Research-Methodology

Personal Reflection Sample: preparing a Research Report for ACCA

Personal Reflection Sample

The skill and learning statement includes the implications of interactions with mentor, an analysis of the extent to which research questions have been answered, a brief analysis of interpersonal and communication skills and their relevance to the research, as well as the contribution of the research experience to my professional and personal development.

1.      Experiences of interactions with mentor

I had chances of meeting my project mentor three times and obtained practical support regarding various aspects of the work during these meetings. Our first meeting was mainly dedicated to clarifying our expectations from the research experience and the discussions took place related to the issues of selection of the research approach and formulation of research questions and objectives.

By the time I had a meeting with my mentor for the second time Introduction and Information gathering chapters of the work have been completed and I received detailed feedback for these chapters of the research. Also, discussions were held about data analysis and presentation associated with the project.

During the final meeting with my mentor the overall work has been scrutinised and a set of specific points have been mentioned by my mentor. Specifically, my mentor raised a point that my discussions of research findings lacked depth and scale. Then, these points have been addressed and the final draft of the Research Report was completed.

I found advices given by my mentor very helpful in terms of increasing the quality of my Research Report and equipping me with knowledge of effectively conducting similar studies in the future in general. Moreover, my Project Mentor was not only highlighting the shortages that were associated with my project, but also was giving detailed explanations why these changes were desirable in a passionate manner.

Furthermore, I found these three sessions with my mentor to be highly motivational and informative experience because they have increased the level of my personal interest in conducting businesses studies. Prior to conducting the Research Report and having discussions with my mentor I was assuming conducting analytical business studies to be a rather boring experience.

However, thanks to my mentor I learned to appreciate the importance of analysing a business case in terms of identifying a current strategic and financial position of a business, and formulating the ways of identifying further strategic options available to the business.

2.      The extent to which research questions have been answered

Answering the research questions in my Research Report were directly related to the quality of secondary data, and the choice of methodology. Therefore, these issues were approached effectively by critically assessing the validity of the sources of secondary data and assessing alternative choices of methodology. Moreover, my first meeting with my Project mentor was mainly devoted to the discussion of the same issues.

As a result of comprehensive analysis the most reliable sources of secondary data in order to be used in Research Report were found to include published financial statements and annual reports, textbooks on financial and business analysis, information published in official company website, information available from ACCA website, as well as, various business journals an newspapers.

The choice of methods for conducting the study, on the other hand, was guided by the reliability of the data analysis methods and their relevance to the research issues. After spending additional amount of time for the choice of appropriate methodology and taking into account advises of my mentor, financial ratios and analytic tools have been chosen to be employed in my Research Report.

Purposely, financial and accounting ratios that were used in the study include profitability, liquidity, financial position and investor ratios, whereas, the choice of analytic tools consist of SWOT, PESTLE, and Porter’s five forces analysis.

To summarise this part, it is fair to state that all of the research questions in my Research Report have been effectively addressed, because the secondary data have been obtained from reliable sources, relevant methodology has been used to conduct the study, and the research findings have been critically discussed.

3.      Interpersonal and communication skills and their relevance to the research

I have demonstrated my interpersonal and communication skills at various stages of doing Research Report and preparing for and making the presentation. Moreover, without my interpersonal and communication skills completing the Research Report and doing the presentation would have proved to be highly challenging.

For example, my listening skills have proved to be highly valuable in terms of understanding vital information given by my mentor about increasing the quality of my Research Report, because these advises were fully understood and implemented into the practice.

My interpersonal skills have also played a positive role when I asked some of my trusted colleagues to be an audience when I was rehearsing my presentation. I was making presentations in front of my colleagues and was asking for their opinions about the quality of my presentation. This practice took place many times in different settings and I believe that following this strategy has enhanced the quality of my presentation and my marks.

However, my communication skills have played a crucial role in terms of succeeding in making the presentation effectively. I have learned from my experiences within and outside of academic settings that communication skills play the most crucial role in terms of succeeding in personal and professional lives.

For instance, an individual may possess a deep knowledge about a certain area. However, if the individual lacks competency of communicating his or her ideas, knowledge and feelings in an effective manner, the overall competency of the individual and the level of his or her contribution to the organisation will always remain compromised.

Therefore, in my opinion, regardless of the field, industry or type of organisation, communication skills can be specified as a compulsory attribute for an employee in order to be considered an a competent. In my case in particular, my advanced level of communication skills have enabled me to do my Research Report presentation effectively which has resulted in positive acclaim from my peers and mentor.

4.      The potential contribution of Research Report to the level of professional development

Conducting the Research Report and doing the presentation has increased the level of my professional competency in several ways. First of all, I have to mention the fact that I have developed a critical mindset towards solving business issues as a result of conducting the Research Report.

