reflective essay on personal experience

• Open access
• Published: 26 August 2024

Paramedics’ experiences and observations: work-related emotions and well-being resources during the initial months of the COVID-19 pandemic—a qualitative study

• Henna Myrskykari 1 , 2 &
• Hilla Nordquist 3  

BMC Emergency Medicine volume  24 , Article number:  152 ( 2024 ) Cite this article

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As first responders, paramedics are an extremely important part of the care chain. COVID-19 significantly impacted their working circumstances. We examined, according to the experiences and observations of paramedics, (1) what kinds of emotions the Emergency Medical Service (EMS) personnel experienced in their new working circumstances, and (2) what work-related factors became resources for the well-being of EMS personnel during the initial months of the COVID-19 pandemic.

This qualitative study utilized reflective essay material written by experienced, advanced-level Finnish paramedics ( n  = 30). The essays used in this study were written during the fall of 2020 and reflected the period when Finland had declared a state of emergency (on 17.3.2020) and the Emergency Powers Act was implemented. The data was analyzed using an inductive thematic analysis.

The emotions experienced by the EMS personnel in their new working circumstances formed three themes: (1) New concerns arose that were constantly present; (2) Surviving without proper guidance; and (3) Rapidly approaching breaking point. Three themes were formed from work-related factors that were identified as resources for the well-being of the EMS personnel. These were: (1) A high level of organizational efficiency was achieved; (2) Adaptable EMS operations; and (3) Encouraging atmosphere.

Conclusions

Crisis management practices should be more attentive to personnel needs, ensuring that managerial and psychological support is readily available in crisis situations. Preparedness that ensures effective organizational adaptation also supports personnel well-being during sudden changes in working circumstances.

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At the onset of the COVID-19 pandemic, healthcare personnel across the globe faced unprecedented challenges. As initial responders in emergency healthcare, paramedics were quickly placed at the front lines of the pandemic, dealing with a range of emergencies in unpredictable conditions [ 1 ]. The pandemic greatly changed the everyday nature of work [ 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 ]. Those working on the front line were suddenly forced to adjust to personal protective equipment (PPE) requirements [ 9 , 10 ] and rapidly changing instructions that caused significant adjustments to their job description [ 11 , 12 ]. For instance, it has been reported that during the initial stages of the COVID-19 pandemic, Emergency Medical Services (EMS) personnel, including paramedics working in prehospital emergency care, experienced a significant increase in stress [ 10 , 13 ] due to several reasons, such as the lack of protection and support, increased demands, lack of personnel, fear of exposure to COVID-19 during missions, concerns of spreading the virus to family members, and frustration over quickly changing work policies [ 11 , 14 , 15 ].

With the unprecedented challenges posed by the COVID-19 pandemic, some research has been directed toward identifying available resources that help in coping with such situations. For example, Sangal et al. [ 15 ] underscored the association between effective communication and reduced work stress and burnout, and emphasized the critical need for two-way communication, consistent messaging, and the strategic consolidation of information prior to its dissemination. In parallel, Dickson et al. [ 16 ] highlight the pivotal role of leadership strategies in fostering a healthful work environment. These strategies include being relationally engaging, visibly present, open, and caring for oneself and others, while embodying core values such as compassion, empathy, courage, and authenticity. Moreover, Awais et al. [ 14 ] identify essential measures to reduce mental distress and support EMS personnel’s overall well-being in pandemic conditions, such as by providing accessible mental health and peer support, ensuring a transparent information flow, and the implementation of clear, best-practice protocols and guidelines. As a lesson learned from COVID-19, Kihlström et al. (2022) add that crisis communication, flexible working conditions, compensation, and allowing for mistakes should be part of crisis management. They also emphasize the importance of psychological support for employees. [ 12 ]

Overall, the COVID-19 pandemic had a multifaceted impact on EMS personnel, highlighting the necessity for comprehensive support and resilience strategies to safeguard their well-being [ 11 , 17 , 18 ] alongside organizational functions [ 12 , 19 ]. For example, in Finland, it has been noted in the aftermath of COVID-19 that the availability and well-being of healthcare workers are key vulnerabilities of the resilience of the Finnish health system [ 12 ]. Effective preparedness planning and organizational resilience benefit from learning from past events and gaining a deeper understanding of observations across different organizational levels [ 12 , 19 , 20 ]. For these reasons, it is important to study how the personnel experienced the changing working circumstances and to recognize the resources, even unexpected ones, that supported their well-being during the initial phase of the COVID-19 pandemic [ 12 , 19 ].

The aim of this study was to examine the emotions experienced and the resources identified as supportive of work well-being during the initial months of the COVID-19 pandemic, from the perspective of the paramedics. Our research questions were: According to the experiences and observations of paramedics, (1) what kinds of emotions did the EMS personnel experience in the new working circumstances, and (2) what work-related factors became resources for the well-being of EMS personnel during the initial months of the COVID-19 pandemic? In this study, emotions are understood as complex responses involving psychological, physiological, and behavioral components, triggered by significant events or situations [ 21 ]. Resources are understood as physical, psychological, social, or organizational aspects of the work that help achieve work goals, reduce demands and associated costs [ 22 ].

Materials and methods

This qualitative study utilized reflective essay material written in the fall of 2020 by experienced, advanced-level paramedics who worked in the Finnish EMS during the early phase of the pandemic, when Finland had declared (March 17, 2020 onward) a state of emergency and implemented the Emergency Powers Act. This allowed for new rules and guidelines from the government to ensure the security of healthcare resources. Some work rules for healthcare personnel changed, and non-urgent services were limited.

Data collection procedures

This study is part of a broader, non-project-based research initiative investigating the work well-being of paramedics from various perspectives, and the data was collected for research purposes from this standpoint. The data collection for this study was conducted at the South-Eastern Finland University of Applied Sciences as part of the Current Issues in EMS Management course. The course participants were experienced, advanced-level Finnish paramedics who were students of the master’s degree program in Development and Management of Emergency Medical Services. A similar data collection method has been utilized in other qualitative studies [for example, 23 , 24 ].

The South-Eastern Finland University of Applied Sciences granted research permission for the data collection on August 20, 2020. The learning platform “Learn” (an adapted version of Moodle [ 25 ]) was used to gather the data. A research notice, privacy statement, and essay writing instructions were published on the platform on August 21, 2020. The paramedics were asked to write about their own experiences and observations regarding how the state of emergency impacted the work well-being of EMS personnel. They were instructed not to use references but only their own reflections. Three guiding questions were asked: “What kind of workloads did EMS personnel experience during the state of emergency?” “How has this workload differed from normal conditions?” and “What effects did this workload have on the well-being of the EMS personnel?”. The assignment did not refer solely to paramedics because the EMS field community may also include individuals with other titles (such as EMS field supervisors or firefighters performing prehospital emergency care); hence the term “EMS personnel” was used.

The essay was part of the mandatory course assignments, but submitting it for research purposes was voluntary. The paramedics were informed that their participation in the study would not affect their course evaluations. They had the freedom to decline, remove parts of, or withdraw the essay before analysis. None of the paramedics exercised these options. They were also informed that the last author removes any identifying details (such as names, places, and organizational descriptions that could reveal their workplace) before sharing the data with other, at the time unnamed, researchers. The last author (female) is a senior researcher specializing in EMS and work well-being topics, a principal lecturer of the respective course, and the head of the respective master’s program, and familiar to all of them through their studies. The paramedics were aware that the essays were graded by the last author on a pass/fail scale as part of the course assessment. However, comprehensive and well-reasoned reflections positively influenced the course grade. The evaluation was not part of this study. The paramedics had the opportunity to ask further questions about the study directly from the last author during and after the essay writing process and the course.

The paramedics wrote the essays between August 23, 2020, and November 30, 2020. Thirty-two paramedics (out of 39) returned their essays using the Learn platform during this timeframe. Thus, seven of the course completions were delayed, and the essays written later were no longer appropriate to include in the data due to the time elapsed since the initial months of the COVID-19 pandemic.

All 32 gave their informed consent for their essays to be included in the study. Essays written by paramedics who had not actively participated in EMS field work during exceptional circumstances were excluded from the material ( n  = 2), because they wrote the essay from a different perspective, as they could not reflect on their own experiences and observations. Thus, a total of 30 essays were included in the study. The total material was 106 pages long and comprised 32,621 words in Finnish.

Study participants

Thirty advanced-level paramedics from Finland participated in this study. They all had a bachelor’s degree in emergency care or nursing with additional emergency care specialization. At the time of the study, they were pursuing their master’s studies. Thirteen of them were women, and seventeen were men. The average age of the participants was 33.5 years among women and 35.9 years among men. Women had an average of 8.7 years of work experience, and men had 8.8 years. All the participating paramedics worked in EMS in different areas across Finland (except northern Finland) during their studies and the early phase of the pandemic.

Data analysis

The data was analyzed with a thematic analysis following the process detailed by Braun & Clarke [ 26 ]. First, the two researchers thoroughly familiarized themselves with the data, and the refined aim and research questions of the study were formulated inductively in collaboration based on the content of the data (see [ 26 ], page 84). After this, a thorough coding process was mainly carried out by the first author (female), who holds a master’s degree, is an advanced-level paramedic who worked in EMS during the pandemic, and at the time of the analysis was pursuing her doctoral studies in a different subject area related to EMS. Generating the initial codes involved making notes of interesting features of anything that stood out or seemed relevant to the research question systematically across the entire dataset. During this process, the original paragraphs and sentences were copied from the essay material into a table in Microsoft Word, with each research question in separate documents and each paragraph or sentence in its own row. The content of these data extracts was then coded in the adjacent column, carefully preserving the original content but in a more concise form. Then, the content was analyzed, and codes were combined to identify themes. After that, the authors reviewed the themes together by moving back and forth between the original material, the data in the Word documents, and the potential themes. During this process, the authors worked closely and refined the themes, allowing them to be separated and combined into new themes. For example, emotions depicting frustration and a shift to indifference formed their own theme in this kind of process. Finally, the themes were defined into main, major and minor themes and named. In the results, the main themes form the core in response to the research questions and include the most descriptions from the data. The major themes are significant but not as central as the main themes. Major themes provide additional depth and context to the results. One minor theme was formed as the analysis process progressed, and it provided valuable insights and details that deepened the response to the research question. All the coded data was utilized in the formed themes. The full content of the themes is reported in the Results section.

The emotions experienced by the EMS personnel in their new working circumstances formed three themes: New concerns arose that were constantly present (main theme); Surviving without proper guidance (major theme); and Rapidly approaching breaking point (major theme) (Fig.  1 ). Work-related factors identified as resources for the well-being of EMS personnel formed three themes: A high level of organizational efficiency was achieved (main theme); Adaptable EMS operations (major theme); and Encouraging atmosphere (minor theme) (Fig.  2 ).

Emotions experienced by the EMS personnel in their new working circumstances

Main theme: New concerns arose that were constantly present

The main theme included several kinds of new concerns. In the beginning, the uncertainty about the virus raised concerns about work safety and the means to prevent the spread of the disease. The initial lack of training and routines led to uncertainty. In addition, the decrease in the number of EMS missions raised fears of units being reduced and unilateral decisions by the management to change the EMS personnel’s work responsibilities. The future was also a source of uncertainty in the early stages. For example, the transition to exceptional circumstances, concerns about management and the supervisors’ familiarity with national guidelines and lack of information related to sickness absence procedures, leave, personal career progression, and even the progress of vaccine development, all contributed to this feeling of uncertainty. The initial uncertainty was described as the most challenging phase, but the uncertainty was also described as long-lasting.

Being on the front line with an unknown, potentially dangerous, and easily transmissible virus caused daily concerns about the personnel’s own health, especially when some patients hid their symptoms. The thought of working without proper PPE was frightening. On the other hand, waiting for a patient’s test result was stressful, as it often resulted in many colleagues being quarantined. A constant concern for the health of loved ones and the fear of contracting the virus and unknowingly bringing it home or transmitting it to colleagues led the EMS personnel to change their behavior by limiting contact.

Being part of a high-risk group , I often wondered , in the case of coronavirus , who would protect me and other paramedics from human vanity and selfishness [of those refusing to follow the public health guidelines]? (Participant 25)

The EMS personnel felt a weight of responsibility to act correctly, especially from the perspective of keeping their skills up to date. The proper selection of PPE and aseptic procedures were significant sources of concern, as making mistakes was feared to lead to quarantine and increase their colleagues’ workloads. At the same time, concerns about the adequacy of PPE weighed on the personnel, and they felt pressure on this matter to avoid wastage of PPEs. The variability in the quality of PPE also caused concerns.

Concerns about acting correctly were also tied to ethical considerations and feelings of inadequacy when the personnel were unable to explain to patients why COVID-19 caused restrictions on healthcare services. The presence of students also provoked such ethical concerns. Recognizing patients’ symptoms correctly also felt distressing due to the immense responsibility. This concern was also closely tied to fear and even made some question their career choices. The EMS personnel were also worried about adequate treatment for the patients and sometimes felt that the patients were left alone at home to cope. A reduction in patient numbers in the early stages of the pandemic raised concerns about whether acutely ill individuals were seeking help. At the same time, the time taken to put on PPE stressed the personnel because it increased delays in providing care. In the early phase of the pandemic, the EMS personnel were stressed that patients were not protected from them.

I’m vexed in the workplace. I felt it was immediately necessary to protect patients from us paramedics as well. It wasn’t specifically called for , mostly it felt like everyone had a strong need to protect themselves. (Participant 30)

All these concerns caused a particularly heavy psychological burden on some personnel. They described feeling more fatigued and irritable than usual. They had to familiarize themselves with new guidelines even during their free time, which was exhausting. The situation felt unjust, and there was a looming fear of the entire healthcare system collapsing. COVID-19 was omnipresent. Even at the base station of the EMS services, movement was restricted and social distancing was mandated. Such segregation, even within the professional community, added to the strain and reduced opportunities for peer support. The EMS personnel felt isolated, and thoughts about changing professions increased.

It was inevitable that the segregation of the work community would affect the community spirit , and a less able work community has a significant impact on the individual level. (Participant 8)

Major theme: Surviving without proper guidance

At the onset of the pandemic, the job description of the EMS personnel underwent changes, and employers could suddenly relocate them to other work. There was not always adequate support for familiarizing oneself with the new roles, leading to a feeling of loss of control. The management was described as commanding and restricting the personnel’s actions. As opportunities to influence one’s work diminished, the sense of job satisfaction and motivation decreased.

Some felt that leadership was inadequate and neglectful, especially when the leaders switched to remote work. The management did not take the situation seriously enough, leaving the EMS personnel feeling abandoned. The lack of consistent leadership and failure to listen to the personnel caused dissatisfaction and reduced occupational endurance. In addition, the reduced contact with colleagues and close ones reduced the amount of peer support. The existing models for psychological support were found to be inadequate.

Particularly in the early stages, guidelines were seen as ambiguous and deficient, causing frustration, irritation, and fear. The guidelines also changed constantly, even daily, and it was felt that the information did not flow properly from the management to the personnel. Changes in protection recommendations also led to skepticism about the correctness of the national guidance, and the lack of consistent guidelines perplexed the personnel. Internalizing the guidelines was not supported adequately, but the necessity to grasp new information was described as immense and cognitively demanding.

At times , it felt like the work was a kind of survival in a jungle of changing instructions , one mission at a time. (Participant 11)

Major theme: Rapidly approaching breaking point

Risking one’s own health at work caused contentious feelings while concurrently feeling angry that management could work remotely. The arrogant behavior of people toward COVID-19 left them frustrated, while the EMS personnel had to limit their contacts and lost their annual leave. There were fears about forced labor.

Incomplete and constantly changing guidelines caused irritation and indifference, as the same tasks had to be performed with different levels of PPE within a short time. Some guidelines were difficult to comply with in practice, which was vexing.

Using a protective mask was described as distressing, especially on long and demanding missions. Communication and operation became more difficult. Some described frustration with cleaning PPE meant for single use.

Ensuring the proper implementation of a work pair’s aseptic and equipment maintenance was burdensome, and explaining and repeating guidelines was exhausting. A feeling of indifference was emphasized toward the end of a long shift.

After the initial stage, many began to slip with the PPE guidelines and found the instructions excessive. COVID-19 information transmitted by the emergency center lost its meaning, and instructions were left unheeded, as there was no energy to believe that the patient would have COVID-19, especially if only a few disease cases had been reported in their area.

It was disheartening to hear personnel being labeled as selfish for demanding higher pay during exceptional circumstances. This lack of recognition eroded professionalism and increased thoughts of changing professions.

However , being a doormat and a human toilet , as well as a lack of appreciation , undermines my professionalism and the prolonged situation has led me to seriously consider a different job , where values other than dedication and constant flexibility carry weight. I have heard similar thoughts from other colleagues. None of us do this for money. (Participant 9)

Work-related factors identified as resources for the well-being of EMS personnel

Main theme: A high level of organizational efficiency was achieved

The main theme held several different efficient functions. In the early stages of the pandemic, some felt that the information flow was active. Organizations informed the EMS personnel about the disease, its spread, and its impact on the workplace and emergency care activities.

Some felt that managers were easily accessible during the pandemic, at least remotely. Some managers worked long days to be able to support their personnel.

The response to hate and uncertainty was that one of the supervisors was always present in the morning and evening meetings. Supervisors worked long hours so as to be accessible via remote access. (Participant 26)

The organizations took effective steps to control infections. Quick access to COVID-19 tests, clear guidelines for taking sick leave, and permission to take sick leave with a low threshold were seen as positive things. The consideration of personnel belonging to risk groups by moving them to other work tasks was also perceived as positive. In addition, efforts were made to prevent the emergence of infection chains by isolating EMS personnel in their own social facilities.

Established guidelines, especially on the correct use of protective measures, made it easier to work. Some mentioned that the guidelines were available in ambulances and on phones, allowing the protection guidelines to be checked before going on a mission.

The employers took into account the need for psychological support in a diverse manner. Some organizations provided psychological support such as peer debriefing activities, talking therapy with mental health professionals, actively inquiring about their personnel’s feelings, and training them as support workers. The pandemic situation also caused organizations to create their own standard operating models to decrease mental load.

Fortunately , the problem has now been addressed actively , as a peer-to-peer defusing model was built up at our workplace during the crisis , and group defusing has started , the purpose of which is to lighten the work-related mental load. (Participant 3)

Major theme: Adaptable EMS operations

There were several different resources that clarified mission activities. The amount of protective and cleaning equipment was ramped up, and the treatment equipment was quickly updated to meet the demands brought about by the pandemic and to enable safety distances for the EMS personnel. In addition, various guidelines were amended to reduce exposure. For example, personnel on the dedicated COVID-19 ambulances were separated to work without physical contact with others, and field supervisors joined the EMS missions less often than before. Moreover, people at the scene were contacted by phone in advance to ensure that there would be no exposure risk, which also allowed other occupational safety risks to be identified. New practices resulted from the pandemic, such as cleaning communication equipment during shift changes and regularly using PPE with infected patients. All of these were seen as positive resources for efficient work.

At the end of each shift , all keys , telephones , etc., were cleaned and handed over to the next shift. This practice was not previously established in our area , but this will become a permanent practice in the future and is perceived by everyone in our work community as a positive thing. (Participant 10)

Some stated that access to PPE was sufficient, especially in areas where the number of COVID-19 infections was low. PPE was upgraded to make it easier to wear. Further, organizations acquired a variety of cleaning equipment to speed up the disinfection of ambulances.

Organizations hired more employees to enable leave and the operation of dedicated COVID-19 ambulances. The overall number of ambulances was also increased. Non-urgent missions were handled through enhanced phone services, reducing the unnecessary exposure of EMS personnel to COVID-19.

Five extra holiday substitutes were hired for EMS so that the employer could guarantee the success of agreed leave , even if the Emergency Preparedness Act had given them opportunities to cancel or postpone it. (Participant 12)

Minor theme: Encouraging atmosphere

Peer support from colleagues, a positive, comfortable, pleasant work environment, and open discussion, as well as smooth cooperation with other healthcare employees were felt to be resources for work well-being by reducing the heavy workload experienced. Due to the pandemic, the appreciation of healthcare was felt to increase slightly, which was identified as a resource.

One factor affecting resilience in the healthcare sector is certainly that in exceptional circumstances , visibility and appreciation have somewhat increased. (Participant 23)

This study examined, according to the experiences and observations of paramedics, (1) what kinds of emotions the Emergency Medical Service (EMS) personnel experienced in their new working circumstances, and (2) what work-related factors became resources for the well-being of EMS personnel during the initial months of the COVID-19 pandemic. Each research question was answered with three themes.

Previous studies have shown that the pandemic increased the workload of paramedics, prompting changes in their operating models and the function of EMS to align with new pandemic-related requirements [ 9 , 27 ]. Initially, the paramedics in the current study described facing unclear and deficient guidelines and feeling obligated to follow instructions without adequate support to internalize them. Constantly changing instructions were linked to negative emotions in various ways. Moreover, the overwhelming flood of information was heavily connected to this, although the information flow was also perceived as a resource, especially when it was timely and well-structured. The study by Sangal et al. [ 15 ] has raised similar observations and points out the importance of paying special attention to the personnel working in the frontline, as in EMS, who might be more heavily impacted by too much information and anxiety about it. They also discovered that three factors are crucial for addressing the challenges of information overload and anxiety: consolidating information before distributing it, maintaining consistent communication, and ensuring communication is two-way. McAlearney et al. [ 11 ] found that first responders, including EMS personnel, reported frustration regarding COVID-19 information because of inconsistencies between sources, misinformation on social media, and the impact of politics. A Finnish study also recognized that health systems were not sufficiently prepared for the flood of information in the current media environment [ 12 ]. Based on these previous results and our findings, it can be concluded that proper implementation of crisis communication should be an integral part of organizations’ preparedness in the future, ensuring that communication effectively supports employee actions in real-life situations. Secondly, this topic highlights the need for precise guidelines and their implementation. With better preparedness, similar chaos could be avoided in the future [ 17 ].

Many other factors also caused changes in work. The EMS mission profile changed [ 3 , 4 , 5 , 6 ], where paramedics in this study saw concerns. To prevent infection risk, the number of pre-arrival calls increased [ 7 ], the duration of EMS missions increased [ 8 , 9 ], and the continuous use of PPE and enhanced hygiene standards imposed additional burdens [ 9 , 10 ]. In Finland, there was no preparedness for the levels of PPE usage required in the early stages of the pandemic [ 12 ]. In this study, paramedics described that working with potentially inadequate PPE caused fear and frustration, which was increased by a lack of training, causing them to feel a great deal of responsibility for acting aseptically and caring for patients correctly. Conversely, providing adequate PPE, information and training has been found to increase the willingness to work [ 28 ] and the sense of safety in working in a pandemic situation [ 29 ], meaning that the role of precise training, operating instructions and leadership in the use of PPE is emphasized [ 30 ].

The paramedics in this study described many additional new concerns in their work, affecting their lives comprehensively. It has been similarly described that the pandemic adversely affected the overall well-being of healthcare personnel [ 31 ]. The restrictions implemented also impacted their leisure time [ 32 ], and the virus caused concerns for their own and their families’ health [ 11 , 28 ]. In line with this, the pandemic increased stress, burnout [ 10 , 33 ], and anxiety among EMS personnel and other healthcare personnel working on the frontline [ 11 , 14 , 34 , 35 ]. These kinds of results underscore the need for adequate guidance and support, a lack of which paramedics reported experiencing in the current study.

Personnel play a crucial role in the efficient operation of an organization and comprise the main identified resource in this study. Previous studies and summaries have highlighted that EMS personnel did not receive sufficient support during the COVID-19 pandemic [ 11 , 14 , 17 , 18 ]. Research has also brought to light elements of adequate support related to the pandemic, such as a review by Dickson et al. [ 16 ] that presents six tentative theories for healthful leadership, all of which are intertwined with genuine encounter, preparedness, and information use. In this current study, the results showed numerous factors related to these contexts that were identified as resources, specifically underlined by elements of caring, effective operational change, knowledge-based actions, and present leadership, similarly described in a study by Eaton-Williams & Williams [ 18 ]. Moreover, the paramedics in our study highlighted the importance of encouragement and identified peer support from colleagues as a resource, which is in line with studies in the UK and Finland [ 12 , 23 , 37 ].

In the early stages of the pandemic, it was noted that the EMS personnel lacked adequate training to manage their mental health, and there was a significant shortage of psychosocial support measures [ 14 ], although easy access to support would have been significant [ 18 ]. In the current study, some paramedics felt that mental health support was inadequate and delayed, while others observed an increase in mental health support during the pandemic, seeing it as an incentive for organizations to develop standard operating models for mental support, for example. This awakening was identified as a resource. This is consistent, as providing psychological support to personnel has been highlighted as a core aspect of crisis management in a Finnish study assessing health system resilience related to COVID-19 [ 12 ]. In a comprehensive recommendation commentary, Isakov et al. [ 17 ] suggest developing a national strategy to improve resilience by addressing the mental health consequences of COVID-19 and other occupational stressors for EMS personnel. This concept, applicable beyond the US, supports the view that EMS organizations are becoming increasingly aware of the need to prepare for and invest in this area.

A fundamental factor likely underlying all the described emotions was that changes in the job descriptions of the EMS personnel due to the pandemic were significant and, in part, mandated from above. In this study, paramedics described feelings of concern and frustration related to these many changes and uncertainties. According to Zamoum and Gorpe (2018), efficient crisis management emphasizes the importance of respecting emotions, recognizing rights, and making appropriate decisions. Restoring trust is a significant challenge in a crisis situation, one that cannot be resolved without complete transparency and open communication [ 38 ]. This perspective is crucial to consider in planning for future preparedness. Overall, the perspective of employee rights and obligations in exceptional circumstances has been relatively under-researched, but in Australia, grounding research on this perspective has been conducted with paramedics using various approaches [ 39 , 40 , 41 ]. The researchers conclude that there is a lack of clarity about the concept of professional obligation, specifically regarding its boundaries, and the issue urgently needs to be addressed by developing clear guidelines that outline the obligation to respond, both in normal day-to-day operations and during exceptional circumstances [ 39 ].

Complex adaptive systems (CAS) theory recognizes that in a resilient organization, different levels adapt to changing environments [ 19 , 20 ]. Barasa et al. (2018) note that planned resilience and adaptive resilience are both important [ 19 ]. Kihlström et al. (2022) note that the health system’s resilience was strengthened by a certain expectation of crisis, and they also recognized further study needs on how effectively management is responding to weak signals [ 12 ]. This could be directly related to how personnel can prepare for future changes. The results of this study revealed many negative emotions related to sudden changes, but at the same time, effective organizational adaptation was identified as a resource for the well-being of EMS personnel. Dissecting different elements of system adaptation in a crisis has been recognized as a highly necessary area for further research [ 20 ]. Kihlström et al. (2022) emphasize the importance of ensuring a healthy workforce across the entire health system. These frameworks suggest numerous potential areas for future research, which would also enhance effective preparedness [ 12 ].

Limitations of the study

In this study, we utilized essay material written in the fall of 2020, in which experienced paramedics reflected on the early stages of the COVID-19 pandemic from a work-oriented perspective. The essays were approached inductively, meaning that they were not directly written to answer our research questions, but the aim and the research questions were shaped based on the content [ 26 ]. The essays included extensive descriptions that aligned well with the aim of this study. However, it is important to remember when interpreting the results that asking specifically about this topic, for instance, in an interview, might have yielded different descriptions. It can be assessed that the study achieved a tentative descriptive level, as the detailed examination of complex phenomena such as emotions and resources would require various methods and observations.

Although the essays were mostly profound, well-thought-out, and clearly written, their credibility [ 42 ] may be affected by the fact that several months had passed between the time the essays were written and the events described. Memories may have altered, potentially influencing the content of the writings. Diary-like material from the very onset of the pandemic might have yielded more precise data, and such a data collection method could be considered in future research on exceptional circumstances.

