Reflection in academic writing

Reflection in academic writing

Types of reflective writing assignments A journal requires you to write weekly entries throughout a semester. May require you to base your reflection on course content. A learning diary is similar to a journal, but may require group participation 11/2/ · Academic reflective writing should: develop a perspective or line of reasoning develop a link between your experience or practice and existing knowledge (theoretical or personal) show understanding and appreciation of different perspectives to your own show recognition that your own understanding is 1/17/ · Peltier et. al. suggest that we might decide to alter or change beliefs and ways of thinking. It follows that if we choose to reflect intensively, we need to be open to change. Sometimes even relatively small changes can make a difference. Three insights motivate me to improve my writing life

Reflection On Academic Writing - Words | Internet Public Library

A journal requires you to write weekly entries throughout a semester. May require you to base reflection in academic writing reflection on course content. A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members. A logbook is often used in disciplines based on experimental work, such as science.

You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions. A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to reflection in academic writing legal issue raised in a course, reflection in academic writing.

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

reflection in academic writing peer review usually involves students showing their work to their peers for feedback. The field notes were written by hand on lined paper. They consisted of jotted notes and mental triggers personal notes that would remind me of specific things when it came reflection in academic writing writing the notes up.

I took some direct observational notes recording what I saw where this was relevant to the research questions and, as I was aiming to get a sense of the culture and working environment, I also made researcher inference notes [1] [2], reflection in academic writing. Not all the information I recorded was relevant but noting what I found informative contributed to my ability to form an overview on re-reading. However, the reliability of jotted notes alone can be questionable.

For example, the notes were not a direct transcription of what the subjects said but consisted of pertinent or interesting information. Rarely did I have time to transcribe a direct quotation, so relied on my own fairly rapid paraphrasing, which risks changing the meaning. Some technical information was difficult to note down accurately [3], reflection in academic writing. A tape recorder would have been a better, more accurate method. However, one student brought a tape recorder and was asked to switch it off by a participant who was uneasy about her comments being directly recorded.

It seems that subjects feel differently about being recorded or reflection in academic writing as opposed to observers taking notesso specific consent should be sought before using these technologies [4].

Question: Discuss at least two things you learnt or discovered — for example about design or working in groups or the physical world — through participating in the Impromptu Design activities. Firstly, reflection in academic writing, the most obvious thing that I discovered was the advantage of working as part of a group [1]. I learned that good teamwork is the key to success in design activities when time and resources are limited.

As everyone had their own point of view, many different ideas could be produced, and I found the energy of group participation made me feel more energetic about contributing something [2].

Secondly I discovered that even the simplest things on earth could be turned into something amazing if we put enough creativity and effort into working on them [1]. With the Impromptu Design activities [3] we used some simple materials such as straws, string, and balloons, but were still able to create some 'cool stuff' [4].

I learned that every design has its weaknesses and strengths and working with a group can help discover what they are. We challenged each other's preconceptions about what would and would not work.

We could also see the reality of the way changing a design actually affected its performance. Last week's lecture presented the idea that science is the most powerful form of evidence [1]. My reflection in academic writing as a student studying both physics and law makes this an important issue for me [2] and one I was thinking about while watching the 'The New Inventors' television program last Tuesday [3]. The two 'inventors' an odd name considering that, as Smith says, nobody thinks of things reflection in academic writing a vacuum were accompanied by their marketing people.

The conversations were quite contrived, reflection in academic writing also funny and enlightening. I realised that the marketing people used a certain form of evidence to persuade the viewers us? of the value of the inventions [4]. To them, this value was determined solely by whether something could be bought or sold—in other words, whether something was 'marketable'. In contrast, the inventors seemed quite shy and reluctant to use anything more than technical language, almost as if this was the only evidence required — as if no further explanation was needed.

This difference forced me to reflect on the aims of this course—how communication skills are not generic but differ according to time and place. Like in the 'Research Methodology' textbook discussed in the first lecture, reflection in academic writing, these communication skills are the result of a form of triangulation, [5] which I have made into the following diagram:. Brookfield, SDeveloping critical thinkers: challenging adults to explore alternative ways of thinking and actingOpen University Press, Milton Keynes.

Mezirow, JFostering critical reflection in adulthood: a guide to transformative and emancipatory learningJossey-Bass, San Francisco. Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required.

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Student Support Academic Skills Writing skills Essay and assignment writing Reflective writing Print to PDF. Types of reflective writing assignments A journal requires you to write weekly entries throughout a semester. A self-assessment task requires you to comment on your own work. Some examples of reflective writing Reflection in academic writing Science fieldwork report methods section The field notes were written by hand on lined paper.

Includes discipline-specific language 3. Critical evaluation of method 4. Conclusion and recommendation based on the writer's experience Engineering Design Report Question: Discuss at least two things you learnt or discovered — for example about design or working in groups or the physical world — through participating in the Impromptu Design activities. Addresses the assignment question 2.

Reflects on direct experiences 3. Direct reference to the course activity 4, reflection in academic writing. The style is relatively informal, yet reflection in academic writing uses full sentences.

Relating what was learnt. Learning Journal weekly reflection Last week's lecture presented the idea that science is the most powerful form of evidence [1]. Like in the 'Research Methodology' textbook discussed in the first lecture, these communication skills are the result of a form of triangulation, reflection in academic writing, [5] which I have made into the following diagram Description of topic encountered in the course 2.

The author's voice is clear 3. Introduces 'everyday' life experience 4. The style is relatively informal, yet still uses full sentences 5. Makes an explicit link between 'everyday' life and the topic References Brookfield, SDeveloping critical thinkers: challenging adults to explore alternative ways of thinking and actingOpen University Press, Milton Keynes.

Schön, DAEducating the reflective practitionerJossey-Bass. San Francisco. We thank the students who permitted us to feature examples of their writing. Academic Skills Referencing. Essay and assignment writing. Essay and assignment planning.

Answering assignment questions. How do I write reflectively? Engineering and science. Other links and resources, reflection in academic writing. Reading and note-taking. Contacts and appointments. Back to top. Website Feedback Contacts Sitemap A-Z Guide. UNSW Sydney NSW Australia Authorised by Deputy Vice-Chancellor Academic UNSW CRICOS Provider Code: G TEQSA Provider ID: PRV ABN: 57 Page last updated: Friday 19 February Conclusion and recommendation based on the writer's experience.

Makes an explicit link between 'everyday' life and the topic.

Reflective writing

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General tips for academic reflections | The University of Edinburgh

This semester I took a FIQWS Composition class which helped me explore the unexplored areas of my academic writing. There are three main essays Literacy narrative, exploratory essay and Critical Researched analysis each improved my writing tremendously. In the first day of class, I was surprised to see the amount of work is expected from me because there were only three major essays and three Reflection Activities: Facilitating Reflection: Contains a plethora of writing and non-writing reflection activities to incorporate into the Digging Deeper: Contains reflection activities from Depaul University that works through the different levels of Bloom’s 15 ways to spark student Types of reflective writing assignments A journal requires you to write weekly entries throughout a semester. May require you to base your reflection on course content. A learning diary is similar to a journal, but may require group participation