1. Reflective Writing for Assignments
This workshop will:
Familiarise you with the process of producing a piece of reflective writing for assessment
Help you to understand the difference between theory and evidence
Provide tips on how to integrate theory when writing reflective assignments
Louise Livesey
Academic Skills Adviser
16/01/2019
Academic Skills Advice

2. Academic Skills Advice
The Plan…
The composition of reflective writing
Explaining theory and evidence
The process of producing reflective academic work
16/01/2019
Academic Skills Advice

3. Academic Skills Advice
The composition of
reflective writing
Same as other assignments:
it most have the appropriate academic tone and language
it must answer the set question or task
However, significant differences :
individuals remain anonymous
honesty about the experience and emotions
you may be able to write in the first person
16/01/2019
Academic Skills Advice

4. Academic Skills Advice
The composition of
reflective writing
Describe
Evaluate
Analyse
Synthesise
16/01/2019
Academic Skills Advice

5. Theory and evidence are linked
2.Explaining theory and evidence
Placebo effect
The original theory: placebos do not work
Evidence: placebos do work
The theory had to change.
Evidence can be used to develop and drive theories
Theory and evidence are linked
16/01/2019
Academic Skills Advice

6. Reading first Experience first 2.The importance of theory and
evidence-based practice
Reading first
Discussion of the theory
Bring in the reflective point
Add evidence as appropriate
Experience first
Identify and explore the reflective point
Introduce the theory to support
Add evidence as appropriate
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Academic Skills Advice

7. Academic Skills Advice
2.The importance of theory and
evidence-based practice
and Activity 1
Quotations appropriate?
Citations complete?
Anything missing?
16/01/2019
Academic Skills Advice

8. Academic Skills Advice
2.The importance of theory and
evidence-based practice
Being the youngest of three sisters, I was a very quiet and reserved person who shadowed and mirrored my older sisters to fit in: “childhood is a time of meeting one’s own and others’ expectations” (Cooper and Straw, 1998: 42). I felt I had no personality of my own. This topic is in the headlines frequently with one example being that anorexia has increased by 25% within a year in eight year old girls due to them wanting to be super-skinny like many female celebrities (Wilson, 2009). When we are young, we just want to be like the people around us whether they are like us or not. Going into high school, making friends and learning to accept me as others saw me increased my self-confidence. In year 10, I joined the debating team and then participated in debating competitions speaking on controversial topics such as 'The English judiciary system needs to be changed' , 'Parents have the right to choose the genetics of their babies' and 'Everyone has a right to work'. I saw a rise in my self- confidence again as I became more comfortable speaking to a wide range of audiences. Arguing points increased my belief in myself and who I was. I then began to accept that I was different but perfect in my own way: “confidence is invariably a constructive and stimulative force” (Yoder, 1996: 95). From this new found confidence, I now enjoy giving presentations, meeting new people and thrive on the adrenaline rush of performing in front of a large crowd.
16/01/2019
Academic Skills Advice

9. Academic Skills Advice
2.The importance of theory and
evidence-based practice
Activity 1
As Parker illustrates, supervision sessions are valuable in checking and maintaining progress within an agency, and I was able to discuss any difficulties and issues with a key worker at the end of each panel. Writing a reflective journal after each panel helped me improve my practice. I could write down my thoughts and feelings, and reflect how I could make changes to improve my practice. One example was that when I started volunteering, I made judgements about a person based on their initial review. By reflecting on this, I realised that making quick judgements was a mistake. Reflective practice is central to social work and it is considered to be a key way to improve and develop your learning needs.
16/01/2019
Academic Skills Advice

10. 3.The process of producing reflective academic work
Analyse the question, brief or problem
Re-read lecture notes, handouts, etc
Find central experience/s in research journal
Consider previous experiences/knowledge
Research and choose theories/evidence
Organise final notes
Map or plan
First draft
Revise & edit
(redraft)
Proof & submit
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Academic Skills Advice

11. Academic Skills Advice
References
Fishman, L. (2014) Placebonex. Bath: Cartoonstock. [online] Available at: [Accessed ].
Graphics – Smart Art
Jasper, M. (2013) Beginning Reflective Practice. 2nd ed. Andover: Cengage
Johns, C. (2009) Becoming a Reflective Practitioner. 3rd ed. Chichester: Wiley-Blackwell.
Moon, J. (1999) Reflection in Learning & Professional Development. London: RoutledgeFalmer.
Moon, J. (2004) A handbook of Reflective and Experiential Learning. London: RoutledgeFalmer.
Moon, J. (2006) Learning Journals: A handbook for reflective practice and professional development. 2nd ed. Abingdon: Routledge.
Spiro, J., Williams, K., and Woolliams, M. (2012) Reflective Writing. Basingstoke: PalgraveMacmillan.
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Academic Skills Advice

12. Academic Skills Advice Service
Where are we? Chesham Building B0.23. Give us a call or come speak to us Monday- Friday 9am-5pm (closing at 4pm Fridays).
Who am I? Louise, the dedicated workshop adviser.
Who can help me with study and writing skills? Lucy and Russell run Instant Study Skills Advice sessions every weekday and Writing Skills Clinics three times a week. You can also access self-help resources on our webpage.
Who can give me maths advice? Helen and Michael specialise in Maths support for students though clinics and pre-booked appointment.
How do I get in touch? Telephone:
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Academic Skills Advice

13. Academic Skills Advice
Any questions?
16/01/2019
Academic Skills Advice