The credibility [ 42 ] could also have been enhanced if the paramedics who wrote the essays had commented on the results and provided additional perspectives on the material and analysis through a multi-phase data collection process. This was not deemed feasible in this study, mainly because there was a 2.5-year gap between data collection and the start of the analysis. However, this also strengthened the overall trustworthiness of the study, as it allowed the first author, who had worked in prehospital emergency care during the initial phase of the pandemic, to maintain a distance from the subject, and enabled a comparison of our own findings with previously published research that investigated the same period in different contexts. The comparison was made when writing the discussion, with the analysis itself being inductive and following the thematic analysis process described by Braun & Clarke [ 26 ].

When evaluating credibility [ 42 ], it should also be noted that the participants who wrote the essays, i.e., the data for the study, were experienced paramedics but also students and one of the researchers was their principal lecturer. This could potentially limit credibility if the students, for some reason, did not want to produce truthful content for their lecturer to read. However, this risk can be considered small because the essays’ topics did not concern the students’ academic progress, the essays’ content was quite consistent, and the results aligned with other studies. As a strength, it can be considered that the students shared their experiences without holding back, as the thoughts were not for workplace use, and they could trust the data privacy statement.

To enhance transferability [ 42 ], the context of the study was described in detail, highlighting the conditions prevailing in Finnish prehospital emergency care during the early stages of the pandemic. Moreover, including a diverse range of perspectives from paramedics working in different regions of Finland (except Northern Finland) contributes to the transferability of the study, indicating that the results may be applicable and relevant to a wider context beyond a single specific region.

Dependability [ 42 ] was reinforced by the close involvement of two researchers from different backgrounds in the analysis of the material, but a limitation is that no separate analyses were conducted. However, the original data was repeatedly revisited during the analysis, which strengthened the dependability. Moreover, the first author kept detailed notes throughout the analysis process, and the last author supervised the progress while also contributing to the analysis and reporting. The research process is also reported in detail.

This study highlighted numerous, mainly negative emotions experienced by EMS personnel during the initial months of the COVID-19 pandemic due to new working circumstances. At the same time, several work-related factors were identified as resources for their well-being. The findings suggest that crisis management practices should be more attentive to personnel needs, ensuring that personnel have the necessary support, both managerial and psychological, readily available in crisis situations. Effective organizational adaptation in a crisis situation also supports personnel well-being, emphasizing the importance of effective preparedness. Future research should particularly focus on considering personnel well-being as part of organizational adaptation during exceptional circumstances and utilize these findings to enhance preparedness.

Data availability

The datasets generated and analyzed during the current study are not publicly available due to the inclusion of sensitive information and the extent of the informed consent provided by the participants.

Abbreviations

Complex Adaptive Systems (theory)

Coronavirus Disease 2019

Emergency Medical Services

Personal Protective Equipment

United Kingdom

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We want to sincerely thank all the paramedics who participated in this study.

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The study followed the good scientific practice defined by the Finnish National Board on Research Integrity TENK [ 43 ]. The study was conducted in accordance with the Helsinki Declaration and applicable national guidelines. Adhering to the Finnish National Board on Research Integrity (TENK) guidelines on ethical principles of research with human participants and ethical review in the human sciences in Finland, an ethical review statement from a human sciences ethics committee was not required for this type of study. The participants consisted of adult students engaged in regular employment. Their involvement in the research was grounded on informed consent. The study did not involve concerns regarding the participants’ physical integrity, nor were they subjected to exceptionally strong stimuli. The potential for causing mental harm was not beyond what is typically encountered in everyday life, and their participation did not pose any safety risks [ 44 ].

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Myrskykari, H., Nordquist, H. Paramedics’ experiences and observations: work-related emotions and well-being resources during the initial months of the COVID-19 pandemic—a qualitative study. BMC Emerg Med 24 , 152 (2024). https://doi.org/10.1186/s12873-024-01072-0

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Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

• Elham Nasiri   ORCID: orcid.org/0000-0002-0644-1646 1 &
• Laleh Khojasteh   ORCID: orcid.org/0000-0002-6393-2759 1  

BMC Medical Education volume  24 , Article number:  925 ( 2024 ) Cite this article

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This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

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Introduction

In the field of medical education, the acquisition and application of effective communication skills are crucial for medical students in today’s global healthcare environment [ 1 ]. This necessitates not only strong English language proficiency but also the ability to present complex medical information clearly and concisely to diverse audiences.

Language courses, especially English for Specific Purposes (ESP) courses for medical students, are highly relevant in today’s globalized healthcare environment [ 2 ]. In non-English speaking countries like Iran, these courses are particularly important as they go beyond mere language instruction to include the development of critical thinking, cultural competence, and professional communication skills [ 3 ]. Proficiency in English is crucial for accessing up-to-date research, participating in international conferences, and communicating with patients and colleagues from diverse backgrounds [ 4 ]. Additionally, ESP courses help medical students understand and use medical terminologies accurately, which is essential for reading technical articles, listening to audio presentations, and giving spoken presentations [ 5 ]. In countries where English is not the primary language, ESP courses ensure that medical professionals can stay current with global advancements and collaborate effectively on an international scale [ 6 ]. Furthermore, these courses support students who may seek to practice medicine abroad, enhancing their career opportunities and professional growth [ 7 ].

Moreover, ESP courses enable medical professionals to communicate effectively with international patients, which is crucial in multicultural societies and for medical tourism, ensuring that patient care is not compromised due to language barriers [ 8 ]. Many medical textbooks, journals, and online resources are available primarily in English, and ESP courses equip medical students with the necessary language skills to access and comprehend these resources, ensuring they are well-informed about the latest medical research and practices [ 9 ].

Additionally, many medical professionals from non-English speaking countries aim to take international certification exams, such as the USMLE or PLAB, which are conducted in English, and ESP courses prepare students for these exams by familiarizing them with the medical terminology and language used in these assessments [ 10 ]. ESP courses also contribute to the professional development of medical students by improving their ability to write research papers, case reports, and other academic documents in English, which is essential for publishing in international journals and contributing to global medical knowledge [ 11 ]. In the increasingly interdisciplinary field of healthcare, collaboration with professionals from other countries is common, and ESP courses facilitate effective communication and collaboration with international colleagues, fostering innovation and the exchange of ideas [ 12 ].

With the rise of telemedicine and online medical consultations, proficiency in English is essential for non-English speaking medical professionals to provide remote healthcare services to international patients, and ESP courses prepare students for these modern medical practices [ 13 ].

Finally, ESP courses often include training on cultural competence, which is crucial for understanding and respecting the cultural backgrounds of patients and colleagues, leading to more empathetic and effective patient care and professional interactions [ 14 ]. Many ESP programs for medical students incorporate group presentations as a vital component of their curriculum, recognizing the positive impact on developing these essential skills [ 15 ].

Group projects in language courses, particularly in ESP for medical students, are highly relevant for several reasons. They provide a collaborative environment that mimics real-world professional settings, where healthcare professionals often work in multidisciplinary teams [ 16 ]. These group activities foster not only language skills but also crucial soft skills such as teamwork, leadership, and interpersonal communication, which are essential in medical practice [ 17 ].

The benefits of group projects over individual projects in language learning are significant. Hartono, Mujiyanto [ 18 ] found that group presentation tasks in ESP courses led to higher self-efficacy development compared to individual tasks. Group projects encourage peer learning, where students can learn from each other’s strengths and compensate for individual weaknesses [ 19 ]. They also provide a supportive environment that can reduce anxiety and increase willingness to communicate in the target language [ 20 ]. However, it is important to note that group projects also come with challenges, such as social loafing and unequal contribution, which need to be managed effectively [ 21 ].

Traditional lecture-based teaching methods, while valuable for knowledge acquisition, may not effectively prepare medical students for the interactive and collaborative nature of real-world healthcare settings [ 22 ]. Panel discussions (hereafter PDs), an interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, are particularly relevant in this context. They simulate professional conference discussions and interdisciplinary team meetings, preparing students for future academic and clinical environments where such skills are crucial [ 23 ].

PDs, also known as moderated discussions or moderated panels, are a specific type of interactive format where a group of experts or stakeholders engage in a facilitated conversation on a particular topic or issue [ 22 ]. In this format, a moderator guides the discussion, encourages active participation from all panelists, and fosters a collaborative environment that promotes constructive dialogue and critical thinking [ 24 ]. The goal is to encourage audience engagement and participation, which can be achieved through various strategies such as asking open-ended questions, encouraging counterpoints and counterarguments, and providing opportunities for audience members to pose questions or share their own experiences [ 25 ]. These discussions can take place in-person or online, and can be designed to accommodate diverse audiences and settings [ 26 ].

In this study, PD is considered a speaking activity where medical students are assigned specific roles to play during the simulation, such as a physician, quality improvement specialist, policymaker, or patient advocate. By taking on these roles, students can gain a better understanding of the diverse perspectives and considerations that come into play in real-world healthcare discussions [ 23 ]. Simulating PDs within ESP courses can be a powerful tool for enhancing medical students’ learning outcomes in multiple areas. This approach improves language proficiency, academic skills, and critical thinking abilities, while also enabling students to communicate effectively with diverse stakeholders in the medical field [ 27 , 28 ].

Theoretical framework

The panel discussions in our study are grounded in the concept of authentic assessment (outlined by Villarroel, Bloxham [ 29 ]), which involves designing tasks that mirror real-life situations and problems. In the context of medical education, this approach is particularly relevant as it prepares students for the complex, multidisciplinary nature of healthcare communication. Realism can be achieved through two means: providing a realistic context that describes and delivers a frame for the problem to be solved and creating tasks that are similar to those faced in real and/or professional life [ 30 ]. In our study, the PDs provide a realistic context by simulating scenarios where medical students are required to discuss and present complex medical topics in a professional setting, mirroring the types of interactions they will encounter in their future careers.

The task of participating in PDs also involves cognitive challenge, as students are required to think critically about complex medical topics, analyze information, and communicate their findings effectively. This type of task aims to generate processes of problem-solving, application of knowledge, and decision-making that correspond to the development of cognitive and metacognitive skills [ 23 ]. For medical students, these skills are crucial in developing clinical reasoning and effective patient communication. The PDs encourage students to go beyond the textual reproduction of fragmented and low-order content and move towards understanding, establishing relationships between new ideas and previous knowledge, linking theoretical concepts with everyday experience, deriving conclusions from the analysis of data, and examining both the logic of the arguments present in the theory and its practical scope [ 24 , 25 , 27 ].

Furthermore, the evaluative judgment aspect of our study is critical in helping students develop criteria and standards about what a good performance means in medical communication. This involves students judging their own performance and regulating their own learning [ 31 ]. In the context of panel discussions, students reflect on their own work, compare it with desired standards, and seek feedback from peers and instructors. By doing so, students can develop a sense of what constitutes good performance in medical communication and what areas need improvement [ 32 ]. Boud, Lawson and Thompson [ 33 ] argue that students need to build a precise judgment about the quality of their work and calibrate these judgments in the light of evidence. This skill is particularly important for future medical professionals who will need to continually assess and improve their communication skills throughout their careers.

The theoretical framework presented above highlights the importance of authentic learning experiences in medical education. By drawing on the benefits of group work and panel discussions, university instructor-researchers aimed to provide medical students with a unique opportunity to engage with complex cases and develop their communication and collaboration skills. As noted by Suryanarayana [ 34 ], authentic learning experiences can lead to deeper learning and improved retention. Considering the advantages of group work in promoting collaborative problem-solving and language development, the instructor-researchers designed a panel discussion task that simulates real-world scenarios, where students can work together to analyze complex cases, share knowledge, and present their findings to a simulated audience.

While previous studies have highlighted the benefits of interactive learning experiences and critical thinking skills in medical education, a research gap remains in understanding how medical students perceive the relevance of PDs in ESP courses. This study aims to address this gap by investigating medical students’ perceptions of PD tasks in ESP courses and how these perceptions relate to their language proficiency, critical thinking skills, and ability to communicate effectively with diverse stakeholders in the medical field. This understanding can inform best practices in medical education, contributing to the development of more effective communication skills for future healthcare professionals worldwide [ 23 ]. The research questions guiding this study are:

What are the perceived advantages of PDs from the perspectives of panelists and the audience?

What are the perceived disadvantages of PDs from the perspectives of panelists and the audience?

How can PDs be improved for panelists and the audience based on the insights of ESP instructors?

Methodology

Aim and design.

For this study, a two-phase qualitative design was employed to gain an understanding of the advantages and disadvantages of PDs from the perspectives of both student panelists and the audience (Phase 1) and to acquire an in-depth understanding of the suggested strategies provided by experts to enhance PPs for future students (Phase 2).

Participants and context of the study

This study was conducted in two phases (Fig.  1 ) at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran.

Participants of the study in two phases

In the first phase, the student participants were 46 non-native speakers of English and international students who studied medicine at SUMS. Their demographic characteristics can be seen in Table  1 .

These students were purposefully selected because they were the only SUMS international students who had taken the ESP (English for Specific Purposes) course. The number of international students attending SUMS is indeed limited. Each year, a different batch of international students joins the university. They progress through a sequence of English courses, starting with General English 1 and 2, followed by the ESP course, and concluding with academic writing. At the time of data collection, the students included in the study were the only international students enrolled in the ESP course. This mandatory 3-unit course is designed to enhance their language and communication skills specifically tailored to their profession. As a part of the Medicine major curriculum, this course aims to improve their English language proficiency in areas relevant to medicine, such as understanding medical terminology, comprehending original medicine texts, discussing clinical cases, and communicating with patients, colleagues, and other healthcare professionals.

Throughout the course, students engage in various interactive activities, such as group discussions, role-playing exercises, and case studies, to develop their practical communication skills. In this course, medical students receive four marks out of 20 for their oral presentations, while the remaining marks are allocated to their written midterm and final exams. From the beginning of the course, they are briefed about PDs, and they are shown two YouTube-downloaded videos about PDs at medical conferences, a popular format for discussing and sharing knowledge, research findings, and expert opinions on various medical topics.

For the second phase of the study, a specific group of participants was purposefully selected. This group consisted of three faculty members from SUMS English department who had extensive experience attending numerous conferences at national and international levels, particularly in the medical field, as well as working as translators and interpreters in medical congresses. Over the course of ten years, they also gained considerable experience in PDs. They were invited to discuss strategies helpful for medical students with PDs.

Panel discussion activity design and implementation

When preparing for a PD session, medical students received comprehensive guidance on understanding the roles and responsibilities of each panel member. This guidance was aimed at ensuring that each participant was well-prepared and understood their specific role in the discussion.

Moderators should play a crucial role in steering the conversation. They are responsible for ensuring that all panelists have an opportunity to contribute and that the audience is engaged effectively. Specific tasks include preparing opening remarks, introducing panelists, and crafting transition questions to facilitate smooth topic transitions. The moderators should also manage the time to ensure balanced participation and encourage active audience involvement.

Panelists are expected to be subject matter experts who bring valuable insights and opinions to the discussion. They are advised to conduct thorough research on the topic and prepare concise talking points. Panelists are encouraged to draw from their medical knowledge and relevant experiences, share evidence-based information, and engage with other panelists’ points through active listening and thoughtful responses.

The audience plays an active role in the PDs. They are encouraged to participate by asking questions, sharing relevant experiences, and contributing to the dialogue. To facilitate this, students are advised to take notes during the discussion and think of questions or comments they can contribute during the Q&A segment.

For this special course, medical students were advised to choose topics either from their ESP textbook or consider current medical trends, emerging research, and pressing issues in their field. Examples included breast cancer, COVID-19, and controversies in gene therapy. The selection process involved brainstorming sessions and consultation with the course instructor to ensure relevance and appropriateness.

To accommodate the PD sessions within the course structure, students were allowed to start their PD sessions voluntarily from the second week. However, to maintain a balance between peer-led discussions and regular course content, only one PD was held weekly. This approach enabled the ESP lecturer to deliver comprehensive content while also allowing students to engage in these interactive sessions.

A basic time structure was suggested for each PD (Fig.  2 ):

Time allocation for panel discussion stages in minutes

To ensure the smooth running of the course and maintain momentum, students were informed that they could cancel their PD session only once. In such cases, they were required to notify the lecturer and other students via the class Telegram channel to facilitate rescheduling and minimize disruptions. This provision was essential in promoting a sense of community among students and maintaining the course’s continuity.

Research tools and data collection

The study utilized various tools to gather and analyze data from participants and experts, ensuring a comprehensive understanding of the research topic.

Reflection papers

In Phase 1 of the study, 46 medical students detailed their perceptions of the advantages and disadvantages of panel discussions from dual perspectives: as panelists (presenters) and as audience members (peers).

Participants were given clear instructions and a 45-minute time frame to complete the reflection task. With approximately 80% of the international language students being native English speakers and the rest fluent in English, the researchers deemed this time allocation reasonable. The questions and instructions were straightforward, facilitating quick comprehension. It was estimated that native English speakers would need about 30 min to complete the task, while non-native speakers might require an extra 15 min for clarity and expression. This time frame aimed to allow students to respond thoughtfully without feeling rushed. Additionally, students could request more time if needed.

Focus group discussion

In phase 2 of the study, a focus group discussion was conducted with three expert participants. The purpose of the focus group was to gather insights from expert participants, specifically ESP (English for Specific Purposes) instructors, on how presentation dynamics can be improved for both panelists and the audience.

According to Colton and Covert [ 35 ], focus groups are useful for obtaining detailed input from experts. The appropriate size of a focus group is determined by the study’s scope and available resources [ 36 ]. Morgan [ 37 ] suggests that small focus groups are suitable for complex topics where specialist participants might feel frustrated if not allowed to express themselves fully.

The choice of a focus group over individual interviews was based on several factors. First, the exploratory nature of the study made focus groups ideal for interactive discussions, generating new ideas and in-depth insights [ 36 ]. Second, while focus groups usually involve larger groups, they can effectively accommodate a limited number of experts with extensive knowledge [ 37 ]. Third, the focus group format fostered a more open environment for idea exchange, allowing participants to engage dynamically [ 36 ]. Lastly, conducting a focus group was more time- and resource-efficient than scheduling three separate interviews [ 36 ].

Data analysis

The first phase of the study involved a thorough examination of the data related to the research inquiries using thematic analysis. This method was chosen for its effectiveness in uncovering latent patterns from a bottom-up perspective, facilitating a comprehensive understanding of complex educational phenomena [ 38 ]. The researchers first familiarized themselves with the data by repeatedly reviewing the reflection papers written by the medical students. Next, an initial round of coding was independently conducted to identify significant data segments and generate preliminary codes that reflected the students’ perceptions of the advantages and disadvantages of presentation dynamics PDs from both the presenter and audience viewpoints [ 38 ].

The analysis of the reflection papers began with the two researchers coding a subset of five papers independently, adhering to a structured qualitative coding protocol [ 39 ]. They convened afterward to compare their initial codes and address any discrepancies. Through discussion, they reached an agreement on the codes, which were then analyzed, organized into categories and themes, and the frequency of each code was recorded [ 38 ].

After coding the initial five papers, the researchers continued to code the remaining 41 reflection paper transcripts in batches of ten, meeting after each batch to review their coding, resolve any inconsistencies, and refine the coding framework as needed. This iterative process, characterized by independent coding, joint reviews, and consensus-building, helped the researchers establish a robust and reliable coding approach consistently applied to the complete dataset [ 40 ]. Once all 46 reflection paper transcripts were coded, the researchers conducted a final review and discussion to ensure accurate analysis. They extracted relevant excerpts corresponding to the identified themes and sub-themes from the transcripts to provide detailed explanations and support for their findings [ 38 ]. This multi-step approach of separate initial coding, collaborative review, and frequency analysis enhanced the credibility and transparency of the qualitative data analysis.

To ensure the trustworthiness of the data collected in this study, the researchers adhered to the Guba and Lincoln standards of scientific accuracy in qualitative research, which encompass credibility, confirmability, dependability, and transferability [ 41 ] (Table  2 ).

The analysis of the focus group data obtained from experts followed the same rigorous procedure applied to the student participants’ data. Thematic analysis was employed to examine the experts’ perspectives, maintaining consistency in the analytical approach across both phases of the study. The researchers familiarized themselves with the focus group transcript, conducted independent preliminary coding, and then collaboratively refined the codes. These codes were subsequently organized into categories and themes, with the frequency of each code recorded. The researchers engaged in thorough discussions to ensure agreement on the final themes and sub-themes. Relevant excerpts from the focus group transcript were extracted to provide rich, detailed explanations of each theme, thereby ensuring a comprehensive and accurate analysis of the experts’ insights.

1. What are the advantages of PDs from the perspective of panelists and the audience?

The analysis of the advantages of PDs from the perspectives of both panelists and audience members revealed several key themes and categories. Tables  2 and 3 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table  3 ), the overarching theme was “Personal and Professional Development.” The most frequently reported advantage was knowledge sharing (93.5%), followed closely by increased confidence (91.3%) and the importance of interaction in presentations (91.3%).

Notably, all categories within this theme had at least one code mentioned by over 80% of participants, indicating a broad range of perceived benefits. The category of “Effective teamwork and communication” was particularly prominent, with collaboration (89.1%) and knowledge sharing (93.5%) being among the most frequently cited advantages. This suggests that PDs are perceived as valuable tools for fostering interpersonal skills and collective learning. In the “Language mastery” category, increased confidence (91.3%) and better retention of key concepts (87.0%) were highlighted, indicating that PDs are seen as effective for both language and content learning.

The audience perspective (Table  4 ), encapsulated under the theme “Enriching Learning Experience,” showed similarly high frequencies across all categories.

The most frequently mentioned advantage was exposure to diverse speakers (93.5%), closely followed by the range of topics covered (91.3%) and increased audience interest (91.3%). The “Broadening perspectives” category was particularly rich, with all codes mentioned by over 70% of participants. This suggests that audience members perceive PDs as valuable opportunities for expanding their knowledge and viewpoints. In the “Language practice” category, the opportunity to practice language skills (89.1%) was the most frequently cited advantage, indicating that even as audience members, students perceive significant language learning benefits.

Comparing the two perspectives reveals several interesting patterns:

High overall engagement: Both panelists and audience members reported high frequencies across all categories, suggesting that PDs are perceived as beneficial regardless of the role played.

Language benefits: While panelists emphasized increased confidence (91.3%) and better retention of concepts (87.0%), audience members highlighted opportunities for language practice (89.1%). This indicates that PDs offer complementary language learning benefits for both roles.

Interactive learning: The importance of interaction was highly rated by panelists (91.3%), while increased audience interest was similarly valued by the audience (91.3%). This suggests that PDs are perceived as an engaging, interactive learning method from both perspectives.

Professional development: Panelists uniquely emphasized professional growth aspects such as experiential learning (84.8%) and real-world application (80.4%). These were not directly mirrored in the audience perspective, suggesting that active participation in PDs may offer additional professional development benefits.

Broadening horizons: Both groups highly valued the diversity aspect of PDs. Panelists appreciated diversity and open-mindedness (80.4%), while audience members valued diverse speakers (93.5%) and a range of topics (91.3%).

2. What are the disadvantages of PDs from the perspective of panelists and the audience?

The analysis of the disadvantages of panel discussions (PDs) from the perspectives of both panelists and audience members revealed several key themes and categories. Tables  4 and 5 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table  5 ), the theme “Drawbacks of PDs” was divided into two main categories: “Academic Workload Challenges” and “Coordination Challenges.” The most frequently reported disadvantage was long preparation (87.0%), followed by significant practice needed (82.6%) and the time-consuming nature of PDs (80.4%). These findings suggest that the primary concern for panelists is the additional workload that PDs impose on their already demanding academic schedules. The “Coordination Challenges” category, while less prominent than workload issues, still presented significant concerns. Diverse panel skills (78.3%) and finding suitable panelists (73.9%) were the most frequently cited issues in this category, indicating that team dynamics and composition are notable challenges for panelists.

The audience perspective (Table  6 ), encapsulated under the theme “Drawbacks of PDs,” was divided into two main categories: “Time-related Issues” and “Interaction and Engagement Issues.” In the “Time-related Issues” category, the most frequently mentioned disadvantage was the inefficient use of time (65.2%), followed by the perception of PDs as too long and boring (60.9%). Notably, 56.5% of respondents found PDs stressful due to overwhelming workload from other studies, and 52.2% considered them not very useful during exam time. The “Interaction and Engagement Issues” category revealed more diverse concerns. The most frequently mentioned disadvantage was the repetitive format (82.6%), followed by limited engagement with the audience (78.3%) and the perception of PDs as boring (73.9%). The audience also noted issues related to the panelists’ preparation and coordination, such as “Not practiced and natural” (67.4%) and “Coordination and Interaction Issues” (71.7%), suggesting that the challenges faced by panelists directly impact the audience’s experience.

Workload concerns: Both panelists and audience members highlighted time-related issues. For panelists, this manifested as long preparation times (87.0%) and difficulty balancing with other studies (76.1%). For the audience, it appeared as perceptions of inefficient use of time (65.2%) and stress due to overwhelming workload from other studies (56.5%).

Engagement issues: While panelists focused on preparation and coordination challenges, the audience emphasized the quality of the discussion and engagement. This suggests a potential mismatch between the efforts of panelists and the expectations of the audience.

Boredom and repetition: The audience frequently mentioned boredom (73.9%) and repetitive format (82.6%) as issues, which weren’t directly mirrored in the panelists’ responses. This indicates that while panelists may be focused on content preparation, the audience is more concerned with the delivery and variety of the presentation format.

Coordination challenges: Both groups noted coordination issues, but from different perspectives. Panelists struggled with team dynamics and finding suitable co-presenters, while the audience observed these challenges manifesting as unnatural or unpracticed presentations.

Academic pressure: Both groups acknowledged the strain PDs put on their academic lives, with panelists viewing it as a burden (65.2%) and the audience finding it less useful during exam times (52.2%).

3. How can PDs be improved for panelists and the audience from the experts’ point of view?

The presentation of data for this research question differs from the previous two due to the unique nature of the information gathered. Unlike the quantifiable student responses in earlier questions, this data stems from expert opinions and a reflection discussion session, focusing on qualitative recommendations for improvement rather than frequency of responses (Braun & Clarke, 2006). The complexity and interconnectedness of expert suggestions, coupled with the integration of supporting literature, necessitate a more narrative approach (Creswell & Poth, 2018). This format allows for a richer exploration of the context behind each recommendation and its potential implications (Patton, 2015). Furthermore, the exploratory nature of this question, aimed at generating ideas for improvement rather than measuring prevalence of opinions, is better served by a detailed, descriptive presentation (Merriam & Tisdell, 2016). This approach enables a more nuanced understanding of how PDs can be enhanced, aligning closely with the “how” nature of the research question and providing valuable insights for potential implementation (Yin, 2018).

The experts provided several suggestions to address the challenges faced by students in panel discussions (PDs) and improve the experience for both panelists and the audience. Their recommendations focused on six key areas: time management and workload, preparation and skill development, engagement and interactivity, technological integration, collaboration and communication, and institutional support.

To address the issue of time management and heavy workload, one expert suggested teaching students to “ break down the task to tackle the time-consuming nature of panel discussions and balance it with other studies .” This approach aims to help students manage the extensive preparation time required for PDs without compromising their other academic responsibilities. Another expert emphasized “ enhancing medical students’ abilities to prioritize tasks , allocate resources efficiently , and optimize their workflow to achieve their goals effectively .” These skills were seen as crucial not only for PD preparation but also for overall academic success and future professional practice.

Recognizing the challenges of long preparation times and the perception of PDs being burdensome, an expert proposed “ the implementation of interactive training sessions for panelists .” These sessions were suggested to enhance coordination skills and improve the ability of group presenters to engage with the audience effectively. The expert emphasized that such training could help students view PDs as valuable learning experiences rather than additional burdens, potentially increasing their motivation and engagement in the process.

To combat issues of limited engagement and perceived boredom, experts recommended increasing engagement opportunities for the audience through interactive elements like audience participation and group discussions. They suggested that this could transform PDs from passive listening experiences to active learning opportunities. One expert suggested “ optimizing time management and restructuring the format of panel discussions ” to address inefficiency during sessions. This restructuring could involve shorter presentation segments interspersed with interactive elements to maintain audience attention and engagement.

