Move beyond a summary
Describe only the details needed to understand the moment. Then examine your assumptions, decisions and alternatives. Connect the experience to a course concept or source instead of simply saying it was useful or challenging.
Plan three parts
What happened? State the situation and your role. Why does it matter? Analyze what shaped your response and what you learned. What comes next? Name one action you can take and how you will check its effect.
Example
Invented classroom example, not a real student experience or archive submission.
- Moment
- During a group presentation rehearsal, I finished a teammate's explanation before they had finished speaking.
- Analysis
- I assumed speed would help the group. Instead, I missed their point. My intention did not match the effect of my interruption.
- Next step
- At the next rehearsal, I will pause and ask whether the speaker has finished before responding.
- Check
- Afterward, I will ask the group whether everyone had space to explain their ideas.
Review your draft
Give analysis more space than scene-setting. Explain the connection between your evidence and conclusion. Replace vague promises with a specific action. Cite sources you use, and remove patient identifiers and details that could identify someone indirectly.
Further reading: University of Waterloo: critical reflection.
Past reflection requests
Real historical request types, described without student text or files.
- Self-reflection assignment — August 2021
- Reflection on an ethics or leadership source — July 2021
- Health-policy reflection paper — July 2021
- Ethical decision-making interview reflection — August 2021
Common questions
Can I write in the first person?
Use first person when the task asks you to examine your own experience, unless your course instructions specify otherwise.
Does reflection need references?
Personal experience and published evidence play different roles. Cite theories, research and other sources you use to interpret the experience.