My mentor made it clear that it was important to critically analyse related issues in Research Report rather than just offering description of the issues and supplying calculations. The mentor had stressed many times that critical analysis and discussions are the elements of the work that increase its value. For the same reason I had to revise my Research Report several times until my mentor was satisfied with the level of critical analysis the work had included.

Although, such an approach to work seemed to be very challenging and confusing during the research process, I appreciated the value of critical analysis once the final work was completed. The skills of critical analysis that I have developed and applied in Research Report can easily be applied when real business issues would need to be resolved by me in the future in my professional capacity.

Completing the Research Report was similar to project management in real businesses environment in terms of strict deadlines, scarcity of resources, organising and planning, scheduling meetings, doing presentations etc. Therefore, the skills I developed during the process of completing Research Report can be used in order to successfully manage business projects in the future.

Moreover, my writing skills have also been greatly improved as a result of engaging in Research Report. Despite the popular opinion that with the increasing importance of information technology the practice of writing letters and reports are being replaced by alternative means of business communications, the importance of writing will always remain significant for business managers.

From this point of view engaging in Research Report was a very beneficial experience for me on a personal level. Specifically, writing the paper of almost ten thousand words in total, including this personal reflection, has made me better prepared to join the full-time workforce once my studies are completed.

Lastly, as a result of preparing the Research Report my professional interest on the issues associated with corporate strategy has been enhanced. Moreover, I am planning to continue studying the issues of corporate strategy and that knowledge would benefit me in the future as a corporate leader.

5.      Gains derived from conducting Research Report experience on a personal level

On a personal level I benefited from conducting the Research Report and doing the presentation in a number of ways. The research experience with Oxford Brookes has increased the level of my motivation for studying, making bold plans for my future career and implements necessary measures and initiatives in order to accomplish these plans. My mentor deserves to be mentioned here specifically for all encouragements and practical tips that can be applied in various alternative settings apart from academic life.

The level of my self-confidence has also been increased because I could complete the Research Report in time. Moreover, the presentation experience has increased the level of my self-confidence dramatically, because I understood that if I could do a successful presentation in front of my mentor and colleagues, doing the presentations of multi-million projects in front of top executives was just a matter of time.

The paramount importance of self-confidence for an individual is an undisputable matter. Self-confidence allows us to set ambitious plans and utilise all the available resources efficiently in order to achieve these plans.

My time-management skills have also been improved by the end of the Research Report. This is because there was a specific deadline for both, the Research Report and presentation and I had to adopt some principles related to time management in order to be able to submit my work on time.

These principles included setting specific deadlines for each chapter of the work, and above all, dramatically cutting the amount of time I used to browse social networking sites on the internet. I can highlight this fact as one of the most substantial gains in a personal level. This is because prior to the research experience I used to spend several hours a day browsing a set of social networking sites with no real benefit whatsoever. However, once the priority was given to the Research Project, this bad habit was dealt with effectively and irreversibly.

6.      Conclusions

To summarise, completing the Research Report and making presentation with Oxford Brookes University following my ACCA course has increased the level of my preparedness to join the full-time workforce and successfully utilise my energy and knowledge. In my opinion the biggest benefit I received from enrolling to this course of study is that the course of study, the Research Report and doing the presentation have made me to believe in my skills and capabilities and they have also awoke my desire to approach studying as a lifelong process.

Moreover, I have obtained a set of professional and personal gains as a result of completing the Research Report and making presentation that include the development of a critical mindset, improvement my writing and time management skills and enhancement of the level of my self-confidence.

research report reflection

Guide on How to Write a Reflection Paper with Free Tips and Example

research report reflection

A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.

Reflection papers should have an academic tone yet be personal and subjective. In this paper, you should analyze and reflect upon how an experience, academic task, article, or lecture shaped your perception and thoughts on a subject.

Here is what you need to know about writing an effective critical reflection paper. Stick around until the end of our guide to get some useful writing tips from the writing team at EssayPro — a research paper writing service

What Is a Reflection Paper

A reflection paper is a type of paper that requires you to write your opinion on a topic, supporting it with your observations and personal experiences. As opposed to presenting your reader with the views of other academics and writers, in this essay, you get an opportunity to write your point of view—and the best part is that there is no wrong answer. It is YOUR opinion, and it is your job to express your thoughts in a manner that will be understandable and clear for all readers that will read your paper. The topic range is endless. Here are some examples: whether or not you think aliens exist, your favorite TV show, or your opinion on the outcome of WWII. You can write about pretty much anything.

There are three types of reflection paper; depending on which one you end up with, the tone you write with can be slightly different. The first type is the educational reflective paper. Here your job is to write feedback about a book, movie, or seminar you attended—in a manner that teaches the reader about it. The second is the professional paper. Usually, it is written by people who study or work in education or psychology. For example, it can be a reflection of someone’s behavior. And the last is the personal type, which explores your thoughts and feelings about an individual subject.