An innovative solution proposed by one expert was “ using ChatGPT to prepare for PDs by streamlining scenario presentation preparation and role allocation. ” The experts collectively discussed the potential of AI to assist medical students in reducing their workload and saving time in preparing scenario presentations and allocating roles in panel discussions. They noted that AI could help generate initial content drafts, suggest role distributions based on individual strengths, and even provide practice questions for panelists, significantly reducing preparation time while maintaining quality.

Two experts emphasized the importance of enhancing collaboration and communication among panelists to address issues related to diverse panel skills and coordination challenges. They suggested establishing clear communication channels and guidelines to improve coordination and ensure a cohesive presentation. This could involve creating structured team roles, setting clear expectations for each panelist, and implementing regular check-ins during the preparation process to ensure all team members are aligned and progressing.

All experts were in agreement that improving PDs would not be possible “ if nothing is done by the university administration to reduce the ESP class size for international students .” They believed that large class sizes in ESP or EFL classes could negatively influence group oral presentations, hindering language development and leading to uneven participation. The experts suggested that smaller class sizes would allow for more individualized attention, increased speaking opportunities for each student, and more effective feedback mechanisms, all of which are crucial for developing strong presentation skills in a second language.

Research question 1: what are the advantages of PDs from the perspective of panelists and the audience?

The results of this study reveal significant advantages of PDs for both panelists and audience members in the context of medical education. These findings align with and expand upon previous research in the field of educational presentations and language learning.

Personal and professional development for panelists

The high frequency of reported benefits in the “Personal and Professional Development” theme for panelists aligns with several previous studies. The emphasis on language mastery, particularly increased confidence (91.3%) and better retention of key concepts (87.0%), supports the findings of Hartono, Mujiyanto [ 42 ], Gedamu and Gezahegn [ 15 ], Li [ 43 ], who all highlighted the importance of language practice in English oral presentations. However, our results show a more comprehensive range of benefits, including professional growth aspects like experiential learning (84.8%) and real-world application (80.4%), which were not as prominently featured in these earlier studies.

Interestingly, our findings partially contrast with Chou [ 44 ] study, which found that while group oral presentations had the greatest influence on improving students’ speaking ability, individual presentations led to more frequent use of metacognitive, retrieval, and rehearsal strategies. Our results suggest that PDs, despite being group activities, still provide significant benefits in these areas, possibly due to the collaborative nature of preparation and the individual responsibility each panelist bears. The high frequency of knowledge sharing (93.5%) and collaboration (89.1%) in our study supports Harris, Jones and Huffman [ 45 ] emphasis on the importance of group dynamics and varied perspectives in educational settings. However, our study provides more quantitative evidence for these benefits in the specific context of PDs.

Enriching learning experience for the audience

The audience perspective in our study reveals a rich learning experience, with high frequencies across all categories. This aligns with Agustina [ 46 ] findings in business English classes, where presentations led to improvements in all four language skills. However, our study extends these findings by demonstrating that even passive participation as an audience member can lead to significant perceived benefits in language practice (89.1%) and broadening perspectives (93.5% for diverse speakers). The high value placed on diverse speakers (93.5%) and range of topics (91.3%) by the audience supports the notion of PDs as a tool for expanding knowledge and viewpoints. This aligns with the concept of situated learning experiences leading to deeper understanding in EFL classes, as suggested by Li [ 43 ] and others [ 18 , 31 ]. However, our study provides more specific evidence for how this occurs in the context of PDs.

Interactive learning and engagement

Both panelists and audience members in our study highly valued the interactive aspects of PDs, with the importance of interaction rated at 91.3% by panelists and increased audience interest at 91.3% by the audience. This strong emphasis on interactivity aligns with Azizi and Farid Khafaga [ 19 ] study on the benefits of dynamic assessment and dialogic learning contexts. However, our study provides more detailed insights into how this interactivity is perceived and valued by both presenters and audience members in PDs.

Professional growth and real-world application

The emphasis on professional growth through PDs, particularly for panelists, supports Li’s [ 43 ] assertion about the power of oral presentations as situated learning experiences. Our findings provide more specific evidence for how PDs contribute to professional development, with high frequencies reported for experiential learning (84.8%) and real-world application (80.4%). This suggests that PDs may be particularly effective in bridging the gap between academic learning and professional practice in medical education.

Research question 2: what are the disadvantages of pds from the perspective of panelists and the audience?

Academic workload challenges for panelists.

The high frequency of reported challenges in the “Academic Workload Challenges” category for panelists aligns with several previous studies in medical education [ 47 , 48 , 49 ]. The emphasis on long preparation (87.0%), significant practice needed (82.6%), and the time-consuming nature of PDs (80.4%) supports the findings of Johnson et al. [ 24 ], who noted that while learners appreciate debate-style journal clubs in health professional education, they require additional time commitment. This is further corroborated by Nowak, Speed and Vuk [ 50 ], who found that intensive learning activities in medical education, while beneficial, can be time-consuming for students.

Perceived value of pds relative to time investment

While a significant portion of the audience (65.2%) perceived PDs as an inefficient use of time, the high frequency of engagement-related concerns (82.6% for repetitive format, 78.3% for limited engagement) suggests that the perceived lack of value may be more closely tied to the quality of the experience rather than just the time investment. This aligns with Dyhrberg O’Neill [ 27 ] findings on debate-based oral exams, where students perceived value despite the time-intensive nature of the activity. However, our results indicate a more pronounced concern about the return on time investment in PDs. This discrepancy might be addressed through innovative approaches to PD design and implementation, such as those proposed by Almazyad et al. [ 22 ], who suggested using AI tools to enhance expert panel discussions and potentially improve efficiency.

Coordination challenges for panelists

The challenges related to coordination in medical education, such as diverse panel skills (78.3%) and finding suitable panelists (73.9%), align with previous research on teamwork in higher education [ 21 ]. Our findings support the concept of the free-rider effect discussed by Hall and Buzwell [ 21 ], who explored reasons for non-contribution in group projects beyond social loafing. This is further elaborated by Mehmood, Memon and Ali [ 51 ], who proposed that individuals may not contribute their fair share due to various factors including poor communication skills or language barriers, which is particularly relevant in medical education where clear communication is crucial [ 52 ]. Comparing our results to other collaborative learning contexts in medical education, Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] measured teamwork competence development in a multidisciplinary project-based learning environment. They found that while teamwork skills improved over time, initial coordination challenges were significant. This aligns with our findings on the difficulties of coordinating diverse panel skills and opinions in medical education settings.

Our results also resonate with Chou’s [ 44 ] study comparing group and individual oral presentations, which found that group presenters often had a limited understanding of the overall content. This is supported by Wilson, Ho and Brookes [ 54 ], who examined student perceptions of teamwork in undergraduate science degrees, highlighting the challenges and benefits of collaborative work, which are equally applicable in medical education [ 52 ].

Quality of discussions and perception for the audience

The audience perspective in our study reveals significant concerns about the quality and engagement of PDs in medical education. The high frequency of issues such as repetitive format (82.6%) and limited engagement with the audience (78.3%) aligns with Parmar and Bickmore [ 55 ] findings on the importance of addressing individual audience members and gathering feedback. This is further supported by Nurakhir et al. [ 25 ], who explored students’ views on classroom debates as a strategy to enhance critical thinking and oral communication skills in nursing education, which shares similarities with medical education. Comparing our results to other interactive learning methods in medical education, Jones et al. [ 26 ] reviewed the use of journal clubs and book clubs in pharmacy education. They found that while these methods enhanced engagement, they also faced challenges in maintaining student interest over time, similar to the boredom issues reported in our study of PDs in medical education. The perception of PDs as boring (73.9%) and not very useful during exam time (52.2%) supports previous research on the stress and pressure experienced by medical students [ 48 , 49 ]. Grieve et al. [ 20 ] specifically examined student fears of oral presentations and public speaking in higher education, which provides context for the anxiety and disengagement observed in our study of medical education. Interestingly, Bhuvaneshwari et al. [ 23 ] found positive impacts of panel discussions in educating medical students on specific modules. This contrasts with our findings and suggests that the effectiveness of PDs in medical education may vary depending on the specific context and implementation.

Comparative analysis and future directions

Our study provides a unique comparative analysis of the challenges faced by both panelists and audience members in medical education. The alignment of concerns around workload and time management between the two groups suggests that these are overarching issues in the implementation of PDs in medical curricula. This is consistent with the findings of Pasandín et al. [ 56 ], who examined cooperative oral presentations in higher education and their impact on both technical and soft skills, which are crucial in medical education [ 52 ]. The mismatch between panelist efforts and audience expectations revealed in our study is a novel finding that warrants further investigation in medical education. This disparity could be related to the self-efficacy beliefs of presenters, as explored by Gedamu and Gezahegn [ 15 ] in their study of TEFL trainees’ attitudes towards academic oral presentations, which may have parallels in medical education. Looking forward, innovative approaches could address some of the challenges identified in medical education. Almazyad et al. [ 22 ] proposed using AI tools like ChatGPT to enhance expert panel discussions in pediatric palliative care, which could potentially address some of the preparation and engagement issues identified in our study of medical education. Additionally, Ragupathi and Lee [ 57 ] discussed the role of rubrics in higher education, which could provide clearer expectations and feedback for both panelists and audience members in PDs within medical education.

Research question 3: how can PDs be improved for panelists and the audience from the experts’ point of view?

The expert suggestions for improving PDs address several key challenges identified in previous research on academic presentations and student workload management. These recommendations align with current trends in educational technology and pedagogical approaches, while also considering the unique needs of medical students.

The emphasis on time management and workload reduction strategies echoes findings from previous studies on medical student stress and academic performance. Nowak, Speed and Vuk [ 50 ] found that medical students often struggle with the fast-paced nature of their courses, which can lead to reduced motivation and superficial learning approaches. The experts’ suggestions for task breakdown and prioritization align with Rabbi and Islam [ 58 ] recommendations for reducing workload stress through effective assignment prioritization. Additionally, Popa et al. [ 59 ] highlight the importance of acceptance and planning in stress management for medical students, supporting the experts’ focus on these areas.

The proposed implementation of interactive training sessions for panelists addresses the need for enhanced presentation skills in professional contexts, a concern highlighted by several researchers [ 17 , 60 ]. This aligns with Grieve et al. [ 20 ] findings on student fears of oral presentations and public speaking in higher education, emphasizing the need for targeted training. The focus on interactive elements and audience engagement also reflects current trends in active learning pedagogies, as demonstrated by Pasandín et al. [ 56 ] in their study on cooperative oral presentations in engineering education.

The innovative suggestion to use AI tools like ChatGPT for PD preparation represents a novel approach to leveraging technology in education. This aligns with recent research on the potential of AI in scientific research, such as the study by Almazyad et al. [ 22 ], which highlighted the benefits of AI in supporting various educational tasks. However, it is important to consider potential ethical implications and ensure that AI use complements rather than replaces critical thinking and creativity.

The experts’ emphasis on enhancing collaboration and communication among panelists addresses issues identified in previous research on teamwork in higher education. Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] noted the importance of measuring teamwork competence development in project-based learning environments. The suggested strategies for improving coordination align with best practices in collaborative learning, as demonstrated by Romero-Yesa et al. [ 61 ] in their qualitative assessment of challenge-based learning and teamwork in electronics programs.

The unanimous agreement on the need to reduce ESP class sizes for international students reflects ongoing concerns about the impact of large classes on language learning and student engagement. This aligns with research by Li [ 3 ] on issues in developing EFL learners’ oral English communication skills. Bosco et al. [ 62 ] further highlight the challenges of teaching and learning ESP in mixed classes, supporting the experts’ recommendation for smaller class sizes. Qiao, Xu and bin Ahmad [ 63 ] also emphasize the implementation challenges for ESP formative assessment in large classes, further justifying the need for reduced class sizes.

These expert recommendations provide a comprehensive approach to improving PDs, addressing not only the immediate challenges of preparation and delivery but also broader issues of student engagement, workload management, and institutional support. By implementing these suggestions, universities could potentially transform PDs from perceived burdens into valuable learning experiences that enhance both academic and professional skills. This aligns with Kho and Ting [ 64 ] systematic review on overcoming oral presentation anxiety among tertiary ESL/EFL students, which emphasizes the importance of addressing both challenges and strategies in improving presentation skills.

This study has shed light on the complex challenges associated with PDs in medical education, revealing a nuanced interplay between the experiences of panelists and audience members. The findings underscore the need for a holistic approach to implementing PDs that addresses both the academic workload concerns and the quality of engagement.

Our findings both support and extend previous research on the challenges of oral presentations and group work in medical education settings. The high frequencies of perceived challenges across multiple categories for both panelists and audience members suggest that while PDs may offer benefits, they also present significant obstacles that need to be addressed in medical education. These results highlight the need for careful consideration in the implementation of PDs in medical education, with particular attention to workload management, coordination strategies, and audience engagement techniques. Future research could focus on developing and testing interventions to mitigate these challenges while preserving the potential benefits of PDs in medical education.

Moving forward, medical educators should consider innovative approaches to mitigate these challenges. This may include:

Integrating time management and stress coping strategies into the PD preparation process [ 59 ].

Exploring the use of AI tools to streamline preparation and enhance engagement [ 22 ].

Developing clear rubrics and expectations for both panelists and audience members [ 57 ].

Incorporating interactive elements to maintain audience interest and participation [ 25 ].

Limitations and future research

One limitation of this study is that it focused on a specific population of medical students, which may limit the generalizability of the findings to other student populations. Additionally, the study relied on self-report data from panelists and audience members, which may introduce bias and affect the validity of the results. Future research could explore the effectiveness of PDs in different educational contexts and student populations to provide a more comprehensive understanding of the benefits and challenges of panel discussions.

Future research should focus on evaluating the effectiveness of these interventions and exploring how PDs can be tailored to the unique demands of medical education. By addressing the identified challenges, PDs have the potential to become a more valuable and engaging component of medical curricula, fostering both academic and professional development. Ultimately, the goal should be to transform PDs from perceived burdens into opportunities for meaningful learning and skill development, aligning with the evolving needs of medical education in the 21st century.

Future research could also examine the long-term impact of PDs on panelists’ language skills, teamwork, and communication abilities. Additionally, exploring the effectiveness of different training methods and tools, such as AI technology, in improving coordination skills and reducing workload stress for panelists could provide valuable insights for educators and administrators. Further research could also investigate the role of class size and audience engagement in enhancing the overall effectiveness of PDs in higher education settings. By addressing these gaps in the literature, future research can contribute to the ongoing development and improvement of PDs as a valuable learning tool for students in higher education.

However, it is important to note that implementing these changes may require significant institutional resources and a shift in pedagogical approaches. Future research could focus on piloting these recommendations and evaluating their effectiveness in improving student outcomes and experiences with PDs.

Data availability

We confirm that the data supporting the findings are available within this article. Raw data supporting this study’s findings are available from the corresponding author, upon request.

Abbreviations

Artificial Intelligence

English as a Foreign Language

English for Specific Purposes

Panel Discussion

Shiraz University of Medical Sciences

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Reflective Essay Guide

Writing Reflective Essay

Last updated on: Feb 9, 2023

A Step by Step Guide to Writing a Reflective Essay

By: John K.

Reviewed By: Jacklyn H.

Published on: May 11, 2021

If you have been assigned the task of writing a reflective essay, it will be an excellent opportunity to polish your creativity and writing skills.

A reflective essay is slightly different from other essays as it requires a personal point of view of a chosen subject. Thus, you need to analyze a particular subject with your personal experience, understanding, and knowledge.

The only key to write a reflective paper is that you need to be more expressive. The more expressive you are, the merrier it will be for your essay. Feel free to talk about life experiences that are valid to your topic. Writing your reflections can actually be a strength in this kind of essay.

If this sounds like something that interests or concerns you, then keep reading! This blog contains every detail necessary to produce an impressive reflective essay.

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What Is a Reflective Essay?

A reflective essay describes an experience or event and analyzes the meaning of that particular experience and the lessons it delivers. One thing that makes it a reflective essay is that the writer analyzes an event of the past from the present.

When writing a reflective essay, you are required to open up about your emotions and thoughts to paint a clear picture of your personality, history, and individual traits.

It is required that you include a description and a vivid summary of the experience; it will make the reader feel that he has experienced it as well. Moreover, you need to explain your reactions, thoughts, feelings, and emotions.

A good reflective paper should be creative, insightful, and authentic. It needs to express your opinions on a specific topic interestingly so that the reader wants to follow what you're saying without getting bored or leaving it before reading.

Reflective Essay Format

REFLECTIVE ESSAY FORMAT AND TEMPLATE

How to Start a Reflective Essay?

Writing a great reflective essay is a chance to polish your skills of writing and enhance your creativity. However, sometimes, it gets difficult and confusing to write it. There are many high schools as well as college students who get confused thinking where to start.

So, we have compiled some steps that will help you to write a perfect essay.

Let’s discuss them in detail.

1. Choose Your Topic Carefully

If you are given the freedom to choose a topic and don’t have any idea regarding it, the best way is to brainstorm and research some trending and good topic ideas. Unfortunately, a common mistake when writing a reflective essay is to choose a topic that is too broad or too narrow.

2. Research About Your Subject

Make sure you do thorough research on your topic first. Close your eyes and start imagining or remembering. Then, watch, listen, and read the information regarding your topic.

3. Brainstorm

Before you even start writing, brainstorm your ideas first. It is always a wise step to take before writing anything.

4. Choose Reflection Questions

Take a look at the questions below to get a better idea:

• What did I notice?
• What do I feel about it?
• Why am I feeling this way?

5. Answer the Questions You Have Chosen

After selecting your questions, you need to give their answers. Start from one essay question; make sure you answer it properly. After that, head on to the next one.

6. Recognize Your Experience Meaning

Before you even start writing, you need to choose the most significant lesson you have learned from your experience. This “most significant lesson or thing” is going to be the thesis of your essay.

7. Follow the Structure

Like all the other essays, the reflective essay also has the same format, which comprises the introduction, body, and conclusion paragraph.

Therefore, follow these steps and makes your essay writing process easy.

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How to Write a Reflective Essay?

Here are some steps that you should follow when you start writing your reflective paper.

1. Write the Introduction

To understand and know how to start a reflective essay introduction, you must first understand that an introduction is a piece of brief information about the main topic and its background.

In the reflective essay introduction, you will recognize the subject and provide the reader with an overview of the impression you have taken from it. Therefore, the introductory paragraph of your reflective essay needs to include a thesis statement that will act as a focal point of your paper.

2. Body Paragraphs

The first body paragraph should mention the impactful impression your subject has made on you. Then, provide relevant facts to support your thesis statement.

Moreover, the body of your essay will also describe most of the ideas you touched on in your introduction.

3. Write a Conclusion

Restate your thesis statement and summarize all the reasons you have mentioned in the essay’s body paragraphs. After that, sum up your essay with your final thoughts on the subject; close your essay with some reflective thoughts.

4. Proofread and Edit

Never submit your essay without editing or proofreading. Even though you have spent hours of effort and put a lot of hard work in doing your essay, your essay will have no worth if you haven’t proofread and edited it.

Here is the reflective essay outline sample for your ease.

Reflective Essay Outline

REFLECTIVE ESSAY OUTLINE

Reflective Essay Examples

We have compiled some perfect reflective essay examples below to help you get started on your paper.

Personal Reflective Essay Examples

PERSONAL REFLECTIVE ESSAY EXAMPLES

ENGLISH REFLECTIVE ESSAY EXAMPLES

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Reflective Essay Topics

Check out these reflective essay ideas on the most common subjects you can write about:

• Something from your imagination
• Something you have experienced in real
• A special object
• Something you have seen, heard, read, watched, touched, or smelled.

We are sure these subjects must have sparked your imagination, but here are a few essay topics that will help you get the bigger picture. In addition, these topics will help you understand the kind of topics teachers like to assign.

• The desert, mountains, countryside, or beach
• A special room or hideaway
• The house you grew up
• Home of some relative
• A person that taught me how to improve reflective writing skills
• New Experiences
• When your piece of writing published
• Important conversation
• The older man line of thought
• The time you overcame your fears

A list of topics will help you get a picture of what good ideas are like and how to come up with one of your own.

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Your essays are assigned to highly qualified essay writers who have years of experience and education. They make sure to provide you with mind-blowing, error-free, and on-time essays. They don’t just cater to the reflective essay but help with all types of essays.

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Frequently Asked Questions

How long is a reflective essay.

The reflective essay should be between 300 and 500 words. However, it will vary according to the chosen topic.

What is the purpose of a reflective essay?

A reflective essay is a great opportunity for the author to explore what has happened in their life and show how this specific event may have changed them.

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John K. is a professional writer and author with many publications to his name. He has a Ph.D. in the field of management sciences, making him an expert on the subject matter. John is highly sought after for his insights and knowledge, and he regularly delivers keynote speeches and conducts workshops on various topics related to writing and publishing. He is also a regular contributor to various online publications.

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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.

From becoming a Writer Today, here are some tips on using mind maps to write better and faster

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

How to write a term paper

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.

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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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Ultimate Guide to Writing a Reflective Essay

Carla johnson.

• June 14, 2023
• How to Guides

Writing about yourself is a powerful way to learn and grow as a person. It is a type of writing that makes you think about your thoughts, feelings, and experiences and how they have affected your personal and professional growth. A reflective essay is a type of writing that lets you talk about your own experiences, thoughts, and insights. In this article , we’ll tell you everything you need to know about writing a reflective essay, from how to define it and figure out what it’s for to how to do it well.

What You'll Learn

Definition of a Reflective Essay

A reflective essay is a type of writing in which you write about your own thoughts, feelings, and experiences. It is a type of personal writing that lets you talk about your own thoughts and experiences and share them with other people. Students are often asked to write reflective essays for school, but they can also be used for personal or professional growth.

Purpose of a Reflective Essay

The goal of a reflective essay is to get you to think about your life and how it has affected your personal and professional growth. Reflective essays can help you learn more about yourself and your experiences, as well as find places where you can grow and improve. They can also help you get better at writing and better at getting your ideas across.

Importance of Reflective Writing

Writing about yourself and your work is an important way to grow personally and professionally. It can help you learn more about yourself, figure out where you need to grow and change, and learn more about how you think and feel. Writing about yourself can also help you get better at critical thinking and analysis , and it can help you get your ideas across better. It is a useful tool for anyone who wants to grow personally and professionally, and it can be used in many different situations, from academic writing to keeping a personal journal.

Writing about yourself and your work is a powerful way to grow personally and professionally. Reflective essays give you a chance to think about your own life and how it has affected your personal and professional growth. By writing about your thoughts and feelings, you can learn more about them, find ways to grow and improve, and improve your writing and communication skills . In the next parts of this article, we’ll show you how to write a good reflective essay step by step, from choosing a topic and organizing your thoughts to writing and revising your essay.

Elements of a Reflective Essay

A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. There are several essential elements that should be included in a reflective essay to ensure that it is effective in conveying your personal reflections and experiences.

Personal Reflection

The first essential element of a reflective essay is personal reflection. This involves exploring your own thoughts and feelings about the experience you are reflecting on. It is important to be honest and open about your thoughts and feelings, as this will make your essay more authentic and meaningful.

Description of the Experience

The second element of a reflective essay is a description of the experience that you are reflecting on. This includes providing details about the experience, such as where it took place, who was involved, and what happened. The description should be clear and concise, and should provide enough detail for the reader to understand the context of your reflection.

Analysis of the Experience

The third element of a reflective essay is analysis of the experience. This involves exploring the experience in more depth, and examining your thoughts and feelings about it. You should consider what you learned from the experience, and how it impacted your personal and professional growth .

Evaluation of the Experience

The fourth element of a reflective essay is evaluation of the experience. This involves examining the experience from different perspectives, and considering its strengths and weaknesses. You should reflect on what you would do differently if you were in the same situation again, and how you could improve your response or approach.

Identification of Key Learning

The fifth element of a reflective essay is identifying the key learning that you gained from the experience. This involves reflecting on the insights and lessons that you learned from the experience, and how these have impacted your personal and professional growth. This can include new skills, knowledge, or perspectives that you gained from the experience.

Planning for Future Action

The final element of a reflective essay is planning for future action. This involves considering how you can apply the lessons and insights gained from the experience to improve your future actions. You should reflect on how you can use what you learned to approach similar situations differently in the future.

How to Write a Reflective Essay

Writing a reflective essay can be a challenging task, but by following a few simple steps, you can write an effective and meaningful essay .

Steps for Writing a Reflective Essay:

1. Brainstorming and Selecting a Topic

Begin by brainstorming and selecting a topic for your reflective essay. Think about a personal experience or event that had a significant impact on your personal or professional growth.

2. Creating an Outline

Create an outline for your essay . This should include an introduction, body, and conclusion, as well as sections for each of the essential elements described above.

3. Writing the Introduction

Write the introduction for your essay . This should include a brief overview of the experience that you will be reflecting on, as well as the purpose and focus of your essay.

4. Writing the Body

Write the body of your essay, which should include the personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action . Make sure to use specific examples and details to support your reflection.

5. Writing the Conclusion

Write the conclusion for your essay , which should summarize the key points of your reflection and provide closure for the reader. You can also include a final reflection on the experience and what it means to you.

6. Revising and Editing

Pay close attention to grammar, spelling, and sentence structure as you reread and edit your essay . Make sure your essay is easy to read and flows well. You might also want someone else to look over your essay and give you feedback and ideas.

If you follow these steps, you should be able to write a good reflective essay. Remember to be honest and open about your thoughts and feelings, and to support your reflection with specific examples and details. You can become a good reflective writer with practice , and you can use this skill to help your personal and professional growth.

Reflective Essay Topics

Reflective essays can be written on a wide range of topics, as they are based on personal experiences and reflections. Here are some common categories of reflective essay topics:

Personal Experiences

– A time when you overcame a personal challenge

– A difficult decision you had to make

– A significant event in your life that changed you

– A moment when you learned an important lesson

– A relationship that had a significant impact on you

Professional Experiences

– A challenging project or assignment at work

– A significant accomplishment or success in your career

– A time when you had to deal with a difficult colleague or boss

– A failure or setback in your career and what you learned from it

– A career change or transition that had a significant impact on you

Academic Experiences

– A challenging course or assignment in school

– A significant accomplishment or success in your academic career

– A time when you struggled with a particular subject or topic and how you overcame it

– A research project or paper that had a significant impact on you

– A teacher or mentor who had a significant impact on your academic career

Cultural Experiences

– A significant trip or travel experience

– A significant cultural event or celebration you participated in

– A time when you experienced culture shock

– A significant interaction with someone from a different culture

– A time when you learned something new about a different culture and how it impacted you

Social Issues

– A personal experience with discrimination or prejudice

– A time when you volunteered or worked for a social cause or organization

– A significant event or moment related to a social issue (e.g. protest, rally, community event)

– A time when you had to confront your own biases or privilege

– A social issue that you are passionate about and how it has impacted you personally

Reflective Essay Examples

Example 1: Reflecting on a Personal Challenge

In this reflective essay, the writer reflects on a personal challenge they faced and how they overcame it. They explore their thoughts, feelings, and actions during this time, and reflect on the lessons they learned from the experience.

Example 2: Reflecting on a Professional Experience

In this reflective essay, the writer reflects on a challenging project they worked on at work and how they overcame obstacles to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.

Example 3: Reflecting on an Academic Assignment

In this reflective essay, the writer reflects on a challenging academic assignment they completed and how they overcame difficulties to successfully complete it. They explore their thoughts and feelings about the experience and reflect on the skills and knowledge they gained from it.

Example 4: Reflecting on a Cultural Experience

In this reflective essay, the writer reflects on a significant cultural experience they had, such as traveling to a new country or participating in a cultural event. Theyexplore their thoughts and feelings about the experience, reflect on what they learned about the culture, and how it impacted them personally.

Example 5: Reflecting on a Social Issue

In this reflective essay, the writer reflects on their personal experiences with discrimination or prejudice and how it impacted them. They explore their thoughts and feelings about the experience, reflect on what they learned about themselves and the issue, and how they can take action to address it.

These examples demonstrate how reflective essays can be used to explore a wide range of personal experiences and reflections. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development . Reflective writing is a powerful tool for self-reflection and personal growth, and it can be used in many different contexts to help you gain a deeper understanding of yourself and the world around you.

