Structure of academic reflections
Guidance on the structure of academic reflections.
|Term||How it is being used|
|Academic/professional reflection||Any kind of reflection that is expected to be presented for assessment in an academic, professional, or skill development context. Academic reflection will be used primarily, but refer to all three areas.|
|Private reflection||Reflection you do where you are the only intended audience.|
Academic reflections or reflective writing completed for assessment often require a clear structure. Contrary to some people’s belief, reflection is not just a personal diary talking about your day and your feelings.
Both the language and the structure are important for academic reflective writing. For the structure you want to mirror an academic essay closely. You want an introduction, a main body, and a conclusion.
Academic reflection will require you to both describe the context, analyse it, and make conclusions. However, there is not one set of rules for the proportion of your reflection that should be spent describing the context, and what proportion should be spent on analysing and concluding. That being said, as learning tends to happen when analysing and synthesising rather than describing, a good rule of thumb is to describe just enough such that the reader understands your context.
Example structure for academic reflections
Below is an example of how you might structure an academic reflection if you were given no other guidance and what each section might contain. Remember this is only a suggestion and you must consider what is appropriate for the task at hand and for you yourself.
Identifies and introduces your experience or learning
- This can be a critical incident
- This can be the reflective prompt you were given
- A particular learning you have gained
When structuring your academic reflections it might make sense to start with what you have learned and then use the main body to evidence that learning, using specific experiences and events. Alternatively, start with the event and build up your argument. This is a question of personal preference – if you aren’t given explicit guidance you can ask the assessor if they have a preference, however both can work.
Highlights why it was important
- This can be suggesting why this event was important for the learning you gained
- This can be why the learning you gained will benefit you or why you appreciate it in your context
You might find that it is not natural to highlight the importance of an event before you have developed your argument for what you gained from it. It can be okay not to explicitly state the importance in the introduction, but leave it to develop throughout your reflection.
Outline key themes that will appear in the reflection (optional – but particularly relevant when answering a reflective prompt or essay)
- This can be an introduction to your argument, introducing the elements that you will explore, or that builds to the learning you have already gained.
This might not make sense if you are reflecting on a particular experience, but is extremely valuable if you are answering a reflective prompt or writing an essay that includes multiple learning points. A type of prompt or question that could particularly benefit from this would be ‘Reflect on how the skills and theory within this course have helped you meet the benchmark statements of your degree’
It can be helpful to explore one theme/learning per paragraph.
- You should highlight and explore the experience you introduced in the introduction
- If you are building toward answering a reflective prompt, explore each relevant experience.
As reflection is centred around an individual’s personal experience, it is very important to make experiences a main component of reflection. This does not mean that the majority of the reflective piece should be on describing an event – in fact you should only describe enough such that the reader can follow your analysis.
Analyse and synthesise
- You should analyse each of your experiences and from them synthesise new learning
Depending on the requirements of the assessment, you may need to use theoretical literature in your analysis. Theoretical literature is a part of perspective taking which is relevant for reflection, and will happen as a part of your analysis.
Restate or state your learning
- Make a conclusion based on your analysis and synthesis.
- If you have many themes in your reflection, it can be helpful to restate them here.
Plan for the future
- Highlight and discuss how your new-found learnings will influence your future practice
Answer the question or prompt (if applicable)
- If you are answering an essay question or reflective prompt, make sure that your conclusion provides a succinct response using your main body as evidence.
Using a reflective model to structure academic reflections
You might recognise that most reflective models mirror this structure; that is why a lot of the reflective models can be really useful to structure reflective assignments. Models are naturally structured to focus on a single experience – if the assignment requires you to focus on multiple experiences, it can be helpful to simply repeat each step of a model for each experience.
One difference between the structure of reflective writing and the structure of models is that sometimes you may choose to present your learning in the introduction of a piece of writing, whereas models (given that they support working through the reflective process) will have learning appearing at later stages.
However, generally structuring a piece of academic writing around a reflective model will ensure that it involves the correct components, reads coherently and logically, as well as having an appropriate structure.
Reflective journals/diaries/blogs and other pieces of assessed reflection
The example structure above works particularly well for formal assignments such as reflective essays and reports. Reflective journal/blogs and other pieces of assessed reflections tend to be less formal both in language and structure, however you can easily adapt the structure for journals and other reflective assignments if you find that helpful.
That is, if you are asked to produce a reflective journal with multiple entries it will most often (always check with the person who issued the assignment) be a successful journal if each entry mirrors the structure above and the language highlighted in the section on academic language. However, often you can be less concerned with form when producing reflective journals/diaries.
When producing reflective journals, it is often okay to include your original reflection as long as you are comfortable with sharing the content with others, and that the information included is not too personal for an assessor to read.
Ryan, M., 2011. Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.
University of Portsmouth, Department for Curriculum and Quality Enhancement (date unavailable). Reflective Writing: a basic introduction [online]. Portsmouth: University of Portsmouth.
Queen Margaret University, Effective Learning Service (date unavailable). Reflection. [online]. Edinburgh: Queen Margaret University.