However, reflection paper writing will stop eventually with one very important final paper to write - your resume. This is where you will need to reflect on your entire life leading up to that moment. To learn how to list education on resume perfectly, follow the link on our dissertation writing services .

Unlock the potential of your thoughts with EssayPro . Order a reflection paper and explore a range of other academic services tailored to your needs. Dive deep into your experiences, analyze them with expert guidance, and turn your insights into an impactful reflection paper.

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Free Reflection Paper Example

Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper.

Reflection Paper Format

Reflection papers typically do not follow any specific format. Since it is your opinion, professors usually let you handle them in any comfortable way. It is best to write your thoughts freely, without guideline constraints. If a personal reflection paper was assigned to you, the format of your paper might depend on the criteria set by your professor. College reflection papers (also known as reflection essays) can typically range from about 400-800 words in length.

Here’s how we can suggest you format your reflection paper:

common reflection paper format

How to Start a Reflection Paper

The first thing to do when beginning to work on a reflection essay is to read your article thoroughly while taking notes. Whether you are reflecting on, for example, an activity, book/newspaper, or academic essay, you want to highlight key ideas and concepts.

You can start writing your reflection paper by summarizing the main concept of your notes to see if your essay includes all the information needed for your readers. It is helpful to add charts, diagrams, and lists to deliver your ideas to the audience in a better fashion.

After you have finished reading your article, it’s time to brainstorm. We’ve got a simple brainstorming technique for writing reflection papers. Just answer some of the basic questions below:

  • How did the article affect you?
  • How does this article catch the reader’s attention (or does it all)?
  • Has the article changed your mind about something? If so, explain how.
  • Has the article left you with any questions?
  • Were there any unaddressed critical issues that didn’t appear in the article?
  • Does the article relate to anything from your past reading experiences?
  • Does the article agree with any of your past reading experiences?

Here are some reflection paper topic examples for you to keep in mind before preparing to write your own:

  • How my views on rap music have changed over time
  • My reflection and interpretation of Moby Dick by Herman Melville
  • Why my theory about the size of the universe has changed over time
  • How my observations for clinical psychological studies have developed in the last year

The result of your brainstorming should be a written outline of the contents of your future paper. Do not skip this step, as it will ensure that your essay will have a proper flow and appropriate organization.

Another good way to organize your ideas is to write them down in a 3-column chart or table.

how to write a reflection paper

Do you want your task look awesome?

If you would like your reflection paper to look professional, feel free to check out one of our articles on how to format MLA, APA or Chicago style

Writing a Reflection Paper Outline

Reflection paper should contain few key elements:

Introduction

Your introduction should specify what you’re reflecting upon. Make sure that your thesis informs your reader about your general position, or opinion, toward your subject.

  • State what you are analyzing: a passage, a lecture, an academic article, an experience, etc...)
  • Briefly summarize the work.
  • Write a thesis statement stating how your subject has affected you.

One way you can start your thesis is to write:

Example: “After reading/experiencing (your chosen topic), I gained the knowledge of…”

Body Paragraphs

The body paragraphs should examine your ideas and experiences in context to your topic. Make sure each new body paragraph starts with a topic sentence.

Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt.

Example: “I saw many people participating in our weight experiment. The atmosphere felt nervous yet inspiring. I was amazed by the excitement of the event.”

As with any conclusion, you should summarize what you’ve learned from the experience. Next, tell the reader how your newfound knowledge has affected your understanding of the subject in general. Finally, describe the feeling and overall lesson you had from the reading or experience.

There are a few good ways to conclude a reflection paper:

  • Tie all the ideas from your body paragraphs together, and generalize the major insights you’ve experienced.
  • Restate your thesis and summarize the content of your paper.

We have a separate blog post dedicated to writing a great conclusion. Be sure to check it out for an in-depth look at how to make a good final impression on your reader.

Need a hand? Get help from our writers. Edit, proofread or buy essay .

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: create a main theme.

After you choose your topic, write a short summary about what you have learned about your experience with that topic. Then, let readers know how you feel about your case — and be honest. Chances are that your readers will likely be able to relate to your opinion or at least the way you form your perspective, which will help them better understand your reflection.

For example: After watching a TEDx episode on Wim Hof, I was able to reevaluate my preconceived notions about the negative effects of cold exposure.

Step 2: Brainstorm Ideas and Experiences You’ve Had Related to Your Topic

You can write down specific quotes, predispositions you have, things that influenced you, or anything memorable. Be personal and explain, in simple words, how you felt.