Reflective Essay Outline

A reflective essay should follow a basic outline that includes an introduction, body, and conclusion. Here is a breakdown of each section:

Introduction: The introduction should provide an overview of the experience you will be reflecting on and a preview of the key points you will be discussing in your essay .

Body: The body of the essay should include several paragraphs that explore your personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.

Conclusion: The conclusion should summarize the key points of your reflection and provide closure for the reader.

Reflective Essay Thesis

A reflective essay thesis is a statement that summarizes the main points of your essay and provides a clear focus for your writing. A strong thesis statement is essential for a successful reflective essay, as it helps to guide your writing and ensure that your essay is focused and coherent.

Importance of a Strong Thesis Statement

A strong thesis statement is important for several reasons. First, it provides a clear focus for your writing, which helps to ensure that your essay is coherent and well-organized. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay . Finally, it helps to engage your reader and provide them with a clear understanding of what your essay is about.

Tips for Writing a Thesis Statement

To write a strong thesis statement for your reflective essay, follow these tips:

– Be clear and concise: Yourthesis statement should clearly state the main focus and purpose of your essay in a concise manner.

– Use specific language: Use specific language to describe the experience you will be reflecting on and the key points you will be discussing in your essay .

– Make it arguable: A strong thesis statement should be arguable and provide some insight or perspective on the experience you are reflecting on.

– Reflect on the significance: Reflect on the significance of the experience you are reflecting on and why it is important to you.

Reflective Essay Structure

The structure of a reflective essay is important for ensuring that your essay is well-organized and easy to read. A clear structure helps to guide the reader through your thoughts and reflections, and it makes it easier for them to understand your main points.

The Importance of a Clear Structure

A clear structure is important for several reasons. First, it helps to ensure that your essay is well-organized and easy to read. Second, it helps to guide your writing and ensure that you stay on topic throughout your essay. Finally, it helps to engage your reader and provide them with a clear understanding of the key points you are making.

Tips for Structuring a Reflective Essay

To structure your reflective essay effectively, follow these tips:

– Start with an introduction that provides an overview of the experience you are reflecting on and a preview of the key points you will be discussing in your essay .

– Use body paragraphs to explore your personal reflection, description of the experience, analysisof the experience, evaluation of the experience, identification of key learning, and planning for future action. Ensure that each paragraph has a clear focus and supports your thesis statement .

– Use transition words and phrases to connect your paragraphs and make your essay flow smoothly.

– End your essay with a conclusion that summarizes the key points of your reflection and provides closure for the reader.

– Consider using subheadings to organize your essay and make it more structured and easy to read.

By following these tips, you can create a clear and well-structured reflective essay that effectively communicates your personal experiences and reflections. Remember to use specific examples and details to support your reflection, and to keep your focus on the main topic and thesis statement of your essay .

Frequently Asked Questions (FAQs)

1. what is a reflective essay.

A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. It involves exploring your own thoughts and feelings about an experience, and reflecting on what you learned from it.

2. What are the elements of a reflective essay?

The essential elements of a reflective essay include personal reflection, description of the experience, analysis of the experience, evaluation of the experience, identification of key learning, and planning for future action.

3. How do I choose a topic for a reflective essay?

To choose a topic for a reflective essay, think about a personal experience or event that had a significant impact on your personal or professional growth. You may also consider professional experiences, academic experiences, cultural experiences, or social issues that have impacted you personally.

Reflective writing is a powerful tool for personal and professional development. By exploring your own thoughts and feelings about an experience, you can gain insights into your personal and professional growth and identify areas for further development. To write an effective reflective essay, it is important to follow a clear structure, use specific examples and details to support your reflection, and stay focused on the main topic and thesis statement of your essay . By following these tips and guidelines, you can become a skilled reflective writer and use this tool to improve your personal and professional growth.

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A journey of self-discovery through the written word.

In the realm of writing, reflection is a powerful tool that allows writers to delve deep into their thoughts, emotions, and experiences. Reflective essays serve as a platform for introspection and self-discovery, enabling individuals to explore their innermost feelings and perspectives on a particular topic or event. Through the art of reflection, writers can examine their past actions, analyze their growth, and gain valuable insights that contribute to personal and professional development.

The process of writing a reflective essay involves more than just recounting events; it requires a thoughtful examination of one’s thoughts and feelings surrounding those events. By articulating their thoughts in a structured and coherent manner, writers can gain clarity, insight, and understanding of their experiences. This introspective exercise not only enhances self-awareness but also encourages critical thinking, empathy, and emotional intelligence.

As writers navigate the intricate terrain of reflection, they embark on a journey of self-exploration and self-expression. Through the written word, individuals can articulate their innermost thoughts, fears, joys, and struggles, creating a narrative that is both personal and universal. By sharing their reflections with others, writers foster dialogue, connection, and understanding, creating a unique space for empathy, growth, and solidarity.

Understanding Reflective Writing

Reflective writing is a form of writing that allows individuals to explore their thoughts, feelings, and experiences. It involves looking back on past events or situations and analyzing them to gain insight and understanding. Reflective writing is often used in academic settings to encourage students to think critically and reflect on their learning process.

When engaging in reflective writing, it is important to be honest and open about your experiences. You should consider how you felt at the time, what you learned from the experience, and how it has influenced your thinking or behavior. Reflective writing can help you gain a deeper understanding of yourself and your personal growth.

What is Reflective Writing?

Reflective writing is a form of personal, introspective writing that explores and analyzes thoughts, experiences, and emotions. It involves looking back on a particular event or experience, reflecting on how it affected you, and considering what you’ve learned or gained from it. Reflective writing often involves a deep level of self-awareness and critical thinking.

Through reflective writing, individuals can gain insight into themselves, their actions, and their relationships. It can be a powerful tool for personal growth, self-discovery, and learning. Reflective writing can be therapeutic, helping individuals make sense of their experiences and emotions.

Benefits of Reflective Essay

A reflective essay offers numerous benefits for writers and readers alike. Here are some key advantages of writing a reflective essay:

• Self-awareness: Reflective essays encourage introspection and self-reflection, leading to a deeper understanding of oneself and one’s experiences.
• Critical thinking: Writing reflectively requires critical analysis of events and ideas, fostering critical thinking skills.
• Empathy: Reflective essays often involve exploring emotions and perspectives, enhancing empathy and understanding towards others.
• Personal growth: By reflecting on past experiences, individuals can identify areas for personal growth and development.
• Improved writing skills: Engaging in reflective writing helps writers enhance their storytelling and communication abilities.
• Enhanced problem-solving: Reflective essays can help individuals identify patterns and lessons learned, aiding in problem-solving and decision-making.

Overall, the act of writing a reflective essay can lead to increased self-awareness, personal growth, and improved communication skills.

Personal Growth and Development

Reflective writing allows for personal growth and development by providing a space for self-exploration and introspection. Through the process of reflecting on our experiences, thoughts, and emotions, we gain a deeper understanding of ourselves and the world around us.

By engaging in reflective writing, we can identify patterns in our behavior, uncover hidden motivations, and gain insights into our strengths and weaknesses. This self-awareness is essential for personal growth, as it enables us to make informed choices and take intentional action towards our goals.

Moreover, reflective writing encourages us to learn from our experiences and mistakes, fostering a growth mindset that embraces challenges and setbacks as opportunities for learning and development. It helps us develop resilience, adaptability, and emotional intelligence, all of which are crucial for personal growth and success.

In conclusion, personal growth and development are central to the practice of reflective writing, as it allows us to cultivate self-awareness, learn from our experiences, and navigate life’s challenges with wisdom and resilience.

Steps to Writing a Reflective Essay

Step 1: Select a Topic

Choose a topic that reflects on your personal experiences or emotions that you wish to explore and reflect upon.

Step 2: Brainstorm Ideas

Reflect on the topic and jot down key points, memories, and emotions that you want to include in your essay.

Step 3: Create an Outline

Organize your thoughts and ideas into an outline to structure your essay. Include an introduction, body paragraphs, and a conclusion.

Step 4: Write the Introduction

Start with an engaging introduction that captures the reader’s attention and introduces the topic of your reflection.

Step 5: Develop the Body Paragraphs

Elaborate on the key points and experiences in the body paragraphs. Include concrete examples and details to support your reflections.

Step 6: Reflect on the Experience

Reflect on the significance of your experiences and emotions. Analyze how they have impacted you and what you have learned from them.

Step 7: Write the Conclusion

Summarize your reflections and insights in the conclusion. Reflect on how the experience has shaped your thoughts and actions.

Step 8: Revise and Edit

Review your reflective essay, revise for clarity and coherence, and edit for grammar and punctuation errors.

Step 9: Seek Feedback

Share your reflective essay with peers, instructors, or mentors for feedback and suggestions for improvement.

Step 10: Finalize Your Essay

Make final revisions based on feedback and polish your reflective essay for a compelling and insightful piece of writing.

Choosing a Topic and Brainstorming

When starting a reflective essay, the first step is to choose a topic that resonates with you and allows for introspection. Consider events, experiences, or emotions that have had a significant impact on you. Reflect on moments of growth, challenges overcome, or lessons learned.

Once you have selected a topic, start brainstorming to generate ideas for your essay. Jot down key points, memories, and thoughts related to your chosen topic. Consider how the experience made you feel, what you learned from it, and how it shaped your perspective.

Brainstorming allows you to explore different angles and details of your chosen topic, helping you to delve deeper into your reflections and craft a well-rounded essay that captures the essence of your thoughts and emotions.

Structuring a Reflective Essay

When structuring a reflective essay, it is important to carefully outline the different components to ensure a clear and cohesive piece of writing. Here are some key elements to consider:

1. Introduction: Begin your essay with an engaging introduction that sets the stage for your reflection. Provide some context for the experience or event you will be reflecting on.

2. Body: The body of your essay should include detailed reflections on the experience. Share your thoughts, feelings, and insights on the situation, and provide examples to support your reflections.

3. Analysis: After sharing your reflections, take some time to analyze the experience. Consider what you have learned, how it has impacted you, and what changes it has brought about in your thinking or behavior.

4. Conclusion: Conclude your essay by summarizing your key reflections and insights. Reflect on the significance of the experience and any lessons you have learned. Leave the reader with a final thought or reflection.

By following these guidelines, you can create a structured and thought-provoking reflective essay that effectively communicates your reflections and insights.

Reflective Essay Examples

Here are some examples of reflective essays:

• Example 1: Reflecting on my first year of college and the lessons I’ve learned
• Example 2: Exploring the impact of a personal challenge on my growth and development
• Example 3: Reflecting on a life-changing experience that shaped my perspective

These examples provide insight into the reflective essay process and can inspire you to explore your own experiences through writing.

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A complete guide to writing a reflective essay

(Last updated: 3 June 2024)

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“The overwhelming burden of writing my first ever reflective essay loomed over me as I sat as still as a statue, as my fingers nervously poised over the intimidating buttons on my laptop keyboard. Where would I begin? Where would I end? Nerve wracking thoughts filled my mind as I fretted over the seemingly impossible journey on which I was about to embark.”

Reflective essays may seem simple on the surface, but they can be a real stumbling block if you're not quite sure how to go about them. In simple terms, reflective essays constitute a critical examination of a life experience and, with the right guidance, they're not too challenging to put together. A reflective essay is similar to other essays in that it needs to be easily understood and well structured, but the content is more akin to something personal like a diary entry.

In this guide, we explore in detail how to write a great reflective essay , including what makes a good structure and some advice on the writing process. We’ve even thrown in an example reflective essay to inspire you too, making this the ultimate guide for anyone needing reflective essay help.

Types of Reflection Papers

There are several types of reflective papers, each serving a unique purpose. Educational reflection papers focus on your learning experiences, such as a course or a lecture, and how they have impacted your understanding. Professional reflection papers often relate to work experiences, discussing what you have learned in a professional setting and how it has shaped your skills and perspectives. Personal reflection papers delve into personal experiences and their influence on your personal growth and development.

Each of these requires a slightly different approach, but all aim to provide insight into your thoughts and experiences, demonstrating your ability to analyse and learn from them. Understanding the specific requirements of each type can help you tailor your writing to effectively convey your reflections.

Reflective Essay Format

In a reflective essay, a writer primarily examines his or her life experiences, hence the term ‘reflective’. The purpose of writing a reflective essay is to provide a platform for the author to not only recount a particular life experience, but to also explore how he or she has changed or learned from those experiences. Reflective writing can be presented in various formats, but you’ll most often see it in a learning log format or diary entry. Diary entries in particular are used to convey how the author’s thoughts have developed and evolved over the course of a particular period.

The format of a reflective essay may change depending on the target audience. Reflective essays can be academic, or may feature more broadly as a part of a general piece of writing for a magazine, for instance. For class assignments, while the presentation format can vary, the purpose generally remains the same: tutors aim to inspire students to think deeply and critically about a particular learning experience or set of experiences. Here are some typical examples of reflective essay formats that you may have to write:

A focus on personal growth:

A type of reflective essay often used by tutors as a strategy for helping students to learn how to analyse their personal life experiences to promote emotional growth and development. The essay gives the student a better understanding of both themselves and their behaviours.

A focus on the literature:

This kind of essay requires students to provide a summary of the literature, after which it is applied to the student’s own life experiences.

Pre-Writing Tips: How to Start Writing the Reflection Essay?

As you go about deciding on the content of your essay, you need to keep in mind that a reflective essay is highly personal and aimed at engaging the reader or target audience. And there’s much more to a reflective essay than just recounting a story. You need to be able to reflect (more on this later) on your experience by showing how it influenced your subsequent behaviours and how your life has been particularly changed as a result.

As a starting point, you might want to think about some important experiences in your life that have really impacted you, either positively, negatively, or both. Some typical reflection essay topics include: a real-life experience, an imagined experience, a special object or place, a person who had an influence on you, or something you have watched or read. If you are writing a reflective essay as part of an academic exercise, chances are your tutor will ask you to focus on a particular episode – such as a time when you had to make an important decision – and reflect on what the outcomes were. Note also, that the aftermath of the experience is especially important in a reflective essay; miss this out and you will simply be storytelling.

What Do You Mean By Reflection Essay?

It sounds obvious, but the reflective process forms the core of writing this type of essay, so it’s important you get it right from the outset. You need to really think about how the personal experience you have chosen to focus on impacted or changed you. Use your memories and feelings of the experience to determine the implications for you on a personal level.

Once you’ve chosen the topic of your essay, it’s really important you study it thoroughly and spend a lot of time trying to think about it vividly. Write down everything you can remember about it, describing it as clearly and fully as you can. Keep your five senses in mind as you do this, and be sure to use adjectives to describe your experience. At this stage, you can simply make notes using short phrases, but you need to ensure that you’re recording your responses, perceptions, and your experience of the event(s).

Once you’ve successfully emptied the contents of your memory, you need to start reflecting. A great way to do this is to pick out some reflection questions which will help you think deeper about the impact and lasting effects of your experience. Here are some useful questions that you can consider:

• What have you learned about yourself as a result of the experience?
• Have you developed because of it? How?
• Did it have any positive or negative bearing on your life?
• Looking back, what would you have done differently?
• Why do you think you made the particular choices that you did? Do you think these were the right choices?
• What are your thoughts on the experience in general? Was it a useful learning experience? What specific skills or perspectives did you acquire as a result?

These signpost questions should help kick-start your reflective process. Remember, asking yourself lots of questions is key to ensuring that you think deeply and critically about your experiences – a skill that is at the heart of writing a great reflective essay.

Consider using 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. For example, before you really get stuck into the process, consider questions such as: what might happen (regarding the experience)? Are there any possible challenges to keep in mind? What knowledge is needed to be best prepared to approach the experience? Then, as you’re planning and writing, these questions may be useful: what is happening within the learning process? Is the process working out as expected? Am I dealing with the accompanying challenges successfully? Is there anything that needs to be done additionally to ensure that the learning process is successful? What am I learning from this? By adopting such a framework, you’ll be ensuring that you are keeping tabs on the reflective process that should underpin your work.

How to Strategically Plan Out the Reflective Essay Structure?

Here’s a very useful tip: although you may feel well prepared with all that time spent reflecting in your arsenal, do not, start writing your essay until you have worked out a comprehensive, well-rounded plan . Your writing will be so much more coherent, your ideas conveyed with structure and clarity, and your essay will likely achieve higher marks.

This is an especially important step when you’re tackling a reflective essay – there can be a tendency for people to get a little ‘lost’ or disorganised as they recount their life experiences in an erratic and often unsystematic manner as it is a topic so close to their hearts. But if you develop a thorough outline (this is the same as a ‘plan’) and ensure you stick to it like Christopher Columbus to a map, you should do just fine as you embark on the ultimate step of writing your essay. If you need further convincing on how important planning is, we’ve summarised the key benefits of creating a detailed essay outline below:

An outline allows you to establish the basic details that you plan to incorporate into your paper – this is great for helping you pick out any superfluous information, which can be removed entirely to make your essay succinct and to the point.

Think of the outline as a map – you plan in advance the points you wish to navigate through and discuss in your writing. Your work will more likely have a clear through line of thought, making it easier for the reader to understand. It’ll also help you avoid missing out any key information, and having to go back at the end and try to fit it in.

It’s a real time-saver! Because the outline essentially serves as the essay’s ‘skeleton’, you’ll save a tremendous amount of time when writing as you’ll be really familiar with what you want to say. As such, you’ll be able to allocate more time to editing the paper and ensuring it’s of a high standard.

Now you’re familiar with the benefits of using an outline for your reflective essay, it is essential that you know how to craft one. It can be considerably different from other typical essay outlines, mostly because of the varying subjects. But what remains the same, is that you need to start your outline by drafting the introduction, body and conclusion. More on this below.

Introduction

As is the case with all essays, your reflective essay must begin within 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. You must portray the exciting aspects of your story in the initial paragraph so that you stand the best chances of holding your reader’s interest. Refer back to the opening quote of this article – did it grab your attention and encourage you to read more? The thesis statement is a brief summary of the focus of the essay, which in this case is a particular experience that influenced you significantly. Remember to give a quick overview of your experience – don’t give too much information away or you risk your reader becoming disinterested.

Next up is planning the body of your essay. This can be the hardest part of the entire paper; it’s easy to waffle and repeat yourself both in the plan and in the actual writing. Have you ever tried recounting a story to a friend only for them to tell you to ‘cut the long story short’? They key here is to put plenty of time and effort into planning the body, and you can draw on the following tips to help you do this well:

Try adopting a chronological approach. This means working through everything you want to touch upon as it happened in time. This kind of approach will ensure that your work is systematic and coherent. Keep in mind that a reflective essay doesn’t necessarily have to be linear, but working chronologically will prevent you from providing a haphazard recollection of your experience. Lay out the important elements of your experience in a timeline – this will then help you clearly see how to piece your narrative together.

Ensure the body of your reflective essay is well focused and contains appropriate critique and reflection. The body should not only summarise your experience, it should explore the impact that the experience has had on your life, as well as the lessons that you have learned as a result. The emphasis should generally be on reflection as opposed to summation. A reflective posture will not only provide readers with insight on your experience, it’ll highlight your personality and your ability to deal with or adapt to particular situations.

In the conclusion of your reflective essay, you should focus on bringing your piece together by 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 behaviours 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.

Step-by-Step Guide to Writing Your Reflective Essay

As with all written assignments, sitting down to put pen to paper (or more likely fingers to keyboard) can be daunting. But if you have put in the time and effort fleshing out a thorough plan, you should be well prepared, which will make the writing process as smooth as possible. The following points should also help ease the writing process:

• To get a feel for the tone and format in which your writing should be, read other typically reflective pieces in magazines and newspapers, for instance.
• Don’t think too much about how to start your first sentence or paragraph; just start writing and you can always come back later to edit anything you’re not keen on. Your first draft won’t necessarily be your best essay writing work but it’s important to remember that the earlier you start writing, the more time you will have to keep reworking your paper until it’s perfect. Don’t shy away from using a free-flow method, writing and recording your thoughts and feelings on your experiences as and when they come to mind. But make sure you stick to your plan. Your plan is your roadmap which will ensure your writing doesn’t meander too far off course.
• For every point you make about an experience or event, support it by describing how you were directly impacted, using specific as opposed to vague words to convey exactly how you felt.
• Write using the first-person narrative, ensuring that the tone of your essay is very personal and reflective of your character.
• If you need to, refer back to our notes earlier on creating an outline. As you work through your essay, present your thoughts systematically, remembering to focus on your key learning outcomes.
• Consider starting your introduction with a short anecdote or quote to grasp your readers’ attention, or other engaging techniques such as flashbacks.
• Choose your vocabulary carefully to properly convey your feelings and emotions. Remember that reflective writing has a descriptive component and so must have a wide range of adjectives to draw from. Avoid vague adjectives such as ‘okay’ or ‘nice’ as they don’t really offer much insight into your feelings and personality. Be more specific – this will make your writing more engaging.
• Be honest with your feelings and opinions. Remember that this is a reflective task, and is the one place you can freely admit – without any repercussions – that you failed at a particular task. When assessing your essay, your tutor will expect a deep level of reflection, not a simple review of your experiences and emotion. Showing deep reflection requires you to move beyond the descriptive. Be extremely critical about your experience and your response to it. In your evaluation and analysis, ensure that you make value judgements, incorporating ideas from outside the experience you had to guide your analysis. Remember that you can be honest about your feelings without writing in a direct way. Use words that work for you and are aligned with your personality.
• Once you’ve finished learning about and reflecting on your experience, consider asking yourself these questions: what did I particularly value from the experience and why? Looking back, how successful has the process been? Think about your opinions immediately after the experience and how they differ now, so that you can evaluate the difference between your immediate and current perceptions. Asking yourself such questions will help you achieve reflective writing effectively and efficiently.
• Don’t shy away from using a variety of punctuation. It helps keeps your writing dynamic! Doesn’t it?
• If you really want to awaken your reader’s imagination, you can use imagery to create a vivid picture of your experiences.
• Ensure that you highlight your turning point, or what we like to call your “Aha!” moment. Without this moment, your resulting feelings and thoughts aren’t as valid and your argument not as strong.
• Don’t forget to keep reiterating the lessons you have learned from your experience.

Bonus Tip - Using Wider Sources

Although a reflective piece of writing is focused on personal experience, it’s important you draw on other sources to demonstrate your understanding of your experience from a theoretical perspective. It’ll show a level of analysis – and a standard of reliability in what you’re claiming – if you’re also able to validate your work against other perspectives that you find. Think about possible sources, like newspapers, surveys, books and even journal articles. Generally, the additional sources you decide to include in your work are highly dependent on your field of study. Analysing a wide range of sources, will show that you have read widely on your subject area, that you have nuanced insight into the available literature on the subject of your essay, and that you have considered the broader implications of the literature for your essay. The incorporation of other sources into your essay also helps to show that you are aware of the multi-dimensional nature of both the learning and problem-solving process.

Reflective Essay Example

If you want some inspiration for writing, take a look at our example of a short reflective essay , which can serve as a useful starting point for you when you set out to write your own.

Some Final Notes to Remember

To recap, the key to writing a reflective essay is demonstrating what lessons you have taken away from your experiences, and why and how you have been shaped by these lessons.

The reflective thinking process begins with you – you must consciously make an effort to identify and examine your own thoughts in relation to a particular experience. Don’t hesitate to explore any prior knowledge or experience of the topic, which will help you identify why you have formed certain opinions on the subject. Remember that central to reflective essay writing is the examination of your attitudes, assumptions and values, so be upfront about how you feel. Reflective writing can be quite therapeutic, helping you identify and clarify your strengths and weaknesses, particularly in terms of any knowledge gaps that you may have. It’s a pretty good way of improving your critical thinking skills, too. It enables you to adopt an introspective posture in analysing your experiences and how you learn/make sense of them.

If you are still having difficulties with starting the writing process, why not try mind-mapping which will help you to structure your thinking and ideas, enabling you to produce a coherent piece. Creating a mind map will ensure that your argument is written in a very systematic way that will be easy for your tutor to follow. Here’s a recap of the contents of this article, which also serves as a way to create a mind map:

1. Identify the topic you will be writing on.

2. Note down any ideas that are related to the topic and if you want to, try drawing a diagram to link together any topics, theories, and ideas.

3. Allow your ideas to flow freely, knowing that you will always have time to edit your reflective essay .

4. Consider how your ideas are connected to each other, then begin the writing process.

And finally, keep in mind that although there are descriptive elements in a reflective essay, we can’t emphasise enough how crucial it is that your work is critical, analytical, and adopts a reflective posture in terms of your experience and the lessons you have learned from it.

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How to write a reflective essay

Published September 27, 2020. Updated May 19, 2022.

Reflective Essay Definition

A reflective essay is a type of writing that examines an experience from the past by looking through the lens of the present.

Overview of reflective Essay

The purpose of a reflective essay is to explore an impression you had, looking into the reasons for that impression.  A reflective essay is not writing about an experience. It is writing about your reaction to that experience. A reflective essay is not learning from doing. It is about learning from thinking about what you did. A reflective essay is not about trying to influence anyone of anything. It is about drawing the meaning from your own experience. A reflective essay is not about being correct. It is about being honest. A reflective essay is actually designed to help you improve how you think and learn.

Key takeaways

• A reflective essay examines an experience from the past looking through the lens of the present.
• The purpose of a reflective essay is to explore an impression you had, looking into reasons for that impression.
• A reflective essay is very personal: the topic isn’t so much the experience but how YOU felt ABOUT the experience.

What is a reflective essay?

Sometimes it’s easier to explain what something is NOT.

• A reflective essay is not writing about an experience. It’s writing about your reaction to that experience.
• A reflective essay is not learning from doing. It’s about learning from thinking about what you did.
• A reflective essay is not about trying to convince anyone of anything. It’s about drawing meaning from your own experience.
• A reflective essay is not about being correct. It’s about being honest.

Think about the word “reflection.” What you see in the mirror is not you; it is a reflection of you.

Do you realize that you can never really see yourself? You can only see a reflection of yourself.

Every life experience is like that. You never really see the experience as it’s happening. You only see it and learn from it when you see it through reflection.

Also, you cannot see your reflection if you are too close to the mirror. You need to step back in order to see yourself clearly.

Reflective writing is like that.

A reflective essay is a way of writing where you, as the writer, take a step back from your experience and write about it with some distance.

It is a way of writing about the past from the perspective of the present.

You are no longer going through an experience. Rather, you are reflecting on it to see it more clearly.

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

Purpose of a reflective essay

Regardless of how you feel about writing essays, most essays are designed to help you improve how you write. A reflective essay is actually designed to help you improve how you think and learn.

The reflective essay can be very helpful because writing it helps you process whatever you are writing about. That act of processing leads to deeper understanding.

John Dewey, an American scholar, said: “We do not learn from experience. We learn from reflecting on experience.”

Difference between a personal essay and a reflective essay

More than other essays, a reflection is about YOU. Unlike a personal essay, however, a reflective essay requires you to take a step back from an experience and write about it from a distance.

Where a personal essay might say, “Here is something I did,” a reflective essay would try to answer, “Why did I do what I did?”

A reflective essay is a good place to explore questions like, “How did I feel before and after I did that?”, “If I encountered a similar experience, would I do the same thing again?”, and “What did I learn from this experience?”

As you can see, all of the questions are personal: they are not asking about the experience itself, they are asking how YOU felt ABOUT the experience.

Don’t worry about finding the “right” answer. There is no such thing. Every person’s experience and interpretation is unique, and you are writing about your own. You don’t need to compare it to anyone else’s.

Make sure you write the essay in the first person.

Possible topics for a reflective essay

When choosing your topic for a reflective essay, think about whether it caused an impression on you.  Remember that the topic you write about isn’t the focus – the focus is your interpretation of it.

• A teacher who believed in you
• A friend who betrayed you
• A family member
• A place in nature where you feel most comfortable
• The house you grew up in
• A place you visited for the first time, that felt “familiar”
• Going somewhere very foreign
• A new experience
• Failing or succeeding at something
• Learning something new
• Something you’ve done before, but this time something was different

Questions to ask about your topic

Since you want to go deeper with your understanding of the topic, the questions that you ask yourself as you write are important.

