyed
experimenting with the use of mind maps, Venn diagrams and charts to organise my
thinking around my design project. I feel that this has improved my ability to
understand, retain and apply concepts. Jones (2013) states that only when a student
understands how they learn best can new concepts be fully grasped. This insight into
my own learning means I will start my next project with a new-found confidence in my
own abilities.
third person
future tense present tense

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 Reflective Writing
Reflective vocabulary
It is important to use appropriate language which highlights the various stages of the reflection
process.

What?
This part should include descriptive language that helps the reader understand what happened.
Try to be brief by only focussing on the significant details, such as who, when, where, why and
how.

So what?
The phrases below will help you to show how you interpreted the issue being discussed:
For me, the meaningful/significant/important/relevant/useful
aspect/element/issue/idea/experience/learning
was/arose from/happened when/resulted from ….

You should then explain how this affected you and your understanding:
Previously/at the time/at first/initially/subsequently/later
I thought/felt/knew/noticed/questioned/realised ( or ‘did not think/did not realise, etc.”)
that/why/how/if ….

Following this, try to make clear why you understood it that way:
This might be/is perhaps/could be/is probably
because of/due to/explained by/related to ….

Now what?
Now you need to show how this has allowed you to develop your practice or understanding:
Having reflected on/analysed/read/understood/developed
I now feel/think/realise/wonder/question ….

The last thing to look at is what effect it will have on you future practice or understanding:
I can now/will now/have to/am now able to
improve(d)/understand/gain(ed)/better/use/develop ….
Adapted from: http://mycourse.solent.ac.uk/mod/book/tool/print/index.php?id=2732

For more information on reflective writing go HERE

To watch a short video on reflective writing go HERE

We can help you to succeed in your studies on or off campus. Just contact us.
Learning Support @ Student Success [email protected] 0800 762 786