For example: • A lot of people think that even a small amount of carbohydrates will make people gain weight • A specific moment when I struggled with an excess weight where I avoided carbohydrates entirely • The consequences of my actions that gave rise to my research • The evidence and studies of nutritional science that claim carbohydrates alone are to blame for making people obese • My new experience with having a healthy diet with a well-balanced intake of nutrients • The influence of other people’s perceptions on the harm of carbohydrates, and the role their influence has had on me • New ideas I’ve created as a result of my shift in perspective

Step 3: Analyze How and Why These Ideas and Experiences Have Affected Your Interpretation of Your Theme

Pick an idea or experience you had from the last step, and analyze it further. Then, write your reasoning for agreeing or disagreeing with it.

For example, Idea: I was raised to think that carbohydrates make people gain weight.

Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of research to overcome my beliefs finally. Afterward, I adopted the philosophy of “everything in moderation” as a key to a healthy lifestyle.

For example: Idea: I was brought up to think that carbohydrates make people gain weight. Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of my own research to finally overcome my beliefs. After, I adopted the philosophy of “everything in moderation” as a key for having a healthy lifestyle.

Step 4: Make Connections Between Your Observations, Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive picture for your theme. You can also try to recognize and break down your assumptions, which you may challenge in the future.

There are some subjects for reflection papers that are most commonly written about. They include:

  • Book – Start by writing some information about the author’s biography and summarize the plot—without revealing the ending to keep your readers interested. Make sure to include the names of the characters, the main themes, and any issues mentioned in the book. Finally, express your thoughts and reflect on the book itself.
  • Course – Including the course name and description is a good place to start. Then, you can write about the course flow, explain why you took this course, and tell readers what you learned from it. Since it is a reflection paper, express your opinion, supporting it with examples from the course.
  • Project – The structure for a reflection paper about a project has identical guidelines to that of a course. One of the things you might want to add would be the pros and cons of the course. Also, mention some changes you might want to see, and evaluate how relevant the skills you acquired are to real life.
  • Interview – First, introduce the person and briefly mention the discussion. Touch on the main points, controversies, and your opinion of that person.

Writing Tips

Everyone has their style of writing a reflective essay – and that's the beauty of it; you have plenty of leeway with this type of paper – but there are still a few tips everyone should incorporate.

Before you start your piece, read some examples of other papers; they will likely help you better understand what they are and how to approach yours. When picking your subject, try to write about something unusual and memorable — it is more likely to capture your readers' attention. Never write the whole essay at once. Space out the time slots when you work on your reflection paper to at least a day apart. This will allow your brain to generate new thoughts and reflections.

  • Short and Sweet – Most reflection papers are between 250 and 750 words. Don't go off on tangents. Only include relevant information.
  • Clear and Concise – Make your paper as clear and concise as possible. Use a strong thesis statement so your essay can follow it with the same strength.
  • Maintain the Right Tone – Use a professional and academic tone—even though the writing is personal.
  • Cite Your Sources – Try to cite authoritative sources and experts to back up your personal opinions.
  • Proofreading – Not only should you proofread for spelling and grammatical errors, but you should proofread to focus on your organization as well. Answer the question presented in the introduction.

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Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

  • Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
  • Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
  • Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
  • Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
  • Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
  • Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
  • Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
  • Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
  • If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

  • Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
  • Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
  • Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

  • Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
  • Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
  • Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

  • Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
  • Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
  • Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

  • Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
  • Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
  • Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
  • Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
  • Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

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Reflection Toolkit

Structure of academic reflections

Guidance on the structure of academic reflections.

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.

Introduction

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.

Explore experiences

  • 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.

Developed from:

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.

TCK Publishing

How to Write a Reflection Paper in 5 Steps (plus Template and Sample Essay)

by Kaelyn Barron | 15 comments

how to write a reflection paper blog post image

If you’ve been assigned the task of writing a reflection paper on a book you’ve read, film you’ve seen, or an event you’ve attended, you may be wondering where to start.

After all, there are few rules when it comes to writing a reflection, since it’s basically just your reaction and thoughts on the material—and all that creative freedom can be intimidating at first! But even with this lack of structure, there are steps you can take to write a reflection paper that adds value to the discussion.

What Is a Reflection Paper?

A reflection paper is a type of essay that requires you to reflect, or give your thoughts and opinions, on a certain subject or material. This type of essay is often assigned to students after they’ve read a book or watched a film.

However, it can also be written in a professional setting, often by those who study education or psychology, to reflect on an individual’s behavior. Or, you can write a reflection paper for your own purposes, to work out your thoughts and feelings on a personal subject.

If you’re a student, in most cases, you’ll be given a prompt or question to guide your reflection. Often, these assignments are completed in class, so the reflections are generally under 1,000 words. The good news is that there are on wrong answers!

However, there are things you can do to write more effective reflections that will give you (and your teachers, if applicable) more insight to your views and thought processes.

How to Write a Reflection Paper

how to write a reflection essay image

Use these 5 tips to write a thoughtful and insightful reflection paper.