• How did I feel, and why did I feel this way?
• How did I react, and why did I react like this?
• Did this change me? Why or why not?
• Would I do something differently next time?
• Was this experience positive or negative for me?
• What does this mean in my life?
• What did I learn from this experience?

Parts of an essay

Every essay you write, including reflective essays, should have three parts: an introduction, a body, and a conclusion. The reflective essay should have those parts as well.

However, the way a reflective essay is organized might be a little different.

Let’s go through each of those parts for a reflective essay. Each part will include a sample.

Introduction

You want to begin your essay with a hook. A hook is an interesting opening that “catches” your readers and makes them want to read more. Your hook is usually the first sentence.

After you’ve hooked the readers, you want to give some context, or background information. In a reflective essay, use the introduction to mention the experience that you will be writing about. Think of each sentence in your intro as a stepping point. Each sentence brings you closer to your thesis statement.

Once you’ve given some context, write a thesis statement, which tells the readers exactly what they’re going to read about. For a reflective essay, the thesis statement should give the readers an idea of the impression the experience made on you. Think of it like a map to the rest of your essay.

Sample introduction

Can you identify the hook, background information, and thesis statement in this sample?

I had seen pictures of the Mona Lisa my whole life. Last summer, I went to Paris and got to see the original painting in the Louvre Museum. As I stood looking at the Mona Lisa, I really was seeing her for the first time. What I found surprising is that I felt the woman in the painting was seeing me as well. I actually felt a connection to the painting.

A typical essay will have from one to three body paragraphs, though you can write as many as you need (or as many as your teacher assigns you). Regardless of how many body paragraphs you have, they will all be organized in a similar manner.

Start with a topic sentence to show your reader what is coming up. This is a general sentence that gives an overview of that paragraph. Since your thesis statement should be about the impression your experience made on you, each topic sentence should be a reason for that impression.

The body paragraph should explain the reason for your impression in depth.

End a body paragraph with a sentence that summarizes what you wrote or that leads into the next paragraph.

Sample body paragraphs

Can you identify the topic sentences? Do the body paragraphs discuss the reasons in depth

I first felt a connection because of the Mona Lisa’s expression. Her face looks calm and seems to give nothing away. Every time I had seen the picture before, I felt like her expression was empty, with nothing behind it. As if the subject was a rich, carefree woman who was just sitting to have her portrait painted. When I stood in front of the original masterpiece, though, her expression opened up. At the time, all I knew was that I was seeing something I hadn’t seen before. Now I know that I saw a woman trying to get through life while feeling like she didn’t know what she was doing. I have often felt the same way. I may look calm to the outside world, but I am trying to hide anxiety. Now I recognize that the Mona Lisa was doing the same thing.

The second reason I felt a connection was because of the Mona Lisa’s posture. The subject looks like she’s sitting in a chair. Her body is facing to the left, but her face is looking at the viewer. It seems as if she wants to go in one direction but is forced to face another. I have felt that way. Like when my parents suggest which future would be better for me. Like when my friends want to do something I’m not comfortable doing. Like when I want to stay home and read but my boyfriend wants us to go to a party. Which way should I go?

Lastly, I felt a connection to the background in the painting. Behind the Mona Lisa is a natural vista with a road and mountains and a lake. The landscape itself seems improbable. Why is there a road when there is no other sign of life? There are no buildings or people in the background. Having the Mona Lisa placed in such a strange background adds to the feeling of anxiety and uncertainty. Again, it seems like the Mona Lisa is talking to me: “Do you ever feel like you don’t know where you are? Or where you belong?” Yes, I feel that way a lot.

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.

This is how your essay ends and includes the last impression your reader takes away.

In a reflective essay, you may use your conclusion to give closure to the experience you’re writing about.

Add any insights to explain your reasons for your impression.

Finally, remember that a reflection is a way to write about the past from the perspective of the present. Make a clear connection from the past to the present.

Sample conclusion

Does this conclusion give a sense of closure? Does it add any insights? Does it make a connection between past and present?

That summer in Paris was supposed to be an exciting trip for me, but it was actually a difficult time in my life. I was trying to decide what university to go to, what major I should choose, and whether my boyfriend and I should break up or try a long-distance relationship. I had questions brewing in my head and it was difficult to appreciate the beauty of Paris. Seeing the Mona Lisa at that time in my life made me feel at peace. Now I understand what I saw in her that made me feel connected: I saw someone else with doubt and uncertainty, but I knew she would be okay in the end, and so will I. 

Example reflective essay on the Mona Lisa

Example reflective essay on environmental troubles.

By Halina Stolar. Halina has a master’s degree in teaching and taught English as a second language and writing for almost 15 years overseas. She now works as a freelance writer, and geeks out over grammar for fun.

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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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Reflection and Reflective Practice: Personal Experience Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Types of reflection, personal experience, kolb’s reflective model.

No one would deny the fact that reflection plays an important role in one’s practice. However, the very notions of reflection and reflective practice are rather debatable ones. For example, Dewey defines reflection as thinking about thinking (1933, p.144), whereas Schon (1983, p.134) introduces the wider concept of reflective practice, which, he claims, means an important strategy that helps professionals become aware of their implicit knowledge base and benefit from their experience. In his work Becoming a Reflective Practitioner Johns states that reflection is:

“…being mindful of self, either within or after the experience, as if a window through which the practitioner can view and focus self within the context of a particular experience, to confront, understand and move toward resolving the contradiction between one’s vision and their actual practice. Through the conflict of contradiction, the commitment to realize one’s vision, and understanding why things are as they are, the practitioner can gain new insights into self and be empowered to respond more congruently in future situations within a reflexive spiral towards developing practical wisdom and realizing one’s vision as a lived reality. The practitioner may require guidance to overcome resistance or to be empowered to act on understanding” (2004, p. 3).

As in the course of everyday practice professionals face numerous situations which cannot be solved by mere technical rational approaches, reflective practice becomes the necessary ‘tool’ that saves the professional’s competence. Reflective practice implies the professional’s ability to see the perspectives of his or her practice, understand and appreciate them for the benefit of career prospects.

According to Schon, (1987, p.123) there are two types of reflection: reflection-in-action and reflection-on-action. Reflection-in-action occurs simultaneously as the event happens, the person reflects on one’s conduct with the purpose to optimize the actions that follow.

I used to resort to this type of reflection at the beginning of my practice in the substance misuse center. Informing people about the consequences of substance misuse I tried to analyze the effectiveness of my performance to improve it. I tried to catch the moments when the audience was extremely attentive and followed every word of mine; my task was to fix my gestures, voice, intonation, everything that helped me to establish quick rapport with my patients and influence their assumption of the problem. In that situation, I played the role of the supervisor and had to do my best to demonstrate my competence.

The second type of reflection is reflection-on-action. It occurs after the event when the person can review, describe, analyze and evaluate the situation. Thus he or she gains insights for improved practice in the future. This type of reflection is more frequent than the first one, because, as a rule, the person does not have time or opportunity to reflect immediately.

Going by Schon (1991, p. 124), I can single out three key stages in the reflective process. The first stage comes with the realization that the knowledge applied in this or that situation was not sufficient to explain what was happening. The second stage is a critical analysis of the situation. Here an examination of knowledge, feelings, and emotions takes place; it is aimed at developing a new perspective on the situation that occurs in the final stage.

My own experience allows me to confirm the classification stated above. Being a supervisor I came through all the stages and found it extremely useful to reflect upon my actions. For example, I had to manage the newly received materials on the problem of substance misuse. Of course, I coped with this task but it wasn’t that easy as it might seem from first sight: the materials were to be classified according to certain principles and to be distributed among the specialists of our center. This should be done as quickly as possible. Though the task was not of primary importance, my delay could have engendered considerable problems. When I came to think over my actions I understood that the lack of experience prevented me from reacting quickly. First, I had to get to know the principles of classification, then, I had to inquire about our specialists’ needs in this or that material and, after that, to distribute them. Now then I know how the system works I can cope with the task faster.

Also, reflection, as the ability of the professionals to critique their practice, to identify their needs, and to take responsibility for their actions, is considered as an effective strategy that is used to solve theory-practice debates. But we should also admit that no evidence shows the prevalence of reflective practitioners over the non-reflective ones.

Still, my personal experience showed the difference between the affectivity of my work when I reflected on it and of the work where I acted as my experience prompted me. I realized that without critical reflection my knowledge and skills gained before could easily be obliterated.

When I found it I tried to discover such a model for reflective thinking that could have fit my knowledge about myself and shouldn’t have ruined the burning desire to improve my performance through analysis of the work done.

As it turned out, there exist numerous reflective models. A few examples include Greenaway’s reflective model where he outlined three simple steps one should take to learn from experience: to plan, to do, and to review. Burton suggests a bit different interpretation of this, like What? So what? Now what?

Baud’s reflective model offers to describe one’s feelings, to reflect on one’s experience, to consolidate one’s experience.

If we consider Gibbs’ approach to reflection we will see that he proposes 6 steps to aid reflective practice. These steps are to be repeated over and over again thus making up a cycle: description of the event, feelings, and thoughts that this event evoked, evaluation of the experience, analysis of the situation, conclusion about it, a plan of actions to be done next. This model stresses feelings and emotions that played an essential part in a particular event.

But most of all, I liked Kolb’s idea of reflection. This American educational theorist suggested that experience alone cannot meet particular learning goals. ‘In such situations, it seems to work better if the raw experience is packaged together with facilitated exercises which involve thinking, discussing, or creatively processing cognitions and emotions related to the raw experience”(1984, p.45). Kolb managed to work out a greater structure in reflection: his “model suggests that a participant has a Concrete Experience, followed by Reflective Observation, then the formation of Abstract Conceptualizations before finally conducting Active Experimentation to test out the newly developed principle” (Neill, 2004).

According to Kolb’s reflective model, the first stage is immersing oneself in the task. When I worked as a supervisor, most often it concerned my understanding of the task that I needed to render to people under my charge. When I worked under someone’s supervision I found it extremely interesting and challenging to get involved in a new task, especially if it contributed to my professional growth.

The second stage meant that I had to state what I have noticed when dealing with this or that task: in the case of people who were experiencing substance misuse this stage was extremely important, as at this time I could get the information about the patient’s addiction and its degree.

During the third stage – conceptualization – I used all the information I got to identify what it could mean. As a rule, this is at that stage when I decided on the specialist the patient had to address, or, the information he or she had to get about the misuse of this or that substance and the consequences it might have.

At the fourth stage, I asked myself what I would do next and what results it would have. When the patient was provided with the treatment required, I used to analyze the effectiveness of the service suggested and to outline the perspectives of the treatment that could be provided in the future.

Think over my overall practice in terms of this model I have to say that I have made sure that practice makes perfect. Day by day reflecting on the actions I took, I got more and more confidence and self-assertion.

During the practice, I really understood the meaning of Schon’s words:

“The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behavior. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation” (1983, p. 68).

The reflective models I have used helped me to become more confident in the application of the well-established and my criteria of judgment. Reflective practice challenged my professional skills, encouraged me to seek and make use of feedback to use it as a springboard for further achievements. Also, it made me take responsibility for my work, criticize it and draw correspondent conclusions.

• Boud, D. 1985, Reflection: Turning experience into learning , Kogan Page, London.
• Campbell, A. 2004. Practitioner research and professional development in Education , Paul Chapman, London.
• Dadds, M. 2001. Doing practitioner research differently, Routledge Falmer.
• Denscombe, M. 1998. The good research guide: For small-scale research projects , The Open University Press.
• Department of Health. 2004. The NHS knowledge and skills framework (NHS KSF) and the development review process . London: The Stationery Office.
• Dewey, J. 1933, How we think: A restatement of the relation of reflective thinking to the educative process , Henry Regnery, Chicago.
• Driscoll, J. 2000, Practising clinical supervision, Bailliere Tindall,Edinburgh.
• Ghaye, T. 2000, Reflection: principles and practice for healthcare professionals. Wiltshire, Quay Books.
• Greenwood, D. J. 1998, Introduction to action research: social research for social change. Thousand Oaks : Sage Publications.
• Hammersley, M. 2002, Educational research: policymaking and practice. Paul Chapman Publishing, London.
• Jarvis, P. 1992, Paradoxes of learning: On becoming an individual in society , Jossey-Bass, San Francisco.
• Jarvis, P. 1999, The practitioner-researcher. Developing theory from practice, Jossey-Bass, San Fransicsco.
• Johns, C. 2004, Becoming a reflective practitioner, Blackwell, London.
• Kolb, D. A. 1984, Experiential learning: experience as the source of learning and development , New Jersey: Prentice Hall.
• Neill, J. 2004. Experiential learning cycles .
• Posner, G. 2000, Field experience: A guide to reflective teaching , Longman, New York.
• Schon, D. 1983, The reflective practitioner: How professionals think in action , Avebury Press: Aldershot.
• Schon, D. 1987, Education the reflective practitioner . Jossey-Bass, San Francisco.
• Schon, D. 1991, The reflective practitioner , Boston: Arena Publishing Arena.
• Skills for Health. 2004. Drug and alcohol national occupational standards (DANOS) guide . Bristol: Skills for Health.
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How to Write a Reflective Essay?

07 August, 2020

17 minutes read

Author:  Elizabeth Brown

A reflective essay is a personal perspective on an issue or topic. This article will look at how to write an excellent reflexive account of your experience, provide you with reflexive essay framework to help you plan and organize your essay and give you a good grounding of what good reflective writing looks like.

What is a Reflective Essay?

A reflective essay requires the writer to examine his experiences and explore how these experiences have helped him develop and shaped him as a person.  It is essentially an analysis of your own experience focusing on what you’ve learned.

Don’t confuse reflexive analysis with the rhetorical one. If you need assistance figuring out how to write a rhetorical analysis , give our guide a read!

Based on the reflective essay definition, this paper will follow a logical and thought-through plan . It will be a discussion that centers around a topic or issue. The essay should strive to achieve a balance between description and personal feelings.

It requires a clear line of thought, evidence, and examples to help you discuss your reflections. Moreover, a proper paper requires an analytical approach . There are three main types of a reflective essay: theory-based, a case study or an essay based on one’s personal experience.

Unlike most academic forms of writing, this writing is based on personal experiences and thoughts. As such, first-person writing position where the writer can refer to his own thoughts and feelings is essential. If the writer talks about psychology or medicine, it is best to use the first-person reference as little as possible to keep the tone objective and science-backed.

To write this paper, you need to recollect and share personal experience . However, there is still a chance that you’ll be asked to talk about a more complex topic.

By the way, if you are looking for good ideas on how to choose a good argumentative essay topic , check out our latest guide to help you out!

The Criteria for a Good Reflective Essay

The convention of an academic reflective essay writing will vary slightly depending on your area of study. A good reflective essay will be written geared towards its intended audience. These are the general criteria that form the core of a well-written piece:

• A developed perspective and line of reasoning on the subject.
• A well-informed discussion that is based on literature and sources relevant to your reflection.
• An understanding of the complex nuance of situations and the tributary effects that prevent them from being simple and clear-cut.
• Ability to stand back and analyze your own decision-making process to see if there is a better solution to the problem.
• A clear understanding of h ow the experience has influenced you.
• A good understanding of the principles and theories of your subject area.
• Ability to frame a problem before implementing a solution.

These seven criteria form the principles of writing an excellent reflective essay.

Still need help with your essay? Handmade Writing is here to assist you!

What is the Purpose of Writing a Reflective Essay?

The purpose of a reflective essay is for a writer to reflect upon experience and learn from it . Reflection is a useful process that helps you make sense of things and gain valuable lessons from your experience. Reflective essay writing allows you to demonstrate that you can think critically about your own skills or practice strategies implementations to learn and improve without outside guidance.

Another purpose is to analyze the event or topic you are describing and emphasize how you’ll apply what you’ve learned.

How to Create a Reflective Essay Outline

• Analyze the task you’ve received
• Read through and understand the marking criteria
• Keep a reflective journal during the experience
• Use a reflective framework (Schon, Driscoll, Gibbs, and Kolb) to help you analyze the experience
• Create a referencing system to keep institutions and people anonymous to avoid breaking their confidentiality
• Set the scene by using the five W’s (What, Where, When, Who and Why) to describe it
• Choose the events or the experiences you’re going to reflect on
• Identify the issues of the event or experience you want to focus on
• Use literature and documents to help you discuss these issues in a wider context
• Reflect on how these issues changed your position regarding the issue
• Compare and contrast theory with practice
• Identify and discuss your learning needs both professionally and personally

Don’t forget to adjust the formatting of your essay. There are four main format styles of any academic piece. Discover all of them from our essay format guide!

Related Posts: Essay outline | Essay format Guide

Using Reflective Frameworks

A good way to develop a reflective essay plan is by using a framework that exists. A framework will let help you break the experience down logical and make the answer easier to organize. Popular frameworks include: Schon’s (1983) Reflection in action and reflection on action .

Schon wrote ‘The Reflective Practitioner’ in 1983 in which he describes reflection-in-action and reflection-on-action as tools for learning how to meet challenges that do not conform to formulas learned in school through improvisation.  He mentioned two types of reflection : one during and one after. By being aware of these processes while on a work-experience trail or clinical assignment you have to write a reflective account for, you get to understand the process better. So good questions to ask in a reflective journal could be:

<td “200”>Reflection-pre-action <td “200”>Reflection-in-action <td “200”>Reflection-on-Action<td “200”>What might happen? <td “200”>What is happening in the situation? <td “200”>What were your insights after?<td “200”>What possible challenges will you face? <td “200”>Is it working out as you expected? <td “200”>How did it go in retrospect?<td “200”>How will you prepare for the situation? <td “200”>What are the challenges you are dealing with? <td “200”>What did you value and why?<td “200”>  <td “200”>What can you do to make the experience a successful one? <td “200”>What would you do differently before or during a similar situation?<td “200”>  <td “200”>What are you learning? <td “200”>What have you learned?

This will give you a good frame for your paper and help you analyze your experience.

Kolb’s (1984) Learning Cycle

Kolb’s reflective framework works in four stages:

• Concrete experience. This is an event or experience
• Reflective observation. This is reflecting upon the experience. What you did and why.
• Abstract conceptualization. This is the process of drawing conclusions from the experience. Did it confirm a theory or falsify something? And if so, what can you conclude from that?
• Active experimentation. Planning and trying out the thing you have learned from this interaction.

Gibb’s (1988) Reflection Cycle

Gibbs model is an extension of Kolb’s. Gibb’s reflection cycle is a popular model used in reflective writing. There are six stages in the cycle.

• Description. What happened? Describe the experience you are reflecting on and who is involved.
• Feelings. What were you thinking and feeling at the time? What were your thoughts and feelings afterward?
• Evaluation. What was good and bad about the experience? How did you react to the situation? How did other people react? Was the situation resolved? Why and how was it resolved or why wasn’t it resolved? Could the resolution have been better?
• Analysis. What sense can you make of the situation? What helped or hindered during the event? How does this compare to the literature on the subject?
• Conclusion. What else could you have done? What have you learned from the experience? Could you have responded differently? How would improve or repeat success? How can you avoid failure?
• Action plan. If it arose again what would you do? How can you better prepare yourself for next time?

Driscoll’s Method (1994) and Rolfe et al (2001) Reflexive Learning

The Driscoll Method break the process down into three questions. What (Description), So What (Analysis) and Now What (Proposed action). Rolf et al 2001 extended the model further by giving more in-depth and reflexive questions.

• What is the problem/ difficulty/reason for being stuck/reason for feeling bad?
• What was my role in the situation?
• What was I trying to achieve?
• What actions did I take?
• What was the response of others?
• What were the consequences for the patient / for myself / for others?
• What feeling did it evoke in the patient / in myself / in others?
• What was good and bad about the experience?
• So, what were your feelings at the time?
• So, what are your feelings now? Are there any differences? Why?
• So, what were the effects of what you did or did not do?
• So, what good emerged from the situation for yourself and others? Does anything trouble you about the experience or event?
• So, what were your experiences like in comparison to colleagues, patients, visitors, and others?
• So, what are the main reasons for feeling differently from your colleagues?
• Now, what are the implications for you, your colleagues and the patients?
• Now, what needs to happen to alter the situation?
• Now, what are you going to do about the situation?
• Now, what happens if you decide not to alter anything?
• Now, what will you do differently if faced with a similar situation?
• Now, what information would you need to deal with the situation again?
• Now, what methods would you use to go about getting that information?

This model is mostly used for clinical experiences in degrees related to medicine such as nursing or genetic counseling. It helps to get students comfortable thinking over each experience and adapting to situations.

This is just a selection of basic models of this type of writing. And there are more in-depth models out there if you’re writing a very advanced reflective essay. These models are good for beginner level essays. Each model has its strengths and weaknesses. So, it is best to use one that allows you to answer the set question fully.

This written piece can follow many different structures depending on the subject area . So, check your assignment to make sure you don’t have a specifically assigned structural breakdown. For example, an essay that follows Gibbs plan directly with six labeled paragraphs is typical in nursing assignments. A more typical piece will follow a standard structure of an introduction, main body, and conclusion. Now, let’s look into details on how to craft each of these essay parts.

How to Write an Introduction?

There are several good ways to start a reflective essay . Remember that an introduction to a reflective essay differs depending on upon what kind of reflection is involved. A science-based introduction should be brief and direct introducing the issue you plan on discussing and its context.

Related post: How to write an Essay Introduction

For example, a nursing student might want to discuss the overreliance on medical journals in the industry and why peer-reviewed journals led to mistaken information. In this case, one good way how to start a reflective essay introduction is by introducing a thesis statement. Help the reader see the real value of your work.

Do you need help with your thesis statement? Take a look at our recent guide explaining what is a thesis statement .

Let’s look at some reflective essay examples.

‘During my first month working at Hospital X, I became aware just how many doctors treated peer-views journal articles as a gospel act. This is a dangerous practice that because of (a), (b) and (c) could impact patients negatively.’

The reflective essay on English class would begin differently. In fact, it should be more personal and sound less bookish .

How to Write the Main Body Paragraphs?

The main body of the essay should focus on specific examples of the issue in question. A short description should be used for the opener. Each paragraph of this piece should begin with an argument supporting the thesis statement.

The most part of each paragraph should be a reflexive analysis of the situation and evaluation . Each paragraph should end with a concluding sentence that caps the argument. In a science-based essay, it is important to use theories, other studies from journals and source-based material to argue and support your position in an objective manner.

How to Write the Conclusion?

A conclusion should provide a summary of the issues explored, remind the reader of the purpose of the essay and suggest an appropriate course of action in relation to the needs identified in the body of the essay.

This is mostly an action plan for the future. However, if appropriate a writer can call readers to action or ask questions. Make sure that the conclusion is powerful enough for readers to remember it. In most cases, an introduction and a conclusion is the only thing your audience will remember.

Reflective Essay Topics

Here are some good topics for a reflective essay. We’ve decided to categorize them to help you find good titles for reflective essays that fit your requirement.

Medicine-related topics:

• Write a reflective essay on leadership in nursing
• How did a disease of your loved ones (or your own) change you?
• Write a reflection essay on infection control
• How dealing with peer-reviewed journals interrupts medical procedures?
• Write a reflection essay about community service
• Write a reflective essay on leadership and management in nursing

Topics on teamwork:

• Write a reflective essay on the group presentation
• What makes you a good team player and what stays in the way of improvement?
• Write a reflective essay on the presentation
• Write about the last lesson you learned from working in a team
• A reflective essay on career development: How teamwork can help you succeed in your career?

Topics on personal experiences:

• Write a reflective essay on the pursuit of happiness: what it means to you and how you’re pursuing it?
• Write a reflective essay on human sexuality: it is overrated today? And are you a victim of stereotypes in this area?
• Write a reflective essay on growing up
• Reflective essay on death: How did losing a loved one change your world?
• Write a reflective essay about a choice you regret
• Write a reflective essay on the counseling session

Academic topics:

• A reflective essay on the writing process: How does writing help you process your emotions and learn from experiences?
• Write a reflective essay on language learning: How learning a new language changes your worldview
• A reflective essay about a choice I regret

Related Posts: Research Paper topics | Compare&Contrast Essay topics

Reflective Essay Example

Tips on writing a good reflective essay.

Some good general tips include the following:

As long as you use tips by HandMade Writing, you’ll end up having a great piece. Just stick to our recommendations. And should you need the help of a pro essay writer service, remember that we’re here to help!

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Digging Deep into Purpose and Importance of Reflective Essay

Reflection writing is a powerful tool for students and professionals as they offer a unique opportunity for self-exploration, growth, and understanding. This guide on the importance and purpose of  reflective essays  aims to change your perception of writing and shed light on the many benefits of incorporating reflection into your life.

With our amazing  paper help  resources and expert guidance, you can master the art of reflective essay writing and unlock your full potential.

Table of Contents

What is a Reflective Essay?

A reflective essay is a type of writing that allows the author to explore their thoughts, feelings, and experiences in a structured and analytical manner. This form of writing encourages critical thinking and personal growth by examining the author’s experiences, thoughts, actions, and reactions. 

Reflective essays often focus on personal development, learning experiences, or the impact of specific events on the author’s life. However, reflection writing is also used for  college essays  or other forms of academic writing.

Types of Reflection Writing

Reflection essays come in various forms, each with its unique focus and purpose. In this note, we will delve into five types of reflective writing;

Personal Reflective Writing

Professional reflection, academic reflective essay, creative reflection.

• Social or Cultural Reflection Writing

Understanding these different approaches will enable you to choose the most suitable reflection essay type for your needs and make your writing more coherent, insightful and trustworthy.

Journaling, manifestation dairies, and written meditations are common ideas. But would you believe these are all forms and branches of personal reflection writing?

Personal reflection essays explore what you’re going through, emotionally, mentally, and provide insights. These could be about their learning, inner conflicts, resolutions and growth.

This type of reflective writing allows individuals to examine their values, beliefs, and actions, fostering self-awareness and personal development. 

Personal reflection essays may focus on topics such as significant life events, personal challenges, or the impact of relationships on one’s identity and growth.

Professional reflection writing is common in academic or workplace settings. They involve analyzing personal and professional skills and challenges and identifying areas for improvement. 

This reflection essay encourages individuals to examine their professional experiences, decisions, and outcomes, fostering critical thinking and problem-solving skills. 

Professional reflection essays may focus on workplace conflicts, leadership experiences, or developing specific professional competencies.

As a  college paper writing service  platform, we know that most students are intimidated by reflective essay writing. In an academic setting, the reflection essay blurs the lines between informal and formal writing. 

You might be assigned an essay account of your experience with an event, but you’ll still need to follow strict rules of academic writing, i.e., formatting or  organizing a paper . 

Academic reflective writing involves analyzing and evaluating academic materials, such as readings, lectures, or research projects, and connecting them to personal experiences or broader concepts. 

It encourages students to engage with course content on a deeper level, fostering a better understanding of the material and its relevance to their lives and future careers.

For example:

You can be assigned to write a reflection essay on  modernism in literature . You’d have to write your thoughts and observations about this era. Still, you must follow the rules like citation, proper referencing, and contextual analysis of the ideas presented in that era. 

Creative reflection essays are often utilized in artistic or creative fields, allowing individuals to examine their creative process, inspirations, and outcomes. 

This reflective writing fosters self-awareness, critical thinking, and artistic growth, enabling individuals to explore their creative motivations, challenges, and successes. 

Creative reflection essays may focus on topics such as the development of a specific artistic project, the influence of personal experiences on one’s creative work, or the role of collaboration in the creative process.

Social or Cultural Reflection

These reflection essays focus on exploring and understanding social or cultural phenomena. It involves analyzing personal experiences, observations, or interactions with others and reflecting on their significance and broader societal implications. 

Social or cultural reflection essays encourage individuals to engage with the world around them, fostering empathy, critical thinking, and a deeper understanding of social and cultural issues. 

These essays may focus on topics such as the impact of social media on interpersonal relationships, the role of cultural identity in shaping one’s worldview, or the challenges of navigating diverse social environments.

Students must grasp all of these forms of reflective essay writing. Understanding the different types of reflective writing and their unique purposes is required for crafting effective reflection essays.

By selecting the most appropriate reflection essay type for your needs, you can create a coherent, understandable, and persuasive piece of writing that fosters personal and professional growth.

Reflective writing offers a valuable opportunity for self-exploration, critical thinking, and meaningful learning, whether you are exploring your personal experiences, professional challenges, academic materials, creative endeavors, or social and cultural phenomena.

 What is the Purpose of Reflective Essay Writing?

The amazing thing about reflective essay writing is that, although we have discussed its few meaningful purposes, there’s still a long list to cover. 

These numerous goals are particularly for students dealing with academic stress and professionals experiencing work-related challenges. Here are 8 key purposes of reflective paper writing. 

• Self-awareness : Reflective essays help individuals develop a deeper understanding of themselves, their values, beliefs, and emotions.
• Critical thinking : It encourages the examination of one’s thoughts and experiences, fostering the development of critical thinking skills.
• Personal growth : Reflection writing enables individuals to learn from their experiences, identify areas for improvement, and set goals for personal development.
• Problem-solving : Reflection essay writing can help identify the root causes of problems and generate potential solutions.
• Emotional processing : Writing about emotional experiences can help individuals process and cope with their feelings.
• Learning from mistakes : Reflection writing encourages individuals to examine their failures, learn from them, and develop resilience.
• Enhancing communication skills : Reflective writing helps improve written communication skills and promotes effective self-expression.
• Empathy development:  The reflective essays can foster empathy by encouraging individuals to consider the perspectives and experiences of others.

Why Is Reflection Essay Important for Students?

Reflection writing is a crucial aspect of a student’s academic journey. Here are several reasons why reflection writing is essential for students:

Promotes Self-Awareness

Self-awareness in a student involves recognizing their academic learning style, studying habits, strengths, and weaknesses. Reflective Writing plays a crucial role in building self-awareness in students. 

Most students struggle with consulting adults or peers with issues like processing information, retaining knowledge, and solving problems effectively. They have a hard time coming to terms with certain values, beliefs, goals, and emotions. 

And an even harder time in exploring and creating their identities. Practicing reflective thought writing enables students to make informed decisions, set realistic goals, and develop healthy relationships. 

Self-aware students take ownership of their learning and personal development, seeking feedback, reflecting on experiences, and adapting their approaches. Thus, reflective essay writing contributes to effective communication, collaboration, and navigating challenges.

Develops Critical Thinking Skills

Reflective writing develops critical thinking skills in students by prompting them to analyze and evaluate their thoughts, experiences, and perspectives. 

It encourages questioning assumptions, considering alternative viewpoints, and making informed judgments. Students practice higher-order thinking skills such as analysis, synthesis, and evaluation through reflection. 

They learn to articulate their ideas clearly and support them with evidence. Overall, reflective writing plays a crucial role in fostering critical thinking by promoting deep thinking, evaluation of evidence, and effective communication of thoughts.

Practical Academic Stress Dealing

Reflective writing induces practical academic stress dealing in students by improving self-expression, facilitating self-composition, promoting goal-setting and problem-solving, enhancing writing skills, and fulfilling academic requirements. These benefits empower students to navigate their academic challenges more effectively and succeed in their studies.

• Improves self-expression : Reflection writing helps students enhance their written communication skills and promotes effective self-expression, which is vital for academic success and personal growth.
• Self-composition:  Reflective writing allows students to compose their thoughts and ideas in a structured and coherent manner. It encourages them to organize their reflections, leading to clearer and more articulate writing.
• Setting better goals:  Engaging in reflective writing prompts students to set better academic goals. It helps them assess their strengths and weaknesses, identify areas for improvement, and establish realistic objectives for their studies.
• Problem-solving : Reflective writing encourages students to analyze academic challenges and develop strategies to overcome them. It fosters critical thinking and problem-solving skills, enabling students to tackle obstacles and find effective solutions.
• Organized and better-polished writing skills : Regular practice of reflective writing hones students’ writing skills. It enhances their ability to structure their thoughts, use appropriate language, and present coherent arguments, leading to more organized and polished writing.
• Fulfills academic requirements : Reflective essays are often assigned as part of the coursework, and students need to write them to meet academic requirements. Developing reflection writing skills ensures students can effectively complete these assignments while meeting the expectations of their instructors.

Navigating Life Transitions 

Students often face significant life transitions, such as moving away from home or choosing a career path. Reflection essay writing can help them process these changes, identify their goals, and make informed decisions. 

By engaging in reflective writing, students can explore their thoughts, emotions, and experiences related to the transitions they are facing. This process allows them to gain clarity, understand their values and aspirations, and evaluate different options. 

Reflective writing is a valuable tool for self-reflection and self-discovery, empowering students to navigate life’s transitions with a deeper understanding of themselves and their desired path forward.

Addresses Emotional and Mental Conflicts 

Students may experience emotional or  mental conflicts  due to various factors, such as relationships, academic pressure, or personal issues. Reflection writing provides an opportunity to explore and resolve these conflicts, promoting mental well-being. 

By engaging in reflective writing, students can express and process their emotions, gain insights into their turmoil’s underlying causes, and develop coping and problem-solving strategies. It offers a safe and therapeutic outlet for self-expression, self-reflection, and self-care. 

Reflective essay writing empowers students to navigate their emotional and mental challenges, fostering resilience, self-awareness, and overall psychological well-being.

Balancing Work and Studies 

Many students juggle work and studies simultaneously. Reflection writing can help them assess their time management and prioritization skills, identify areas for improvement, and develop strategies to maintain a healthy work-study balance.

Encourages Empathy Development

Reflective essays can foster empathy by encouraging students to consider the perspectives and experiences of others, an essential skill for building strong relationships and navigating diverse social environments.

Reflection Essay Writing Format

Reflection essays require a structured approach to ensure coherence and clarity in presenting one’s thoughts, emotions, and experiences. This detailed tutorial will provide an overview of the reflection essay writing format and offer instructions on how to apply APA and  MLA formatting to your reflection essay.

A well-structured reflection essay typically includes the following elements:

• Introduction : Provide an overview of the topic or experience you will be reflecting on and briefly explain its significance.
• Description : Describe the experience or event in detail, including relevant facts, feelings, and observations.
• Analysis : Examine your thoughts, emotions, and reactions to the experience, and consider the factors that influenced your response.
• Evaluation : Assess the impact of the experience on your personal growth, learning, or development and discuss any lessons learned.
• Conclusion : Summarize your reflections, reiterate the significance of the experience, and discuss any future implications or goals.

APA Formatting for Reflection Essays

The American Psychological Association (APA) formatting style is commonly used in social sciences and education.

Here are the key formatting instructions for a reflection essay in APA style:

• Title Page : Include a title page with the title of your essay, your name, and the name of your institution, all centered and double-spaced.
• Running Head : Include a running head on the top-left corner of each page, consisting of a shortened version of your essay title (in capital letters) and the page number.
• Font and Spacing : Use a 12-point, Times New Roman font with double-spacing throughout the essay.
• Margins : Set 1-inch margins on all sides of the page.
• Headings : Use headings to organize your essay, with level one headings centered and bold, level two headings flush left and bold, and level three headings flush left, bold, and italicized.
• Citations :  If you refer to any external sources, use in-text citations with the author’s last name and the publication year in parentheses.
• Reference List : Include a reference list at the end of your essay, with a centered and bold “References” heading, and list all cited sources in alphabetical order by the author’s last name.

MLA Formatting for Reflection Essays

The Modern Language Association (MLA) formatting style is commonly used in humanities and liberal arts. Here are the key formatting instructions for a reflection essay in MLA style:

• Header :  Include a header on the top-right corner of each page, consisting of your last name and the page number.
• Title :  Center the title of your essay at the top of the first page, using standard capitalization. Do not underline, italicize, or place the title in quotation marks.
• Indentation : Indent the first line of each paragraph by 0.5 inches.
• Citations :  If you refer to any external sources, use in-text citations with the author’s last name and the page number in parentheses.
• Works Cited : Include a Works Cited page at the end of your essay, with a centered “Works Cited” heading, and list all cited sources in alphabetical order by the author’s last name.

Topics for Reflection Essays

Reflective essay topics can vary widely, depending on the individual’s experiences, interests, and goals. Some examples of reflective essay topics include:

• A significant personal experience and its impact on your life.
• A challenging academic or professional situation and the lessons learned.
• A personal or professional failure and how it has shaped your development.
• A meaningful relationship or encounter with someone who has influenced your perspective.
• A volunteer or community service experience and its effect on your values or beliefs.
• A time when you faced a moral or ethical dilemma and how you resolved it.
• A personal or professional goal and the steps taken to achieve it.
• A cultural or travel experience that broadened your understanding of the world.

Examples of Reflective Essay

Our writers have written numerous examples of reflective essays here are some of them. 

Reflection Essay Example 1

A Poetic Turnaround: How an Online Assignment Platform Reshaped My Perception

Reflection Paper Example 2 

A Day Among Colors and Canvas: Art Exhibition at School 

Reflection Writing Example 3 

Spinning the Semester Around: Witnessing a Friend Succeeding in Their Academic Battles 

Reflective essay writing can polish your being in many ways. By understanding the purpose and importance of reflective essays, as well as mastering the format and selecting meaningful topics, you can transform your writing and unlock the full potential of self-reflection. For additional help, you can avail of our top-of-the-line writing service and confidently pursue your goals, knowing you have the best support for securing impressive grades.

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WTO / Education / How to Write a Reflective Essay | 48 Essay Examples

How to Write a Reflective Essay | 48 Essay Examples

A Reflective Essay is a form of writing that describes a writer’s thoughts, feelings, actions, or a particular occurrence in a writer’s life.

This essay is about your reflection that brings out a specific image that the reader tends to picture after reading it. When writing this essay, you have to give detailed information about the event or a particular action. In the essay, you will analyze a past event from your present perspective and point to the relevant lessons you learned.

Reflective essay examples act as an inspiration for those who have no clue about writing essays by giving them an overview of how it is written. In addition, someone who is not conversant with writing the essays may look for examples of essays and read through to see the structure, format, and ideas for writing his essay.

The essays may be written from a personal experience or perhaps made up through imagination. You should discuss how the event happened and how it made you feel, including the lessons learned.

Reflective Essay Examples

Purpose of Reflective Essay

The essay is written from personal insight and self-reflection to help recount a particular event. These essays are written in school as assignments to connect the theoretical and practical aspects of teaching. Professionally written essays enable workers to reflect on their experiences and what they have learned from the job.

The following are some of the types of reflective essays that you can write:

A literary self-reflection is based on your thoughts about a literary piece you have read. You are supposed to give your opinion based on your experiences to demonstrate how you relate to the piece of literature .

Professional

Employers and employees use professional essays to gauge their knowledge about a particular aspect and how they can handle it.

The following are some of the fields that frequently use reflective essays:

Medical students

Medical students use these essays to describe patients based on their interactions to help suggest correct medication. Through these essays, students can reflect on their examination of a patient and conclusions made and later determine if it worked or what can be changed later.

Medical doctors use the essays to evaluate their interactions with customers to gauge their strengths and weaknesses in service delivery and providing treatment. Doctors use these essays to internalize their communication methods , treatment processes, and body language when treating a patient to establish areas that need improvement for increased effectiveness.

Nurses and medical assistants

By writing such essays, nurses and medical assistants can reflect on certain incidents they have encountered in the past and better handle stress, pain, and illness. Nurses and medical assistants experience stress and emotions from patients, having self-reflection can help them deal with it and perform their roles.

Lecturers and teachers

In the teaching profession, these essays help the lecturers learn and understand students’ strengths and weaknesses. They help teachers understand the growth and development of the students by reviewing their emotions.

Social workers

Social workers can write a reflection on various environmental issues and problems their clients face. They also use these essays written by their clients to find the causes of certain experiences and how they can solve developing issues highlighted.

Entrepreneurs

The business field uses such essays to analyze certain aspects of the business that they are experiencing. These essays help them come up with possible solutions for the challenges faced and offer better services.

Educational

In educational institutions, lecturers and tutors use such essays to gauge the level of understanding on a particular assignment or topic covered. When students write these essays, they can create a form of interaction with the lecturers. In addition, the lecturers can understand the students’ views on particular topics in learning through the essays.

Writing personal reflective essays can enable one to learn and understand specific experiences in their life and how to handle them. Reflective writing can enable you to understand your emotions, and you can be able to grow as a person.

Reflective Essay Example Ideas

From our definition above, you can write the essays from various perspectives. There are multiple ideas from which you can write your essay without being limited. These essays are written from an actual event or imagination.

The following are example ideas for reflective essays you can write:

A real experience

The essay is written based on a real-life experience that you had a personal connection with. In this real experience essay, you will talk about something factual rather than imagination.

You may write the essay based on a job you lost, a wedding event you attended, or an emotion you felt.

In this type of the essay, you have to give a detailed description of the particular events and the lessons learned.

Something you imagined

An imagination reflective essay is written about a creative feeling or an event that comes from your mind. This type has no facts and is an idea that has been thought of or speculated.

A place or a special object

The essay about a place or an object may be written about a town you had visited or a car you love. This essay talks about that specific place or objects positively or negatively depending on the writer’s perspective.

An indirect experience

The essay may be written from something that you have read, such as a book. It can also be written from what you have seen, such as an event or about a meal you have tasted or something that you have smelled, or a story you have heard. You should portray what you felt to the reader and its effect on you with the above-mentioned ideas.

Pre-Writing Essentials

Before writing the essay, you need to have a clear plan on what to write. First, take your time and list all the ideas and topics you want to write about. Then, you need to brainstorm and have some questions about the topic ideas.

The following part will highlight some of the steps you may follow to attain the perfect outcome, whether it is a school essay or a professional one:

Identify the topic you will be writing on

The first step in writing the essay is coming up with the topic you want to write on. In the institutions of learning, a subject is given for you to write. To write it excellent, you have to choose a topic you are confident with and have a vivid description. In cases where the topic is not given, you will need to employ your imagination and creativity to develop a topic.

Study your subject

When writing the essay on a specific topic, you may have to relive that moment to have a clear picture of the events. In addition, you may need to meditate and note down the key points you intend to write.

Note down the relevant ideas

In this step of writing the essay, you might have to take notes of the relevant ideas related to your topic. This will help you connect the ideas, simplify writing, and give you a clear direction. You might also try to sketch a diagram and link related topics, ideas, and theories that you intend to write in your essay.

Pick reflection questions

Reflective questions are questions that you ask yourself to help you plan your work when writing the essay.

Some of the examples of thoughtful questions are stated below to help you:

• What did I find out?
• What was my feeling towards this?
• What made me feel this way?
• What lessons have I learned?
• What impact has it had on me?
• What effect did it have on people around me?

 These questions will act as your compass when writing your essays. You can have as many questions as you want, as this will give you many ideas to write in your essay.

Answer the questions you selected

After formulating the reflective questions that will guide you in writing your essay, you have to develop the relevant answers to your questions. The answers to these questions will be the ideas that you will write.

What did I find out? While on my short holiday I took my time off and went hiking on the mountains. This hike happened to be one of my toughest hikes. The hill has a thick forest, and I had to navigate through it to find the way. Also, the place is cold, and I had to keep myself warm during my hike.

What impact has it had on me? My time at the university was very interesting because of the people I met from different background races and cultures. Having lived in the countryside, I can appreciate people from diverse cultures and their beliefs. In addition, I was able to attend different festivals and interact with classmates on a personal level.

Identify the meaning of your experience

Before you embark on your essay writing, you need to identify the most crucial lesson you learned through that experience. This will form the basis on which you will be writing your essay. This experience will be your main subject in your essay.

Keep your ideas connected

At this point of our planning, you have the topic you want to write and the ideas connecting. You can now use the ideas you have come up with to guide you through your essay writing. Also, note the primary experience in your writing so as not to go out of the topic.

How to Write a Reflective Essay

When writing the essay, you need to follow the standard for writing a typical essay.

The following steps outline a step-by-step that you follow to write a great essay:

Introduction

In the introduction part of the essay , you have to outline the topic you want to write about and give the reader a general view of the event’s effect on you. When writing your introduction, interesting aspects of your story have to be indicated to increase your chances of getting your reader’s attention.

The hook in the introductory paragraph is to bring your audience or reader to attention from the very start. You need to describe exciting and interesting aspects of your essay to make the reader motivated to continue reading. For example, there is a thin line between life and death, one moment, you are happy and healthy but you don’t know what the next minute holds.

 A thesis statement summarizes the main subject of your essay and it’s usually the main experience and the influence it had on you.

My passion for cars and machines was one reason that made me pursue a mechanical engineering career.

When writing an introduction, you should start your paragraph with a catchy phrase that can easily capture the reader’s attention and motivate them to continue reading your essay

The body of the essay is the most integral part of your writing and carries the whole message and clear description of the events. You can have several paragraphs to talk about your reflection from your perspective and the impression the experience had on you and those around you.

In the essay on “Why Money is Important,” you can discuss the reason why money is important to you like “ I think money is a valuable asset because you need it to afford the basic things in life”.

In paragraph one, you need to talk about the experience you had. Since this is a reflective essay, you need to write with an open mind and write your thoughts.

I lived in the streets when growing up because my single mum could not afford rent money

You need to discuss another reason in your second paragraph further why the subject you are talking about had an impression on you by giving detailed information to portray the picture to the reader of the essay.

Inability to afford basic necessities like education, food, clothing, and shelter because of poverty reminds me of all the opportunities I missed because of lack of proper education.

The third paragraph of your essay writing is a continuation of the previous and a different experience that should be discussed in detail and the impression it made on you. ” We lost our dignity begging on the streets to feed our hungry stomachs, which is part of the reason why I  assert that money is important to feel accomplished and help you reserve some self-dignity.”

In the conclusion of your essay, you need to discuss your thesis statement and the key points you have highlighted in your essay. Then, you can conclude by giving your thoughts about the experience and what you will do differently in the future in case of such an event.

The closing paragraph or conclusion of the essay should include a recap of your thesis statement, followed by the reason for discussing the subject. Finally, the thesis statement states the essay’s objective, which should be included as a summary in the conclusion.

In my life, I never understood much about life. However, my experience as a volunteer with sick people in the hospital made me appreciate life and all the good things.

Reflective Essay Samples

Reflective Paper Examples

Tips for Efficient Results

There are a few tips, if which are kept in consideration while writing the essay, efficient results can be attained.

If you want to write a great essay, here are writing tips that you have to take note of:

Allow your ideas to flow freely

After choosing the topic to write about, have an open mind when writing your essay and write from a personal perspective. Let your ideas flow freely without limiting yourself, considering that you will always have time to go through your essay to edit.

Maintain a high standard of analysis

When writing your essays, you need to analyze the experiences you are writing about by continually asking yourself questions about the incidents. Take note of the challenges that you might encounter and your knowledge in handling such challenges. By having this in mind while writing, you will be able to handle your essay paper and capture all the experiences, making the reader relive your experience. When writing, you need to ask yourself relevant questions that will keep you on the topic.

What challenges are you facing? What are the lessons learned? What knowledge do I need for me to handle this experience?

Well-rounded plan

After coming up with your topic and gathering all the required information, you need to work out a well-rounded plan. Having a plan before writing ensures that you have a logical flow of writing with ideas clearly conveyed. This is a crucial step in writing thee essays as some people may tend to have a poor recount of the incidents and have a disorganized essay. A clear plan will act as your guide, which will ensure a good flow of your essay.

Try adopting a chronological approach

By adopting a chronological approach, you can arrange the flow of events so that the reader gets a flow of the events. This approach will prevent you from confusing the reader of your essay with a chaotic collection of events.

Keep the body of the essay focused and relevant

The body of your essay should contain a vivid explanation of the experiences and the impact it has had on you and people around you. In addition, you should show the reader what character you portray through the way you handled the experience and your ability to cope with such in the future.

 Write using the first-person narrative

The essay is written from a personal perspective and reflective of your behavior. Therefore, a first-person narrative is used when writing the essay since you are writing from a personal experience.

Choose vocabulary carefully

When writing the essay, always choose the most appropriate vocabulary that portrays the feelings and emotions that the reader can easily relate to .

Be honest with your feelings and opinions

The essays are about feelings and emotions; thus, you need to be honest in your writing. The reader expects a deep reflection of your honest experiences, feelings, and opinions.

 Use a variety of punctuation

In your writing, you can engage a lot of punctuation to keep your writing lively. In addition, including expressions in your writing will create a clear picture for your reader about the experiences in your writing.

Use wider sources

A reflective paper is about personal experience, but you are free to refer to outside sources related to your writing experience. Referencing a broader source to validate your experiences show deep understanding and research on your writing topic. Also, analyze other sources such as books, journals, newspapers, and magazines for experiences. Quoting from comprehensive sources also indicates your knowledge about the topic that you are writing about.

Consider tone and structure

A reflective paper is written from a personal experience, and it carries a personal tone. Therefore, the essay should follow the standard format and structure for writing essays.

Reflective Paper Samples

Reflective essays are an important type of writing that you can use to understand various experiences by profoundly analyzing the situations. They allow you to openly discuss your honest opinions, experiences, and personality to help draw important lessons learned from a past event and determine areas of improvement.

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How to Write a Reflective Essay

Writing a reflective essay is like deep diving into your experiences and thoughts and sharing what you've learned. 

It's not your typical academic paper – it's more about exploring your personal growth and understanding. Reflective essays are about looking back on moments in your life, analyzing how they've shaped you, and expressing those insights clearly and meaningfully. 

From how to start a reflective essay to what kinds of stylistic devices to use, this article will teach you how to offer readers a glimpse into the complexities of your human experience as a human being.

What Is a Reflective Essay

A reflective essay is a type of personal writing where the author delves into their thoughts, emotions, and experiences regarding a particular topic, event, or aspect of their life. 

Unlike other forms of academic writing, it focuses on the writer's introspection and self-analysis, often exploring how they have been affected or changed by their experiences. 

Reflective essays typically involve a structured approach in which the writer examines the significance of their experiences, considers lessons learned, and considers how they might apply these insights in the future.

Should you need urgent help with this assignment, use our essay writing service without hesitation.

What Is the Purpose of Writing a Reflective Essay

Composing a reflective essay provides a platform for individuals to explore and analyze their experiences, thoughts, and emotions in a structured manner. Through reflection, writers can gain deeper insights into themselves, their beliefs, and their actions. 

Reflective essays provide opportunities for self-discovery, growth, and learning. They encourage individuals to critically examine their experiences, identify patterns, and understand how they have been shaped by various factors. 

Additionally, reflective essays allow custom writers to communicate their insights and perspectives to others, fostering empathy, understanding, and connection. 

Types of Reflective Essays

Reflective essays can take various forms depending on the purpose, audience, and context. Some common types include:

How to Start a Reflective Essay

Starting a reflective essay can be approached in various ways, but here are a few effective strategies to consider:

• Begin with an Engaging Anecdote

Capture your reader's attention by sharing a brief, compelling story or anecdote related to the topic you'll be reflecting on. This can set the tone for your essay and draw readers in from the start.

• Pose a Thought-Provoking Question

Start with a question that prompts readers to think deeply about the topic you'll explore in your reflection. This can create curiosity and encourage engagement right from the beginning.

• Provide Context

Offer some background information or context about the experience or topic you'll reflect on. This will help orient your readers and give them a foundation for understanding your reflection.

• State Your Thesis or Main Idea

Clearly state your reflective essay's main idea or thesis in the introduction. This gives readers a preview of what to expect and directs your reflection.

• Use a Quotation

Begin with a relevant quotation that sets the tone for your reflection and encapsulates what you'll discuss in your essay. Make sure the quotation is meaningful and resonates with your topic.

• Start with a Strong Statement

Open with a bold statement or assertion that captures the essence of your reflection. This can be a striking observation, a personal revelation, or a philosophical insight related to your topic.

Recommended for reading: Academic Essay Guide.

Writing a reflective essay involves several key steps:

Select a Meaningful Topic

Choosing a meaningful topic is pivotal as it sets the foundation for your reflective essay. Consider moments that have left a profound impact or triggered significant growth. These can range from personal experiences and academic achievements to challenges overcome. 

Selecting a topic involves considering personal experiences that have significantly impacted you. Here's how to choose a topic before writing a reflective essay:

• Reflect on Personal Experiences – Think about moments that have left a lasting impression or provoked deep thought and introspection. Consider experiences that have shaped your beliefs, values, or outlook on life.
• Identify Key Events or Challenges – Look for specific events, challenges, or milestones that stand out in your memory. These could be achievements, failures, conflicts, transitions, or moments of self-discovery.
• Consider Emotional Significance – Reflect on experiences that have evoked strong emotions, whether positive or negative. Emotional depth often leads to rich reflection and meaningful insights.
• Focus on Growth or Learning – Choose a topic that highlights personal growth, learning, or transformation. Reflective essays are most compelling when they explore how experiences have influenced your development.
• Think about Relevance and Universality – Consider topics that are not only personally significant but also have broader relevance or universal themes. Reflecting on experiences that others can relate to can make your essay more engaging and impactful.
• Brainstorm Ideas – Brainstorm potential topics, jotting down any experiences or moments that come to mind. Don't censor yourself at this stage; let your thoughts flow freely.
• Narrow Down Your Options – Review your list of potential topics and consider which ones resonate with you the most. Choose a topic you feel passionate about and eager to explore in depth.
• Ensure Personal Connection – Choose a topic that feels authentic and meaningful to you. Your passion and genuine interest in the topic will shine through in your writing, making your reflective essay more compelling and engaging for readers.

Outline Your Essay

An organized outline is a blueprint for your reflective essay, ensuring a structured and coherent narrative flow. Begin by outlining the main points you intend to explore in each section, including the introduction, body paragraphs, and conclusion. 

Structure your outline logically, allowing for smooth transitions between ideas and reflections. Consider the overarching themes and insights you wish to convey, ensuring they are seamlessly integrated into your essay's framework. 

Through outlining, you streamline the writing process and maintain a cohesive narrative that captivates your audience and effectively communicates your reflections.

Reflect and Brainstorm

Reflection and brainstorming are the cornerstones of a reflective essay, allowing you to delve deep into your thoughts, emotions, and experiences. Take the time to introspect on your chosen topic, exploring the nuances of your feelings, reactions, and lessons learned. 

Embrace moments of vulnerability and introspection, as they can lead to genuine insights and self-awareness. Through brainstorming, jot down key moments, reflections, and realizations that have shaped your perspective. 

This process enriches your writing and fosters personal growth and understanding as you navigate through the complexities of your experiences.

Come up with a Thesis Statement

Crafting a compelling thesis statement is essential as it encapsulates your reflective essay's core message or insight. 

Your thesis serves as a roadmap, guiding both you and your readers through the narrative journey ahead. It should concisely summarize your reflection's central theme or purpose, offering a glimpse into the key aspects of your experience and its significance. 

A well-crafted thesis statement provides clarity and focus and sets the tone for the rest of your essay. It acts as a beacon, directing your efforts toward articulating your reflections cohesively while inviting readers to delve deeper into the complexities of your narrative.

Write, Reflect, and Revise

Writing, reflecting, and revising are iterative processes culminating in a polished reflective essay. 

Draft your essay, beginning with a compelling introduction that sets the stage for your reflection. Dive into the body paragraphs, exploring specific aspects of your experience and their implications. Incorporate personal anecdotes, observations, and reflections to enrich your narrative, fostering a deeper connection with your readers. Alternatively, you can buy an essay online to avoid having to do everything on your own.

As you write, reflect on your journey, acknowledging the growth and insights gained along the way. Finally, revise your essay for clarity, coherence, and impact, ensuring that your reflections are articulated effectively and leave a lasting impression on your audience. 

Through this process, you refine your writing and deepen your understanding of yourself and others.

Reflective Essay Outline

Before you start writing any content for your essay, it would be wise to draw up an outline of your document:

Tips for Writing a Reflective Essay

As we know, a reflective essay involves examining your experiences and expressing how they influenced you. Here are seven useful and practical tips to help you write an effective essay about self-reflection:

Focus on a Specific Moment

Choose a specific incident or moment that had a profound impact on you. Narrowing your focus to a single event or series of related events can make your reflection deeper and more meaningful.

Ask Guiding Questions

Use questions to guide your reflection. For example:

• What happened?
• How did it make me feel?
• Why did I feel that way?
• What did I learn from this experience?
• How has this experience changed me?