1. Answer key questions.

To write a reflection paper, you need to be able to observe your own thoughts and reactions to the material you’ve been given. A good way to start is by answering a series of key questions.

For example:

  • What was your first reaction to the material? Was it positive, negative, or neutral?
  • Do you find the writer (or director, presenter, etc.) to be credible?
  • Has the material changed your mind in some way?
  • Which issues or questions does the material fail to address?
  • What new or remaining questions do you have after reading/viewing the material?
  • What have you learned from this material?
  • Does it remind you of any personal experiences, or anything else you’ve seen or read?

Answering these questions will help you formulate your own opinions, draw conclusions, and write an insightful reflection.

2. Identify a theme.

Once you’ve answered a few basic questions, look at your responses and see if you can identify any common themes .

What’s the main takeaway? If you could summarize your thoughts on this piece in one sentence, what would you say?

Think about what you’ve learned, or how the material has affected you. Be honest about how you feel, especially if the material incites any strong opinions or reactions from you.

3. Summarize.

Your reflection paper should not be just a mere summary of the material you’ve read or studied. However, you should give a recap of the most important aspects, and offer specific examples when necessary to back up any assertions you make.

Include information about the author (if you’re writing about a book or article). If you’re writing about a work of fiction, very briefly and concisely summarize the plot. If writing about nonfiction, share the author’s thesis, or the main argument they’re trying to make.

Just be careful to not overdo the summary—you don’t want to reproduce or offer a play-by-play of the original work, but rather offer enough context so readers can appreciate your reflection and analysis.

4. Analyze.

Your reflection paper is a great place to practice your critical thinking skills , which include analysis. The questions in Step 1 will offer you a good start when it comes to thinking more analytically.

Once you’ve offered enough context for your readers by including a brief summary, analyze the

  • the overall tone of the work
  • the credibility of the writer (or producer of the content)
  • potential biases
  • the intended purpose of the material

If you’re writing a reflection paper on a work of fiction, be sure to check out our guide to writing a literary analysis.

5. Make connections.

reflection paper tips image

Does the material remind you of any personal experiences you’ve had, or other books or films you’ve encountered? Can you connect it to any current events or real-world examples?

Then, zoom out and try to see the bigger picture. What do these connections have in common? Can you point out a larger, more universal theme?

The more of these connections you can tie in to your reflection to create a cohesive picture, the better.

Reflection Paper Template

Reflection papers don’t really require a rigid structure—the most important thing is that you communicate your ideas clearly and effectively. (Of course, if you received specific guidelines from your instructor, you should stick to those.)

The following is a loose outline that you can use to guide you through your reflection paper:

  • Include: Title, Author Name (or Director, Photographer, etc.).
  • Briefly summarize the work and its main themes.
  • Write a thesis that states the work’s overall impact on you.
  • When relevant, include specific quotes or examples to support your claims.
  • Explore your main reactions and thoughts after reviewing the material.
  • Build connections to personal experiences and other works you’ve encountered.
  • Show how the ideas from your body paragraphs tie together to support your thesis.
  • Summarize the overall effect the material had on you.

Reflection Paper Example

The following is an example of a reflection paper I wrote for a university course in response to an academic article on conflict resolution, found in the book Managing Conflict in a World Adrift :

In “Understanding the Gendered Nature of Power,” Oudraat and Kuehnast explain how peace theorists have fallen short in their analyses of the role of gender (and of women especially). Because gender roles are a reflection of power dynamics within societies, they can also serve as valuable indicators of dynamics within conflicts and post-conflict processes.

The authors emphasize the importance of using international intervention wisely. Although postconflict reconstruction might seem like an opportunity to rethink gender norms and roles, it seems that postconflict programs tend more often to reproduce gender norms that “no longer contribute productive approaches to society and escalate social tensions.” While I think we should always strive to bring more opportunities to women and eradicate gender biases, I agree with the authors that international actors must “be attentive to the gendered nature of the societies in which they intervene.” We have seen many cases where international intervention, although well-meaning, can end up hurting a community even more by meddling without truly knowing the conditions of a local situation.

One example of such misguided help is the campaign for “clean stoves” in African villages, based on the idea that women are assaulted when they look for fuel and water outside their camps. Providing clean stoves does nothing to address the root of the problem (sexual violence), and in fact further confines women to their homes, while many studies show that times of collecting water or other supplies are often critical opportunities for women to communicate, socialize, exchange ideas, and so on. In many cases it is the only time they will leave the home or village that day. The solution proposed by the clean stoves campaign reminds me of the culture surrounding sexual violence in the United States, where rather than working to attack the root causes of such crimes, we instead teach women that it is unsafe to go out late, or to dress in a certain way.