Answering these questions can help you explore your thoughts and emotions more thoroughly.

Use the 'What, So What, Now What' Framework

• What: Describe the experience or event.
• So What: Analyze why the experience was significant.
• Now What: Reflect on how the experience will influence your future actions or perspectives. This structure ensures your essay has depth and direction.

Integrate Theory and Practice

If relevant, connect your personal experiences with theoretical concepts or lessons you've learned in your studies or professional life. This can add a layer of intellectual reflection to your reflective essays and demonstrate your ability to apply theory to practice.

Include Dialogue and Thoughts

Incorporate direct quotes or internal monologue from the experience. This adds authenticity and gives readers insight into your immediate reactions and thoughts during the event.

Use Reflective Language

Employ phrases that indicate reflection, such as "I realized," "I learned," "This made me think," "I understood that," etc. This helps convey your introspective process to the reader.

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Reflective Essay Examples

Recommended for reading: Definition Essay Examples .

Reflective essays are super important for students because they help you think about what you've learned and how you've grown. They make you reflect on your experiences, figure out what went well and what didn't, and understand how it fits into your life. 

By doing this, you don't just memorize stuff for a test – you get why it matters and how it applies to real life. Plus, reflecting like this helps you improve at thinking things through, understanding yourself, and solving problems. 

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How to Write a Reflective Essay?

What are the parts of a typical reflective essay, what is a reflective essay format.

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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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• Reflective essays | Australian National University. (2023, November 14). https://www.anu.edu.au/students/academic-skills/writing-assessment/reflective-writing/reflective-essays
• Reflective Essays. (n.d.). The Writing Center. https://writingcenter.gmu.edu/writing-resources/different-genres/reflective-essays
• https://westernsydney.edu.au/__data/assets/pdf_file/0007/1082779/Reflective_writing_Structure.pdf

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How to Write a Reflective Essay

• 3-minute read
• 29th August 2018

If you think that a “reflective essay” is a college paper written on a mirror, this post is for you. That’s because we’re here to explain exactly what a reflective essay is and how to write one. And we can tell you from the outset that no mirrors are required to follow our advice.

What Is Reflective Writing?

The kind of “reflection” we’re talking about here is personal. It involves considering your own situation and analyzing it so you can learn from your experiences. To do this, you need to describe what happened, how you felt about it, and what you might be able to learn from it for the future.

This makes reflective writing a useful part of courses that involve work-based learning . For instance, a student nurse might be asked to write a reflective essay about a placement.

When writing a reflective essay, moreover, you may have to forget the rule about not using pronouns like “I” or “we” in academic writing. In reflective writing, using the first person is essential!

The Reflective Cycle

There are many approaches to reflective learning, but one of the most popular is Gibb’s Reflective Cycle . This was developed by Professor Graham Gibbs and can be applied to a huge range of situations. In all cases, though, it involves the following steps:

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• Description – You will need to describe your experiences in detail. This includes what happened, where and when it happened, who else was involved, and what you did.
• Feelings – How you felt before, during, and after the experience you describe.
• Evaluation and Analysis – Think about what went well and what could be improved upon based on your experience. Try to refer to ideas you’ve learned in class while thinking about this.
• Conclusions – Final thoughts on what you’ve learned from the experience.
• Action – How you will put what you’ve learned into practice.

If your reflective essay addresses the steps above, you are on the right track!

Structuring a Reflective Essay

While reflective essays vary depending upon topic and subject area, most share a basic overall structure. Unless you are told otherwise, then, your essay should include the following:

• Introduction – A brief outline of what your essay is about.
• Main Body – The main part of your essay will be a description of what happened and how it made you feel . This is also where you will evaluate and analyze your experiences, either as part of the description or as a separate section in the essay.
• Conclusion – The conclusion of your essay should sum up what you have learned from reflecting on your experiences and what you would do differently in the future.
• Reference List – If you have cited any sources in your essay, make sure to list them with full bibliographic information at the end of the document.

Finally, once you’ve written your essay, don’t forget to get it checked for spelling and grammar errors!

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Reflective Essay

Reflective Essay - Writing Steps with Examples, Tips, and Topics

Published on: Sep 21, 2020

Last updated on: Jul 23, 2024

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A reflective essay is a form of writing where the writer reflects on a personal experience. Have you been assigned one but don’t know how to write? 

Don’t fret! 

Read on to learn in simple steps and follow the useful tips and examples given below. By the end of the blog, you will know everything you need to write an excellent reflective essay.

So let’s dive in!

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What is a Reflective Essay?

A reflective essay is a type of essay where the writer describes a personal experience or event that they observed or examined. Reflective writing involves thinking or pondering about a specific topic and writing your thoughts.

The content of a reflective essay is subjective. This means, the writer discusses the topic from their own personal point of view.  

The writer presents their thoughts and reflections in a structured and coherent manner. It combines elements of storytelling, analysis, and introspection to create a narrative that engages the reader and offers valuable insights.

What is the Purpose of Reflective Writing? 

Self-reflective essays are often used as an opportunity to explore your thoughts and feelings more deeply. The main goals of reflective writing are to;

• Make a connection between yourself and the text 
• Analyze what you have heard, read, or seen
• Write subjectively and help identify your interests
• Think about what you have learned.
• Develop your critical and narrative skills

Here is a video that reflective writing in simple terms:

How to Write a Reflective Essay? 

Reflective essays can be very difficult to write. However, following the steps below can make your writing process easier and more effective.

• Select a Meaningful Topic

The first step in writing a great reflective essay is to choose a good topic. You need to do a lot of brainstorming, mind mapping , and a bit of research to come up with a good topic. 

Choose a topic that holds personal significance for you. It could be a specific event, a challenging situation, a memorable encounter, or a period of personal growth. Select a topic that allows for deep introspection and provides ample material for reflection.

• Reflect and Introspect

Ponder on your chosen topic and explore your thoughts, feelings, and reactions associated with it. 

Ask yourself probing questions, such as " How did this experience impact me? " or " What did I learn from this situation? " This introspective phase forms the foundation of your essay, allowing you to dig deep and extract valuable insights.  

• Develop a Clear Thesis Statement

Craft a concise and focused thesis statement that encapsulates the main point or lesson learned from your reflection. 

This statement will serve as a guiding principle for your essay, ensuring that your writing remains coherent and purposeful. 

• Chart an Outline

Create an outline that organizes your thoughts and provides a logical structure for your essay. 

Divide your essay into sections including the introduction, body paragraphs, and conclusion. Outline the main ideas, experiences, and reflections you plan to include in each section.

Want to learn more about how to create an outline? Here is our comprehensive reflective essay outline guide for you.

• Write a Catchy Introduction

Start your essay with an attention-grabbing opening that sets the tone and introduces the topic to the reader. 

Engage your audience by sharing a captivating anecdote, posing a thought-provoking question, or presenting a compelling quote. Clearly state your thesis to provide a roadmap for your reflective journey.

• Write Main Body Paragraphs

In the body paragraphs, vividly describe the experiences or events that shaped your reflection. Use sensory details and specific examples to paint a clear picture for your readers.

After describing the experience, delve into the reflection and analysis phase. Explore the significance of the experience and its impact on your personal growth, beliefs, or worldview. 

Analyze the reasons behind your thoughts, emotions, and reactions. 

• Provide a Thoughtful Conclusion

Wrap up your essay by summarizing your main points and reinforcing the significance of your reflection. Share the insights and lessons you gained from the reflection process. 

For instance, what did you learn about yourself? How did this experience contribute to your personal development? 

Be honest and authentic in your reflections, demonstrating vulnerability and self-awareness. Don't present new information here, but summarize everything that happened in the essay.

• Revise and Edit

Once you have completed your first draft, revise and edit your essay for clarity, coherence, and grammar. Pay attention to the flow of your ideas, sentence structure, and word choice. 

Seek feedback from peers or mentors to gain different perspectives and refine your essay further. This way, your final draft will turn out to be an interesting and valuable piece of work.

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Reflective Essay Structure

The structure of the reflective essay is the same as other types of essays. It contains an introduction, several body paragraphs, and a conclusion. 

Here is the basic reflective essay format that you can use:

Let's learn about the components of a reflective essay in depth:

Reflective Essay Introduction 

A reflective essay also starts with an introduction, like all other essays. An essay introduction should be brief but relevant to the topic. In this part, you can give a general overview of the topic to the reader.

Start your essay with a strong hook statement . The hook statement is the first thing that the reader reads in the introduction part.

In the introduction part, state the thesis statement but don't give too much information in this statement.  

Remember that in this part, only give a brief overview and don't write in-depth information.

Reflective Essay Body Paragraphs

Writing the body paragraphs is the hardest part of the reflective essay. Some writers spend a lot of time writing body paragraphs. If the outline is not created well, then writing the body paragraphs is a time-consuming process.

It is the most important part of the essay and follows the proper chronological order. Describe the main issues in order related to the described event.

The body paragraphs are well-focused, and it is not a summary of your experience. Each body paragraph end with a concluding sentence.     

Reflective Essay Conclusion  

The conclusion is the last part of the essay. In this part, you should provide a summary of the entire essay. Moreover, do not repeat the same point again and again.   

Make sure the conclusion of the essay is powerful and encourages the readers to do further research. In this concluding part, restate the thesis statement, and no need to add new ideas. 

Tips for Writing a Reflective Essay

Here are some writing tips that can make your reflective essay even better, so try following these in your essay:

• Choose the right topic for the essay, make sure that you have enough information
• Use an engaging and narrative tone throughout the essay with an overall emotion or theme in mind.
• Try to make the essay credible and informative
• Reflect critically on the significance of the experiences and analyze the reasons behind your thoughts, emotions, and reactions.
• Incorporate relevant theories, concepts, or academic frameworks to deepen your analysis.
• Be authentic and honest in sharing your insights and lessons learned from the reflection process.
• Connect your personal experiences to broader contexts or universal themes to create a relatable and impactful essay.
• Support your thesis statement with strong examples and arguments.

Ref lective Essay For mat

Two commonly used formatting styles for academic writing are the APA and the MLA styles. Each style has its unique guidelines for formatting, including structure, citations, and references. 

APA Style Reflective Essay Format

Formatting your essay in APA requires the following:

• Times New Roman 
• Double line-spacing
• 1" margins 
• Page number on the top-right 
• Include the Title Page, Main Body, and References.

MLA Style Reflective Essay Format 

The MLA style recommends the following formatting guidelines:

• Last name and page number in the top-right
• "Works Cited" section on the last page

Reflective Essay Examples

Check out some reflective essay samples that can give you a better understanding of the reflective essay.    

Reflective Essay Example for High School

Personal Reflective Essay Example

Reflective Essay Outline

Example of Reflective Essay on Learning Experience

Reflective Essay Example About Life Experience

Reflective Essay Topics

In a reflective essay, you write about your personal experience, thoughts, and significant moments of your life. Choosing the right topic for the essay sometimes becomes a challenging task, but here are some ideas that can help you out.  

• A surprise that you prepared for someone
• The first thing you think of in the morning
• When someone's words made you cry
• When you laughed uncontrollably with someone
• Swimming in a mountain lake
• The experience of an earthquake or natural disasters
• A vacation place that you liked in particular
• Crossing a bridge and looking out over the water.
• Your favorite persuasive essay topic
• Place where you feel safe

Need more topics to get your thoughts running? Here are more reflective essay topics to help you out!

Writing a reflective essay can be a transformative experience as you discover your own thoughts and feelings along the way. By following the writing steps and tips, you can enhance this experience by writing an essay that is interesting, informative, and engaging. 

So don't hesitate to start writing a reflective paper today! You've got everything you need.

Still, if you are in a race against time or can't write your essay for other reasons, don't despair. The auto essay writer at CollegeEssay.org is here to help you out!

We also have a team of expert writers ready to assist you 24/7. Whether you need help with refining your ideas, structuring your essay, or polishing the final draft, we can lend our expertise.

So hire our custom writing service  to receive customized and professional reflective essays within the deadline!

Frequently Asked Questions

How many paragraphs are in a reflective essay.

In a reflective essay, you should follow a 5-paragraph format. However, you can add more paragraphs, and it depends on your chosen topic.

What is the goal of a reflective essay?

Writing a reflective essay aims to explore how they have changed and learned from their experiences.

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Barbara is a highly educated and qualified author with a Ph.D. in public health from an Ivy League university. She has spent a significant amount of time working in the medical field, conducting a thorough study on a variety of health issues. Her work has been published in several major publications.

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Home Essay Samples Psychology Adolescence

My Adolescent Experience and Development: A Reflection

Table of contents

Adolescent experience in my life, physical development, emotional development.

“Perhaps you looked in the mirror on a daily, or sometimes even hourly, basis as a young teenager to see whether you could detect anything different about your changing body. Preoccupation with one’s body image is strong through adolescence, it is especially acute during puberty, a time when adolescents are more dissatisfied with their bodies than in late adolescence.” (Santrock)

Social changes

• Arnett, J. J. (2015). Adolescence and emerging adulthood : A cultural approach. Pearson Education.
• Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & Company.
• Gullotta, T. P., & Adams, G. R. (Eds.). (2016). Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment. Springer.
• Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
• Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual review of psychology, 52(1), 83-110.
• Suler, J. R. (2018). Adolescent development. In Psychology of Adolescence (pp. 11-38). Springer.
• Rutter, M., & Smith, DJ (1995). Psychosocial disorders in young people: Time trends and their causes. John Wiley & Sons.
• American Psychological Association. (2019). APA handbook of the psychology of adolescence.
• Offer, D., & Schonert-Reichl, K. A. (1992). Debunking the myths of adolescence: Findings from recent research. Journal of the American Academy of Child & Adolescent Psychiatry, 31(6), 1003-1014.

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What Is Reflective Writing? (Explained W/ 20+ Examples)

I’ll admit, reflecting on my experiences used to seem pointless—now, I can’t imagine my routine without it.

What is reflective writing?

Reflective writing is a personal exploration of experiences, analyzing thoughts, feelings, and learnings to gain insights. It involves critical thinking, deep analysis, and focuses on personal growth through structured reflection on past events.

In this guide, you’ll learn everything you need to know about reflective writing — with lots of examples.

What Is Reflective Writing (Long Description)?

Table of Contents

Reflective writing is a method used to examine and understand personal experiences more deeply.

This kind of writing goes beyond mere description of events or tasks.

Instead, it involves looking back on these experiences, analyzing them, and learning from them.

It’s a process that encourages you to think critically about your actions, decisions, emotions, and responses.

By reflecting on your experiences, you can identify areas for improvement, make connections between theory and practice, and enhance your personal and professional development. Reflective writing is introspective, but it should also be analytical and critical.

It’s not just about what happened.

It’s about why it happened, how it affected you, and what you can learn from it.

This type of writing is commonly used in education, professional development, and personal growth, offering a way for individuals to gain insights into their personal experiences and behaviors.

Types of Reflective Writing

Reflective writing can take many forms, each serving different purposes and providing various insights into the writer’s experiences.

Here are ten types of reflective writing, each with a unique focus and approach.

Journaling – The Daily Reflection

Journaling is a type of reflective writing that involves keeping a daily or regular record of experiences, thoughts, and feelings.

It’s a private space where you can freely express yourself and reflect on your day-to-day life.

Example: Today, I realized that the more I try to control outcomes, the less control I feel. Letting go isn’t about giving up; it’s about understanding that some things are beyond my grasp.

Example: Reflecting on the quiet moments of the morning, I realized how much I value stillness before the day begins. It’s a reminder to carve out space for peace in my routine.

Learning Logs – The Educational Tracker

Learning logs are used to reflect on educational experiences, track learning progress, and identify areas for improvement.

They often focus on specific learning objectives or outcomes.

Example: This week, I struggled with understanding the concept of reflective writing. However, after reviewing examples and actively engaging in the process, I’m beginning to see how it can deepen my learning.

Example: After studying the impact of historical events on modern society, I see the importance of understanding history to navigate the present. It’s a lesson in the power of context.

Critical Incident Journals – The Turning Point

Critical incident journals focus on a significant event or “critical incident” that had a profound impact on the writer’s understanding or perspective.

These incidents are analyzed in depth to extract learning and insights.

Example: Encountering a homeless person on my way home forced me to confront my biases and assumptions about homelessness. It was a moment of realization that has since altered my perspective on social issues.

Example: Missing a crucial deadline taught me about the consequences of procrastination and the value of time management. It was a wake-up call to prioritize and organize better.

Project Diaries – The Project Chronicle

Project diaries are reflective writings that document the progress, challenges, and learnings of a project over time.

They provide insights into decision-making processes and project management strategies.

Example: Launching the community garden project was more challenging than anticipated. It taught me the importance of community engagement and the value of patience and persistence.

Example: Overcoming unexpected technical issues during our project showed me the importance of adaptability and teamwork. Every obstacle became a stepping stone to innovation.

Portfolios – The Comprehensive Showcase

Portfolios are collections of work that also include reflective commentary.

They showcase the writer’s achievements and learning over time, reflecting on both successes and areas for development.

Example: Reviewing my portfolio, I’m proud of how much I’ve grown as a designer. Each project reflects a step in my journey, highlighting my evolving style and approach.

Example: As I added my latest project to my portfolio, I reflected on the journey of my skills evolving. Each piece is a chapter in my story of growth and learning.

Peer Reviews – The Collaborative Insight

Peer reviews involve writing reflectively about the work of others, offering constructive feedback while also considering one’s own learning and development.

Example: Reviewing Maria’s project, I admired her innovative approach, which inspired me to think more creatively about my own work. It’s a reminder of the value of diverse perspectives.

Example: Seeing the innovative approach my peer took on a similar project inspired me to rethink my own methods. It’s a testament to the power of sharing knowledge and perspectives.

Personal Development Plans – The Future Blueprint

Personal development plans are reflective writings that outline goals, strategies, and actions for personal or professional growth.

They include reflections on strengths, weaknesses, opportunities, and threats.

Example: My goal to become a more effective communicator will require me to step out of my comfort zone and seek opportunities to speak publicly. It’s daunting but necessary for my growth.

Example: Identifying my fear of public speaking in my plan pushed me to take a course on it. Acknowledging weaknesses is the first step to turning them into strengths.

Reflective Essays – The Structured Analysis

Reflective essays are more formal pieces of writing that analyze personal experiences in depth.

They require a structured approach to reflection, often including theories or models to frame the reflection.

Example: Reflecting on my leadership role during the group project, I applied Tuckman’s stages of group development to understand the dynamics at play. It helped me appreciate the natural progression of team development.

Example: In my essay, reflecting on a failed project helped me understand the role of resilience in success. Failure isn’t the opposite of success; it’s part of its process.

Reflective Letters – The Personal Correspondence

Reflective letters involve writing to someone (real or imagined) about personal experiences and learnings.

It’s a way to articulate thoughts and feelings in a structured yet personal format.

Example: Dear Future Self, Today, I learned the importance of resilience. Faced with failure, I found the strength to persevere a nd try again. This lesson, I hope, will stay with me as I navigate the challenges ahead.

Example: Writing a letter to my past self, I shared insights on overcoming challenges with patience and persistence. It’s a reminder of how far I’ve come and the hurdles I’ve overcome.

Blogs – The Public Journal

Blogs are a form of reflective writing that allows writers to share their experiences, insights, and learnings with a wider audience.

They often combine personal narrative with broader observations about life, work, or society.

Example: In my latest blog post, I explored the journey of embracing vulnerability. Sharing my own experiences of failure and doubt not only helped me process these feelings but also connected me with readers going through similar struggles. It’s a powerful reminder of the strength found in sharing our stories.

Example: In a blog post about starting a new career path, I shared the fears and excitement of stepping into the unknown. It’s a journey of self-discovery and embracing new challenges.

What Are the Key Features of Reflective Writing?

Reflective writing is characterized by several key features that distinguish it from other types of writing.

These features include personal insight, critical analysis, descriptive narrative, and a focus on personal growth.

• Personal Insight: Reflective writing is deeply personal, focusing on the writer’s internal thoughts, feelings, and reactions. It requires introspection and a willingness to explore one’s own experiences in depth.
• Critical Analysis: Beyond simply describing events, reflective writing involves analyzing these experiences. This means looking at the why and how, not just the what. It involves questioning, evaluating, and interpreting your experiences in relation to yourself, others, and the world.
• Descriptive Narrative: While reflective writing is analytical, it also includes descriptive elements. Vivid descriptions of experiences, thoughts, and feelings help to convey the depth of the reflection.
• Focus on Growth: A central aim of reflective writing is to foster personal or professional growth. It involves identifying lessons learned, recognizing patterns, and considering how to apply insights gained to future situations.

These features combine to make reflective writing a powerful tool for learning and development.

It’s a practice that encourages writers to engage deeply with their experiences, challenge their assumptions, and grow from their reflections.

What Is the Structure of Reflective Writing?

The structure of reflective writing can vary depending on the context and purpose, but it typically follows a general pattern that facilitates deep reflection.

A common structure includes an introduction, a body that outlines the experience and the reflection on it, and a conclusion.

• Introduction: The introduction sets the stage for the reflective piece. It briefly introduces the topic or experience being reflected upon and may include a thesis statement that outlines the main insight or theme of the reflection.
• Body: The body is where the bulk of the reflection takes place. It often follows a chronological order, detailing the experience before moving into the reflection. This section should explore the writer’s thoughts, feelings, reactions, and insights related to the experience. It’s also where critical analysis comes into play, examining causes, effects, and underlying principles.
• Conclusion: The conclusion wraps up the reflection, summarizing the key insights gained and considering how these learnings might apply to future situations. It’s an opportunity to reflect on personal growth and the broader implications of the experience.

This structure is flexible and can be adapted to suit different types of reflective writing.

However, the focus should always be on creating a coherent narrative that allows for deep personal insight and learning.

How Do You Start Reflective Writing?

Starting reflective writing can be challenging, as it requires diving into personal experiences and emotions.

Here are some tips to help initiate the reflective writing process:

• Choose a Focus: Start by selecting an experience or topic to reflect upon. It could be a specific event, a general period in your life, a project you worked on, or even a book that made a significant impact on you.
• Reflect on Your Feelings: Think about how the experience made you feel at the time and how you feel about it now. Understanding your emotional response is a crucial part of reflective writing.
• Ask Yourself Questions: Begin by asking yourself questions related to the experience. What did you learn from it? How did it challenge your assumptions? How has it influenced your thinking or behavior?
• Write a Strong Opening: Your first few sentences should grab the reader’s attention and clearly indicate what you will be reflecting on. You can start with a striking fact, a question, a quote, or a vivid description of a moment from the experience.
• Keep It Personal: Remember that reflective writing is personal. Use “I” statements to express your thoughts, feelings, and insights. This helps to maintain the focus on your personal experience and learning journey.

Here is a video about reflective writing that I think you’ll like:

Reflective Writing Toolkit

Finding the right tools and resources has been key to deepening my reflections and enhancing my self-awareness.

Here’s a curated toolkit that has empowered my own reflective practice:

• Journaling Apps: Apps like Day One or Reflectly provide structured formats for daily reflections, helping to capture thoughts and feelings on the go.
• Digital Notebooks: Tools like Evernote or Microsoft OneNote allow for organized, searchable reflections that can include text, images, and links.
• Writing Prompts: Websites like WritingPrompts.com offer endless ideas to spark reflective writing, making it easier to start when you’re feeling stuck.
• Mind Mapping Software: Platforms like MindMeister help organize thoughts visually, which can be especially helpful for reflective planning or brainstorming.
• Blogging Platforms: Sites like WordPress or Medium offer a space to share reflective writings publicly, fostering community and feedback. You’ll need a hosting platform. I recommend Bluehost or Hostarmada for beginners.
• Guided Meditation Apps: Apps such as Headspace or Calm can support reflective writing by clearing the mind and fostering a reflective state before writing.
• Audio Recording Apps: Tools like Otter.ai not only allow for verbal reflection but also transcribe conversations, which can then be reflected upon in writing.
• Time Management Apps: Resources like Forest or Pomodoro Technique apps help set dedicated time for reflection, making it a regular part of your routine.
• Creative Writing Software: Platforms like Scrivener cater to more in-depth reflective projects, providing extensive organizing and formatting options.
• Research Databases: Access to journals and articles through databases like Google Scholar can enrich reflective writing with theoretical frameworks and insights.

Final Thoughts: What Is Reflective Writing?

Reflective writing, at its core, is a deeply personal practice.

Yet, it also holds the potential to bridge cultural divides. By sharing reflective writings that explore personal experiences through the lens of different cultural backgrounds, we can foster a deeper understanding and appreciation of diverse worldviews.

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• Why Does Academic Writing Require Strict Formatting?
• What Is A Lens In Writing? (The Ultimate Guide)

Reflective Essay: Examples and Other Guidelines

• Icon Calendar 29 July 2024
• Icon Page 6355 words
• Icon Clock 29 min read

This article is a guideline on how to write a good reflective essay, addressing key areas students should pay attention to when their lecturers give them assignments to produce such papers. Basically, a reflective essay examines a writer’s experience in life. People explore how their involvement changed or developed their characters and gather accurate details to support a main argument. In this case, each topic is essential because it teaches readers most important details that should guide their writing, from choosing a topic, following a correct outline, and going through each technical step to produce a quality document. Reading this guideline gives writers critical insights on writing an outstanding reflective essay, guaranteeing they can create a high-quality paper under any context. Although this article focuses on students as a primary audience, anyone needs to understand that an effective reflective essay should have a proper introduction, a compelling body, and a conclusion that brings an appropriate closure and applies a particular knowledge to be an expert, thoughtful essay writer.

General Aspects

When lecturers give students writing reflection papers, they aim to develop intellectuals. A particular writing process of different types of papers demands learners to utilize their academic training to produce knowledge others can consume for enlightenment. As such, various types of essays are central to providing college students with a platform for their reflection papers, constructing their intellectual personas, and influencing others. Reading this guideline helps students and anyone interested in writing to gain insights into essential requirements when organizing essays. Specifically, this article provides a guideline for writing a reflective essay by addressing key aspects that authors of reflection papers need to know and some prompts they can choose to produce a high-quality scholarly document.

What Is a Reflective Essay and Its Purpose

According to its definition, a reflective essay is a type of writing whose primary focus is a writer’s self-reflection on his or her experiences, thoughts, feelings, or other personal topics. Ideally, students writing such a composition must use their creative thinking skills to examine an experience or an issue and clearly state what it means to them without relying on others’ inputs (Bassot, 2023). Therefore, the main purpose of writing a reflective essay is to present a writer’s own perspective on a specific issue, analyze and evaluate their life events, understand how these experiences have influenced them, and articulate their learning and personal growth. On the other hand, college professors assign their students tasks to write these essays because they understand that applying knowledge is the most effective strategy, meaning to entrench knowledge (Williams et al., 2020). Self-reflection on an experience or topic means a unique way in which students apply what they have learned and create new knowledge through creative thinking. However, a reflective composition is not similar to argumentative, analytical, cause and effect, and expository essays, or typical research papers because, while writing about personal aspects allows students to use their own knowledge and experience, other papers have different purposes and requirements. In terms of pages and words, the length of a reflective essay depends on academic levels, specific assignment instructions, course contents, or instructor’s preferences, while general guidelines are:

High School

• Length: 1-2 pages
• Words: 250-500 words
• Length: 2-3 pages
• Words: 500-750 words

University (Undergraduate)

• Length: 3-5 pages
• Words: 750-1,250 words

Master’s

• Length: 5-6 pages
• Words: 1,250-1,500 words
• Length: 6-10 pages
• Words: 1,500-2,500 words

Reflective essays take different forms because limiting what students can reflect on is impossible. Typically, English professors require students to write thoughtful texts about what they have read or studied in class and their experience on something personal as their reflection (Cogni, 2019). A particular reason behind such expectations is that human beings have an imaginative ability to judge events that occur in diverse contexts. Everyone learns something from experiences that shape their existence. Hence, when writing a reflective essay, students must first understand its purpose because it forms a valid foundation for their focus.