In order to make any progress, I agree with the authors when they suggest we need qualitative data that capture the changing nature of societies coming out of war. We must first identify the information we lack in order to move forward wisely and effectively.

Writing a Reflective Essay

Whether you’ve been assigned a reflection paper for school or simply want to write one for your own exercise, these tips will help you get the most from the experience.

Remember that when you’re consuming any type of media, it’s good practice to reflect on what you’ve absorbed and ask critical questions so you can draw your own conclusions.

Did you find this post helpful? Let us know in the comments below!

If you enjoyed this post, then you might also like:

  • 19 Books That Make You Think: A List of Thought-Provoking Reads
  • Why You Should Keep a Reading Journal: Tips for More Reflective Reading
  • How to Write a Literary Analysis: 6 Tips for the Perfect Essay
  • How to Summarize a Novel: 4 Steps to Writing a Great Summary

Kaelyn Barron

As a blog writer for TCK Publishing, Kaelyn loves crafting fun and helpful content for writers, readers, and creative minds alike. She has a degree in International Affairs with a minor in Italian Studies, but her true passion has always been writing. Working remotely allows her to do even more of the things she loves, like traveling, cooking, and spending time with her family.

15 Comments

Glecie Centeno Pagilagan

Very helpful, thanks a lot!

Marielle

Thankful for this! Thanks to you!

Kaelyn Barron

we’re glad you found the post helpful! :)

Frehiwot Kebede

In my understanding, this post helped me to guide my students while I was teaching them how to write effective reflection paper. In addition to this, I had time to correct my past through this post. Thanks a lot!!!

I’m so glad you found this post helpful for your students! :)

Larry Sharif

I believe I understood the steps and instructions on how to write a reflection paper and it makes lots of sense to me now than before . What I was really hoping for was that you could give us an example of a text or an article written followed by a reflection that was done on that article . Maybe I`m asking too much. Thank you though!!!!

Hi Larry, I’m glad the article was helpful for your reflection paper! I tried to provide an example of one of my own papers, but I couldn’t find the full text of the article I wrote on (it was from a textbook). I’ll try to find another example though :)

Benjamin Hussaini Gwamna

am very empress with this information. it really helps me to write an effective reflection papers

thanks Benjamin, we’re so glad you found it helpful! :)

Mark

This is very helpful as I am preparing for my portfolio defense. Many thanks Mark

I’m so glad you found it helpful, Mark!

Sara

Very informative.

Thanks Sara, I’m glad you found the post helpful! :)

Lyn gamora

Many thanks for this information,,very needed today for my final exam.

You’re very welcome Lyn, I hope it helped for your exam! :)

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Reflective writing: What is reflection? Why do it?

What is reflection why do it.

  • What does reflection involve?
  • Reflective questioning
  • Reflective writing for academic assessment
  • Types of reflective assignments
  • Differences between discursive and reflective writing
  • Sources of evidence for reflective writing assignments
  • Linking theory to experience
  • Reflective essays
  • Portfolios and learning journals, logs and diaries
  • Examples of reflective writing
  • Video summary
  • Bibliography

On this page:

“Whether we focus on problematic experiences or positive ones, reflecting on them will provide us with opportunities for growth and development.” Bassot,  The reflective journal

To build on the definition of reflection from the previous page, it is useful to consider its purpose while you are at university. The following points are the core reasons why you may be asked to reflect (or why you may want to reflect yourself):

1) Consider the process of our own learning

Think about how you learn with the aim of improving this process. This is particularly useful for revision.

2) Critically review something

Think about a particular event or personal aspect. This could be your own behaviour, that of others or the product of behaviour.

3) Build theory from observations

Think about your experiences and observations to construct your own theories. Often we use the theories of other authors and this provides you with an opportunity to construct your own.

4) Engage in personal or self-development

Reflection is focused on producing useful outcomes from the future. It can help you becoming more self-aware and can make you a better learner, researcher, practitioner or employee.

5) Make decisions or resolve uncertainty

Thinking about previous experiences can help you make decisions about new ones

Note: While all of these reasons for reflection are valid, different disciplines place emphasis on different areas. You do not necessarily need to cover all of the above in every reflective assignment. Think about why you are being asked to reflect and make sure you focus on the most appropriate area.

Having an experience in itself is not a guarantee that learning will take place. All the major theories of reflective practice suggest that reflection on an experience provides the context for learning. It is this reflection that leads to the formulation of new concepts and ways of thinking - not the act of having an experience.  Gibbs (1988 ), for example, maintains that:  

‘It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.’

Gibbs (1988 ) in Learning by doing: a guide to teaching and learning methods

Why reflect?

A positive by-product of engaging in the reflective process is that it can help you grow in self-confidence. Some of the other areas of self-change could include:

  • gaining control over your own thoughts and emotions, especially when confronted by others and new situations
  • developing deeper insights
  • make more informed judgements
  • monitoring your own performance
  • gauging not only your progress, but also your speed of change
  • tapping into your true motivations for doing something (e.g. examining your commitment to others)
  • establishing your learning preferences and thinking styles
  • developing a realistic image of yourself.

Therefore, whether you are examining yourself or your academic work, you need the ability to stand back and see the broader picture.

Self confident

Reflection is an important part of learning through experience. By reflecting on our experiences, we maximise the potential of any new learning. This is particularly important when considering positives. They are often harder to recall than the bad elements of any experience.

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Reflective Report Samples and Examples

Are you stuck at a part of your reflective report and need some inspiration to follow? We understand this problem and have prepared various examples of reflective reports. These reflective report samples have been prepared by professionals and are of the high ResearchProspect standard to help you follow a structure for your reflective report. Read our samples and start working on your report now!

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Mastering Management: A Reflective Report on My Journey and Learning Outcomes

Anthropology mainly studies how humans behave and interact with other humans.

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Frequently Ask Questions?

How can our reflective report samples help.

What are reflective reports?

First, let’s look at what reflective reports are. They are assignments frequently given in colleges and universities. Unlike essays and dissertations, reflective reports need to describe individuals, outline their experiences, and critically evaluate occurrences and situations.

Understanding the purpose of a reflective report is key; knowing the exact purpose of what you’re writing, you make a better job of it. These assignments are usually given as a means of grading your ability to critically evaluate.

What is in reflective reports?

Reflective reports ask you to talk about what you have learned in life through different experiences. They allow you to talk about your personal achievements and to outline your future plans.

While relating experiences, it’s important to begin with the academic and progress to the practical. It is advisable to avoid discussing your failures; but you can strategically refer to them if the event led to a subsequent accomplishment.

How are they assessed?

This work will be assessed on how well you evaluate yourself and your experiences. Showing you can learn good lessons from your encounters is very valuable, and is very important within the assignment. A reflective piece is not complete if you do not discuss your learning from experiences and where this supports your plans.

Our samples

Now you know the purpose of reflective reports, look at the samples published on the site. You’ll see that these samples include the critical evaluation of events and a description of how you can apply what you learned to similar future situations.

Examining our samples will help you in writing and submitting an outstanding reflective report. They demonstrate the usual structure and the format that is required.

Headings are not common in reflective reports because paragraphs start with topic sentences. Another point to note is that you write in the first person; this is because you are talking about personal experiences.

As such – and you’ll see this in our samples – you are unlikely to need to include many references. Although it is still required if you mention particular concepts or theories.

How we can help

Are you looking for help writing your reflective report? Getting professional help can mean the difference between passing or failing – and possibly writing the whole thing again.

At ResearchProspect, we can make sure your reflective report contains everything it’s supposed to. Tell us about the requirements of the report and we can get to work on it.

We assign a writer to your task, and while our writers are outstanding, they still need your contribution for a reflective report. So, they will ask for your input, whether it concerns academic or professional experience. This helps them relate to your position and produce a reflection from your point of view.

Why is reflective work so different?

Reflective writing is very different to essay writing. Rather than discussing an academic subject, you write about personal experiences. You then reflect on your experiences, what you learned from them, and how you can apply this learning in the future. The writing is in the first person and you give your opinions because it’s a subjective piece of work.

What academic subjects does ResearchProspect’s essay service cover?

We cover subjects from A to Z. Well, OK, there isn’t much call for Z subjects. But if you need some Z-based writing, we’ll be able to do it.

How do you reflect on personal experience of a client?

When ordering you can give us detailed information about experiences or situations encountered. The more information on experiences, feelings, and thoughts, the better. This can be enough for us to formulate an account from your viewpoint. Really, we are rearranging your words to their best advantage.

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Research Paper Reflection

In the research paper, I can feel my biggest change is in dealing with the structure of the whole article. The structure of the essay is already mentioned in the introduction part, so the next step is to follow the structure I have made. In other words, each part, as well as each title of paragraphs of the essay should take concerted action with the structure and the development in the the introduction. Otherwise, the introduction part will lost its function. As for my thinking aspect, the most important thing is to organize and get idea fragments in order in my mind. And now I will follow the principle of thinking first and writing second. After dividing the whole structure into some main parts, some smaller structures in each part should also be divided further. In my revision process, because of huge number of words, I firstly made a plan for the overall structure, and then for the words, finally for the content. Therefore, after finishing this essay, I have learned that breaking up the goal is very important. When the big goal becomes into small, it will be much easier.

How to Write 1st Class Reflective Reports

Reflective Reports are a common assignment in UK universities. Unlike traditional essays and presentations, the Reflective Report gives students a chance to highlight their own experiences and opinions in an academic setting. Reflective Reports need to contain a good level of critical analysis, but they can also be fun and useful for students.