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Reflection on an Assigned Reading

College students read various texts in any semester, including assigned textbooks, articles, research papers, essays, reflections, commentaries, and opinions. These documents have one similarity in common since they all address topics lecturers consider important to learners’ intellectual development (Christensen & Wärnsby, 2023). Moreover, to write a reflection paragraph, people describe a specific experience, analyze their thoughts and feelings about it, and discuss crucial insights or lessons learned. In this respect, it is common for students to receive paper assignments requiring them to write a reflective paper on an article, poem, play, novel, or research topic. While professors often specify essay topics, students may encounter scenarios where they must construct sentences themselves. The most important thing they must consider when organizing reflection papers properly is that they must reflect a specific text a tutor prescribes.

Articles are texts commonly found online where writers pick an issue of concern to society or a specific community and discuss it from various perspectives as a reflection. For example, authors of articles posted in the New York Times journal may write about how social policies of the New York state government have contributed to homelessness (Williams et al., 2020). Some authors may claim that these policies have resulted in high rental prices, forcing many individuals and families to seek alternative accommodation, including living with relatives and in homeless shelters. A lecturer may require students to write a reflective essay on such articles. In turn, one must read an online article to understand author’s perspectives in such an instance. As a result, students must reflect on how these viewpoints apply to them, people they know, and society. Their reflection paper writing should underscore an article’s significance.

Poems are texts that paint a picture of society through words. Like art, they address many societal issues, such as leadership, love, family, morality, and tragedy. However, unlike most texts, poems are complex since their language requires readers to engage in critical thinking and reflection (Bassot, 2023). Like an artist hides a message in a mural, a poet uses words to communicate deep insights. As such, lecturers often require students to read poems and write reflective papers. In such a scenario, students should read poems through their creative thinking lens and pick critical insights they can expound on. However, their exposition and reflection should be based on what they think and not what others say.

Literature Play

Like poems, literature plays serve a particular purpose of communicating ideas with a profound message or hidden meaning. It is common for college students to read plays as part of course content and write reflection papers (Cogni, 2019). As such, reflecting on such literature plays helps learners to apply knowledge to specific contexts. Therefore, when writing a reflective essay on a poem, students should read assigned plays to understand the information or knowledge an author intends to convey. The next step is to write a reflective paper that allows them to self-reflect by explaining how a profound message or hidden meaning applies to real life.

Unlike plays and poems, novels are long texts to analyze and write about. Nonetheless, they are similar to an extent they address issues common in society. Most novelists use their creative imagination and reflection to communicate social problems through texts (Taylor, 2023). Therefore, reading novels across generations is the best way to know how modern society reflects human civilization. With this understanding, English professors often require students to read novels and write reflective essays for their final semester assessment. In such a context, students should read an assigned novel and interact with other materials about this work, such as commentaries and reviews by different authors. However, these texts should only help students to better understand a specific novel rather than form part of a reflective essay.

Research Topic

It is common for college students to read research topics as part of their academic work. Almost all disciplines have issues that attract a particular attention of researchers. However, social sciences tend to have a highest level of attention and reflection because they are about a social world. One approach through which lecturers in social sciences develop students into intellectuals requires them to analyze different research topics and produce a reflection paper (Williams et al., 2020). If students receive such writing instructions, they should read an assigned study to understand critical points. Because researchers tend to be broad in assessing issues, writers should narrow their focus by picking a problem they think has a greatest significance to them or an aspect of their academic or social environment.

Reflection on an Experience

The most effective way of helping students to gain a deeper understanding of concepts, thoughts, and ideas is to require them to apply what they have learned to their personal lives as their reflection. In this case, a typical format of a reflective essay includes an introduction with a thesis, a body that describes a specific experience and analyzes its impact, and a conclusion that summarizes key insights and reflections (Bassot, 2023). Like everyone else, learners have personal life situations that enrich their existence despite their impact. In other words, a unique episode may have been pleasant or unpleasant. In turn, people can always get a moral lesson if they view it through optimism. Lecturers often require students to write reflective essays on personal aspects, including a life event, work experience, peer relation, domestic experience, and a hobby.

It is natural for everyone to experience a life event that leaves a lasting impact on them and close relations, including parents, siblings, friends, and even neighbors. Basically, a reflection paper consists of a description of a specific personal experience, an analysis of its impact, and key insights or lessons learned from it (Bassot, 2023). Examples of these events include a near-death episode, such as an automobile accident, a chronic disease, or a personal loss, such as losing a parent. While these events are unique, they can trigger people’s creative imagination and reflection if they are discussing such topics. Lecturers understand this truth, and they give their learners assignments to write reflective essays about personal experiences. When students receive such instructions, they should use their imagination and reflection to link what they have learned with what happened to them in their past that remains significant today. Doing so gives a reflection essay a scholarly characteristic, allowing it to be an academic text others can consume.

Work Experience

Working is an activity no one can avoid from adolescence. While students may not be employable because they have yet to complete their education, employers give them opportunities to gain practical work situation along their academic journey. Work attachments are integral to a college education because they allow students to experience a particular work environment before graduation (Christensen & Wärnsby, 2023). Moreover, some students come from families with established businesses, while others seek employment during holidays to fund their education. This reality explains why professors ask learners to write reflective essays about a work experience. Under such an instruction, students should recall and talk about an incident in a work environment with a lasting impact as their reflection.

Peer Relation

Peer relations are rich sources of personal experiences for college students. As social beings, adolescents develop friendships with their peers in diverse environments, including schools, workplaces, and neighborhoods. For example, a significant peer relationship reflection can be romantic or friendly (Williams et al., 2020). Almost every college student has experienced a romantic encounter that left them with lasting memories. Professors can ask their audience to write a reflective essay on a romantic relationship and how it generally shapes their view of life. In such a reflection paper, writers should include how the relationship challenged their perceptions or entrenched ideals, like commitment and honesty. In turn, people can focus on friendship and how it changed their lives. Essentially, a written text should focus on specific dynamics that shaped a particular relationship, such as availability, and how they think they are essential or nonessential for a lasting engagement.

Domestic Experience

A domestic environment directly impacts people’s attitudes and behaviors. It is impossible for one to live without a difrect influence of parents, whether biological or foster, guardians, or siblings. Standard domestic experiences for writing a reflection paper include family vacations, parental divorce, domestic violence, or events like family get-togethers (Bassot, 2023). Lecturers often require students to think about how such life events have impacted their worldview, including entrenching values, like hard work, empathy, and integrity. When students have to write a reflective essay on a domestic experience, their focus should be on events that have a lasting impact on their memory. Such events are easy to evaluate because they stand out in the writer’s behaviors and mannerisms.

Hobbies are personal engagements that form part of a person’s social experience. People have different hobbies because only some of them are fascinated by one thing, like watching a football game or hiking a mountain. However, everyone has an interest they engage in as a form of unwinding after a difficult task or life season (Taylor, 2023). College tutors view reflective essays as essential for students to relate their hobbies to a course concept or idea. When learners receive instructions to write a reflective paper, they should be honest and talk about their hobby, not someone else’s. Ideally, reflections enable students to view their hobbies through a particular lens of coursework.

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Examples of Reflective Prompts

Since everyone has unique life situations and perspectives on different personal themes, lecturers often instruct students to write reflective essays without specifying a particular topic. For example, the key points of a reflective essay include describing a personal experience, analyzing its impact, and connecting some insights gained to broader themes or personal growth (Bassot, 2023). However, reflecting on a text differs because a lecturer can select a specific reading. When it comes to an individual episode, students have a free hand in deciding personal essay topics. In turn, the main difference between reflective and narrative essays is that the former focuses on analyzing and gaining insights from personal experiences, while the latter primarily tells a story without author’s reflections (Williams et al., 2020). As a result, some examples of reflection essay prompts students and other people can choose to write about are:

Assigned Readings

• Examining Gatsby’s Pursuit of Daisy: Love or Obsession
• Modern Interpretations of Shakespeare’s Female Characters
• Narrative Techniques in “Lord of the Flies” by William Golding
• How “Frankenstein” by Mary Shelley Applies to Contemporary Society
• The Moral Lesson in the Play “Hamlet” by William Shakespeare
• The Essence of Morality Through the Lens of the Poem “Morality” by Mathew Arnold

Personal Experience

• Learning From Failures: A Personal Account
• Overcoming a Fear That Changed My Life
• The Journey to Mastering My Favorite Hobby
• The Challenges of Long-Distance Dating
• How Family Fosters Togetherness
• How a Near-Death Experience Shaped My Ideals

Note: Some sections of a reflective essay may be added, deleted, or combined with each other. A key characteristic of reflective writing is its emphasis on self-examination and personal growth, analyzing how experiences shape one’s thoughts and behaviors.

I. Essay Introduction

• Attention-grabbing hook: Dating is a social experience shaped by multiple dynamics.
• Overview of the topic: The challenges of long-distance dating.
• Thesis statement: Long-distance dating has taught me that human beings are naturally dishonest, love cannot flourish without supervision, and faithfulness results from commitment.

II. Body Paragraphs

• First paragraph: Open with a topic sentence about a first lesson and provide a reflection paper for this first lesson.
• Second paragraph: Present a second lesson and reflect on this second lesson.
• The third paragraph: Start by emphasizing a third lesson and write a reflection for this third lesson.

Note: The number of body paragraphs depends on a particular length of an assignment. Usually, the length of a reflective essay is about 500-1,000 words, which means 2-4 double spaced pages or 1-2 single spaced pages.

III. Conclusion

• Summary of body points.
• Restate a thesis statement of a reflection.
• Conclude with a final remark.

Example of a Reflective Essay

Topic: The Challenges of Long-Distance Dating

Introduction Sample

Dating is an experience that enriches one’s worldview because of specific dynamics that shape it. However, long-distance dating has significant drawbacks that create a wrong impression of dating as a social experience. My experience with long-distance dating is awful because I have learned that human beings are naturally dishonest, love cannot flourish without supervision, and faithfulness is a product of commitment.

First Body Paragraph Example

Long-distance dating challenges the adage ‘honesty is the best policy’ because it reveals humans as naturally dishonest. After my reflection, I learned this painful lesson when I developed a relationship with a friend I met online in my early adolescence. Since this period of growth is when individuals develop most peer relationships, dating is common among youth, especially those in college. A real essence of dating for many adolescents is a freedom it represents since one can choose whom they love without social restrictions. However, dating someone you do not regularly meet because of distance is troublesome. After meeting someone on the Internet I thought was a perfect match for me, I hoped to develop a lasting romantic relationship. However, things turned ugly when I learned that a person of my dreams was married. This experience convinced me that human beings are naturally dishonest.

Second Body Paragraph Example

A greatest lesson from my dating experience is that love cannot flourish without supervision and reflection. I always tell myself it was good that I discovered a person was married because I would have continued investing emotionally in a relationship built on a lie. My desire to know my online date more closely saved me from a futile endeavor. Generally, this burning interest in learning more is a form of social supervision because it helps one to discover truths. Although my reflection quest for truth led to a final end of my relationship, it helped me to learn that love cannot flourish if no one desires to know more about their partner. I consider this desire to know as supervising love.

Third Body Paragraph Example

More importantly, my experience with long-distance dating taught me that faithfulness is a product of commitment. I was committed to my relationship because I was faithful, neither married nor dating anyone else. Unfortunately, my partner was not trustworthy because this person was married, explaining why he was less committed to investing emotionally in our relationship. The genesis of my reflection quest for more information about him was that he turned down several of my requests for a physical meet-up. After learning he was married, I understood why he would not agree to meet physically because he was not committed to the relationship. To him, dating was a passive hobby.

Conclusion Sample

The above experiences with long-distance dating have shaped my worldview about people and love. While one may consider some individuals pleasant or unpleasant, all are transformative because they have shifted my perceptions. They have convinced me that people are naturally dishonest, one cannot nurture love without supervision, and commitment births faithfulness. While my experience was awful, these lessons are essential for my reflection and emotional well-being in my future romantic relationships.

Steps on How to Write a Reflective Essay

While reflection writing is straightforward, producing a reflective essay can be complex because one must observe technical details that shape a high-quality paper. For example, to write a reflective essay, people describe a personal experience, analyze its impact on their thoughts and feelings, and connect these insights to broader themes or lessons learned (Bassot, 2023). Ideally, students should approach such a composition as an academic exercise because there are specific issues and rules they must observe and satisfy to make their work meet basic requirements of a good document. These issues include sufficient preparation, setting up the stage, producing a first draft, and perfecting a final draft. Important rules include creating an error-free document, meaning a good reflection paper must not have grammar or formatting mistakes or plagiarized information.

Step 1: Preparation

In this first step, students must prepare themselves by doing specific things. Firstly, they should choose a particular topic of interest and define it. Ideally, such a topic should indicate a specific kind of essay they want to produce, whether a self-reflection about a text or a personal experience (Cogni, 2019). In the case of the former, a lecturer specifies an assigned topic. The next task is to prepare ideas through brainstorming with classmates or friends while considering a target audience for their work. A good reflective essay should be an academic paper that meets quality standards because those who will consume it include a lecturer, fellow students, and anyone wanting to know more about a choosen topic. When writing a reflective essay, students should understand that a primary purpose of their texts is to provide an opportunity for self-reflection by presenting their papers.

Step 2: Setting Up the Stage

The next step in writing a reflective essay is to set up the stage where students need to consider several tasks. The first aspect is to find credible sources if a main mission is to talk about assigned readings, such as a poem, short story, or novel. Locating reliable sources is vital to ensure one stays within an assigned topic. Secondly, one should read valid sources while making notes. For reflection papers, they should use the ideas generated in the preparation stage to guide note-taking (Taylor, 2023). The third task is creating a well-organized structure and outline that reflects a standard format of this type of essay as described by a sample above. Lastly, writers should create an annotated bibliography to ensure that borrowed information in a text has a corresponding original source. Doing so helps to avoid plagiarizing an entire work. However, this task does not apply to a reflective essay about a personal experience.

Step 3: The Writing Process

The third step in producing a reflective essay is to create a first draft. At this stage of writing a reflective paper, students should focus on capturing all the ideas generated when preparing to execute a particular task. As such, they should not worry about an overall quality, like grammar and formatting. In this case, a real importance of a first draft is that it allows writers to put their ideas together (Bassot, 2023). If a particular reflection topic is about assigned readings, students may use this stage to find more sources that help to expand their reasoning. They may also alter an outline to accommodate any additional instructions, such as a specific paper’s length. Moreover, the three parts of a reflective essay are an introduction with a thesis statement or central claim, body paragraphs covering main points, and a conclusion with a logical ending of a paper. The most important thing one should do is develop a clear thesis statement because it should guide their work. In turn, some examples of sentence starters for beginning a reflective essay include:

• Looking back on my experience during [specific event or time], I realize that it profoundly shaped my understanding of [specific concept or theme], and it continues to influence my perspective on [related topic].
• When I first encountered [specific situation or challenge], I was overwhelmed by [initial reaction], but, upon my reflection, I can see how it led to significant personal growth and a deeper appreciation for [related lesson or value].
• One of the most significant moments in my life journey was when I [specific action or decision], as it forced me to confront my beliefs about [specific issue] and ultimately transformed my approach to [related aspect of life].
• Reflecting on this life event, I can see how my initial assumptions about [specific topic] were challenged, leading me to develop a more complex understanding and a newfound respect for [related subject or person].
• At the time, I felt [specific emotion] about [specific event or decision], but, looking back, I realize that it was an essential moment that taught me a real importance of [specific lesson or value].
• This experience taught me that [specific insight], and, after that, it has become a guiding principle in my life, shaping my decisions and interactions with others in meaningful ways.
• Initially, I was unaware of how much [specific life moment] would impact me, but, as I reflect on it now, I see that it played a crucial role in my development as a [specific role or identity].
• Through this event, I discovered [specific insight or realization], which not only changed my perspective on [related topic] but also inspired me to pursue [related goal or interest] with a greater purpose.
• It was during this moment that I first recognized a true meaning of [specific concept or value], and this understanding has since influenced many aspects of my life, from [related area] to [related area].
• Upon reflection, I understand now that [specific experience] was more than just a challenging period but also a transformative transition that taught me resilience, patience, and a value of [specific lesson or value].

Writing an Introduction

An introduction section is a first part of any essay and contains an overall paper’s focus. Basically, to start a reflective essay, writers begin with an engaging hook that introduces specific experiences and provides unique contexts for their reflections (Williams et al., 2020). When developing this part, students should ensure they capture a reader’s attention, establish a topic’s background, and conclude with a thesis statement. They also should provide background information about a discussed topic. In reflection papers, these three components are essential features of an essay’s opening section. To a greater extent, they determine whether a target audience will complete reading a whole text or not. On the other hand, students should know — people do not read unexciting texts when organizing this section. Such texts lack a hook that grabs one’s attention and ignites a desire to learn more in the rest of a reflective paper.

Writing Body Paragraphs

A body section of a reflective essay should capture all the ideas writers have generated in the preparation stage. However, tutor’s instructions regarding a college essay length should determine whether writers use all the ideas, add new ones, or drop some of them. Each paragraph should open with a topic sentence emphasizing an idea in the thesis statement (Cogni, 2019). These ideas may be lessons for a reflection paper about a personal life situation, but, if the focus is on reading a specific article, they should be arguments or observations since specific details and evidence make an overall work compelling. In turn, real-life examples make a reflection relevant and persuasive. Ideally, this part of a reflection paper should cover an evidence-based format by integrating course concepts and ideas. Moreover, writers can include references in a reflection paper by citing relevant theories, concepts, or literature that support or relate to their personal experiences and insights (Cogni, 2019). In turn, all parts must relate to one another, while achieving a proper flow of ideas improves an overall quality of a reflective paper. Finally, people should use the rest of a single paragraph to explain a specific lesson or observation or enrich a central argument. Other essential components of each paragraph include a concluding sentence and a transition. Therefore, body paragraphs of a reflection paper must be clear and logical.

Writing a Conclusion

A conclusion section is the last part of a reflective essay. The most important features include summarizing an entire reflective paper by emphasizing key lessons for a piece about a personal experience or arguments or observations for an article about a text (Bassot, 2023). Basically, writers sum up all the main points discussed in a body section. The next step is restating a thesis statement by rewording it, and, lastly, it is to make a final remark about a discussed topic. Such a remark must underscore writers’ primary worldviews as a product of their reflection. Therefore, when organizing this section, students should know their focus is to finalize a particular text by making declarations that allow readers to be satisfied. It is illogical for a reflective paper to leave a reader hanging unless it is fiction. Thus, one should bring a reflective essay to a logical closure.

Step 4: Wrapping Up a Final Paper

The last step in writing a reflective essay is to produce a final draft by perfecting a first draft. This wrap-up exercise involves revising a first version of a particular text to ensure it captures all the author’s ideas. The second task for writing a reflection paper is to edit a written text by adding or eliminating sentences to provide a logical flow of ideas and thoughts. The next mission is to ensure all three parts — introduction, body, and conclusion — capture all essential features, including thesis, topic sentences, and final remarks, as appropriate (Williams et al., 2020). The last task is to eliminate all mistakes, including grammatical errors, incorrect punctuation, formatting flaws, and missing citations. To produce a perfect reflection paper, authors must familiarize themselves with all the rules of academic writing and use them as a valid measure for polishing a final draft.

Important Rules

When writing a reflective essay, students should observe all the rules applicable to their work, even if a lecturer does not emphasize them. The first convention that one should satisfy is to maintain a formal tone. Apart from using a first-person voice, students should ensure their work is academic. As such, they should avoid slang and any language that dilutes a particular formality of their text, and they need to write following an active voice (Gardner, 2023). Another convention to consider when writing a reflection paper is to cite ideas writers borrow from different sources. As such, when students use quotes from an assigned text they are reflecting on, such as an online article, they should cite it properly by paying attention to APA, MLA, Harvard, and Chicago/Turabian writing styles.

What to Include

Common Mistakes

• Lack of Focus: Failing to clearly define a main theme or purpose of a particular reflection essay.
• Vague Analysis: Providing shallow reflections without deep analysis or critical thinking.
• Overly General Statements: Using vague language and not providing specific examples or details.
• Ignoring Structure: Not organizing a reflective essay with a clear introduction, body, and conclusion.
• Neglecting Personal Insight: Focusing too much on describing events and not enough on personal growth and insights.
• Inconsistent Tone: Shifting between informal and formal language inappropriately.
• Poor Grammar and Spelling: Making frequent grammatical errors and spelling mistakes.
• Lack of Connection to Broader Themes: Failing to relate personal experiences to larger concepts or theories.
• Ignoring Feedback: Not considering or incorporating feedback from peers or instructors.
• Overloading With External Sources: Relying too heavily on external references and not enough on personal reflection.

A reflective essay involves examining personal experiences and their impact on a particular writer. It also requires choosing a meaningful topic, describing a specific life event in detail, analyzing its effects, and connecting insights to broader themes. Essential components include a clear introduction, a detailed body, and a concise conclusion. Writers should also focus on personal growth and learning while incorporating relevant theories or concepts. Besides, proper structure, honest reflection, and critical thinking are key to producing a compelling reflective essay. In turn, some lessons to learn include:

• Reflective essays allow students to discuss relevant events or course readings that influenced their lives.
• This guideline shows that writing a good reflective essay is a rigorous exercise, and it requires one to understand several tips.
• Understand a topic when writing a reflection essay: whether one is to reflect on a text or a personal experience.
• Brainstorm and create a mental database of ideas.
• Develop a clear outline that emphasizes an introduction, a body, and a conclusion and the key features of each.
• Review all the technical steps of producing a high-quality reflective essay.
• Produce a first draft and then perfect a document into a final draft by eliminating all mistakes, like wrong grammar, poor formatting, and illogical sentences.
• Proofread final drafts before presenting them to lecturers.
• It is advisable to give a final draft to someone to read a reflection paper and avoid missing out key details or obvious mistakes.

Bassot, B. (2023). The reflective practice guide: An interdisciplinary approach to critical reflection . Routledge.

Christensen, J., & Wärnsby, A. (2023). Reflective writing in course design for active learning in social work education. Journal of Social Work Education , 59 (3), 756–771. https://doi.org/10.1080/10437797.2023.2213285

Cogni, M. (2019). From sentences to essays: A guide to reflective writing through reflective thinking . Vernon Press.

Gardner, P. R. (2023). The reflective essay in social research methods education: An analysis of student assessment experiences. College Teaching , 1–7. https://doi.org/10.1080/87567555.2023.2205629

Taylor, E. (2023). Promoting student reflection through reflective writing tasks. Journal on Empowering Teaching Excellence , 7 (1), 44–60. https://doi.org/10.26077/eafb-b4ea

Williams, K., Woolliams, M., & Spiro, J. (2020). Reflective writing . Red Globe Press.

8 Tips For Writing A Great Reflective Essay (With Examples)

By writing a reflective essay, you can capture some of these ephemeral emotions and make sense of who you are. Below, I share eight tips (and a few examples) that will help you do it in a better way. You may have to write a reflective essay as a part of an academic assignment or a college paper. Or perhaps you want to create it for yourself and never show it to anyone. Regardless of the reason, after reading this article, you will hopefully become better at it. They helped a lot of students over the years, so you may check them out.

Here’s how to write a great reflective essay:

1. first, what is a reflective essay, 2. the power of writing introspectively.

Many great men and women (like Charles Darwin or Frida Kahlo ) had a habit of keeping a journal. This seems to be forgotten these days as we record everything through our mobile devices. But the habit of introspective writing and journaling helps you get in touch with your inner self and even improves your mental health. The reflective essay serves a similar purpose. It lets you search for meaning in your life and lets you discover the underlying causes of your actions.

“Life can only be understood backward, but it must be lived forwards.” – Søren Kierkegaard

3. How do you start your essay?

You may start with an introduction of experience, an event, or a memory on which you’ll reflect. If your topic is “a life-changing incident you had when you were a child,” you could start with: I used to live on a sunny farm with my parents and grandparents when I was young. A few days after I turned six, something happened that would alter the course of my life forever. I’m fifty-two as I’m writing this…

This beginning has certain elements that make it effective:

“When I discover who I am, I’ll be free.” – Ralph Ellison

4. Learn how to structure your essay

In terms of length, it all depends on your assignment, but usually, the reflective essay has between 300 and 700 words . It has a rather informal structure and the use of language. After all, you’re drilling into your personal experiences, and often, this requires a poetic turn of the phrase. You’re more than welcome to use a wide range of advanced vocabulary .

Introduction

In this part, you set the tone for your reflection. You implicitly or explicitly say what will you reflect on, and what prompted you to do that. If you’re writing an academic paper , you’ll have to be more direct and for example, say: “What follows, are my reflections on what I’ve learned about life during the first year of college”.

Here, you sum up your essay and leave your audience with a final thought. Look ahead into the future and write about how your experiences are going to affect your life from now on. What’s the direction you’re going to take? What is there to look ahead to? You may also look backward and see how different you were in the past, compared to now. “I think it’s good for a person to spend time alone. It allows them to discover who they are and to figure out why they are always alone.” – Amy Sedaris

5. Create an outline for your essay

As with most writing assignments , the work begins with ideation and then creating some sort of outline . Here’s a simple process you can use to get everything ready before you start writing: a) Scan your mind in search of powerful experiences, meaningful memories, and thoughts about your past. This will serve as a raw material from which you’ll sculpt a piece of prose. b) Consider the attractiveness of your topic from the reader’s point of view. You certainly don’t want to bore anyone, so pick something interesting, but important. c) Organize your essay and divide it into a couple of paragraphs. Each paragraph should contain one important idea. d) Decide in which sequence you would like to share your ideas. Put some logic and chronology behind it. e) Jot down any side notes included in the essay. It’s always better to have an overabundance of material.

“Your visions will become clear only when you can look into your own heart. Who looks outside, dreams; who looks inside, awakes.” – C.G. Jung

6. The essay-writing process

Once you have the idea, you can follow a simple process:, 7. how to pick the right topic for your essay.

If you’re writing an assignment, you’ll probably receive the prompt from your professor. If that’s the case, follow it diligently. This may be something like: a) Reflect on what you learned during your first year of high school. b) Think about your favorite book and how it changed your life . c) How did your writing skills change over the years? And why? Or it might be something really specific like Write a two-page reflection paper on the Adventures of Tom Sawyer by Mark Twain. Here, it’s not only about your personal experience, but about your interaction with a specific text, event, play, or movie and the effect it had on you. But what if you want to write an essay on your own? Which topic would you choose then? First, pick something meaningful to you. Second, pick something that you know well. Third, pick something that you want to explore and get deep into.

Here’s some more inspiration in the area of topics:

Personal reflection:, reflection on life and meaning:, reflection on events:.

“Reflect upon your present blessings — of which every man has many — not on your past misfortunes, of which all men have some.” – Charles Dickens

8. Learn from the masters

Montaigne was the father of the essay as a literary form. He was the first writer to use informal tone, colloquial language, and rather prosaic themes to get to the deeper truth about human nature.

I recommend you check his essays for inspiration, along with other masterworks:

And here are a few books filled with great reflective essays:.

And here you may find a huge list of 450+ essay books on Goodreads.

“Once we accept our limits, we go beyond them.” – Albert Einstein

Example #1 of a reflective essay:

The misgivings about the high school football, here’s a second, shorter sample of a reflective essay:, the sources of love for instrumental music., looking backward, moving forward.

There are certain milestones in your life: finishing high school, falling in love for the first time, your first journey abroad, the first kiss, the first psychedelic trip, graduating from the university, getting your first job, getting married, having children… Each of these brings something new and unexpected and makes you grow as an individual. But you can run through life and never reflect on how it all changed , how silly and incompetent you were just a few years ago. And how you’ll think the same thing about the present in a few years. Perhaps you should compose a reflective essay and think about all of this, and about what’s coming. Next up, you may want to explore a list of the best essays of all time .

Rafal Reyzer

Hey there, welcome to my blog! I'm a full-time entrepreneur building two companies, a digital marketer, and a content creator with 10+ years of experience. I started RafalReyzer.com to provide you with great tools and strategies you can use to become a proficient digital marketer and achieve freedom through online creativity. My site is a one-stop shop for digital marketers, and content enthusiasts who want to be independent, earn more money, and create beautiful things. Explore my journey here , and don't miss out on my AI Marketing Mastery online course.

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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