What Is a Reflective Report?

As the name suggests, a Reflective Report is a piece of writing that summarises a student’s critical reflection on a subject. While traditional academic writing discourages first-person accounts, Reflective Reports rely on them. Reflective Reports are frequently used as part of the assessment of practical projects. In group projects, individual Reflective Reports can document each student’s own contribution to the collective work.

How Is a Reflective Report Different from Other Types of Academic Assignment?

The reflective report is different from traditional assignments because it allows students to explore their own experiences and viewpoints. In these assignments you will not be expected to maintain impersonal objectivity; instead you are expected to highlight your own actions, emotions, and opinions. To be successful, students should critically evaluate their own actions and progress, and demonstrate an ability to link their personal experience with theoretical knowledge.

What Does a Reflective Report Normally Contain?

The contents of the Reflective Report will vary according to the discipline, but it typically provides an overview of the practical project and a thorough account of its progression. Students should highlight their own role in the project if it is a group assignment, and they should always provide critical analysis of their own achievements. In general, Reflective Reports often address the following points:

  • What were the project goals and how did you attempt to achieve them? Describe your project plan and how it addressed the requirements of the assignment and your broader area of practice.
  • What did you learn? Connect theoretical knowledge from your course to the practical work you undertook. Discuss how particular actions reflect major theories in your field.
  • What did you do and feel? Describe your own opinions about the project, including choices that were made and actions that were taken. What were your own contributions and why did you perform in the way that you did?
  • What did others do and feel? If this is a group project, discuss the opinions that other group members conveyed to you, and the actions they took. Did you disagree about any points, and if so how did you resolve these issues?
  • What was the outcome? Critically assess the success or failure of your practical work. Point out the ways that it benefited users, and/or met the project objectives.
  • What were your personal strengths and weaknesses that were revealed? What have you learned about your own professional development from this project? What skill areas do you still need to develop?
  • What would you do differently next time?

What Use Are Reflective Reports to Students?

Many students enjoy assignments that contain Reflective Reports, because they allow them to think critically about their own scholarly development and practical progress. Reflective Reports also develop a capacity for critical reflection on professional performance. This is key to developing ethical practice in a wide range of fields, from business to medicine to teaching. People who have experience with Reflective Reports are better able to reflect on their day to day practice, and they also have the ability to summarise and contextualise their performance for colleagues and governing authorities.

How to Write a Good Reflective Report

  • Be critical . Although the content of a reflective portfolio will be more personalised than other assignments, you should use the same level of critical analysis as you do for any essay or exam .
  • Be thorough . Make sure that you write about all the stages of your project, from the planning phases through to completion. You also need to include a comprehensive post-project analysis.
  • Don’t be afraid to state what went wrong! Writing about the least successful aspects of your project allows you to demonstrate a capacity for true critical analysis. It also lets examiners see that you are self-aware and capable of independent professional development.
  • Don’t be afraid to state what went right! Some students find it difficult to write confidently about the most successful parts of their work. Scholars are normally expected to be highly objective, and they are often discouraged from celebrating an individual achievement or personal contributions. However, in the Reflective Report you should be sure to state clearly and concisely how your own actions contributed to a successful outcome.
  • Analyse outcomes and suggest future improvements. To earn the highest possible marks your Reflective Report should include a detailed critique of the project outcomes. Part of this should include a few well-thought-out suggestions for improving similar projects in the future.

Mistakes to Avoid in Writing Reflective Reports

The most common mistake in Reflective Writing is to be either too objective and scholarly, or too emotional and non-critical. Either mistake is equally wrong. Students should aim for a middle ground in their writing, in which they highlight their own personal feelings and reflections but analyse these with reference to theoretical course material.

Avoid blaming others for things that went wrong . Try to maintain some level of objectivity with regard to both failures and successes. To avoid being overly personal, emphasise the way that theories from your field could address any weaknesses that you encountered.

Finally, be professional . It is true that Reflective Reports require a less formal style of writing, but students sometimes believe that this allows for illegible handwriting and poor grammar. Remember that this is still an academic assignment , and all the normal standards of presentation apply!

University of Kent, 2013. Reflective Learning Study Guide. Available: https://www.kent.ac.uk/learning/documents/PDP/reflectivelearningstudyguide1112.docx. Last Accessed 01 Oct, 2020.

Ursula Lucas and Leng Tan, 2007. Developing a Reflective Capacity Within Undergraduate Education: the role of work-based placement learning. York: Higher Education Academy.

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Reflective Writing Models

research report reflection

Stephen Estrada

…yeah, i have an opinion about that, research paper reflection.

Lesson 9 research paper was the first research paper I have ever done, and the first paper I had to write in several years.  I was anxious when I saw this assignment on the syllabus, as writing has never been a strong suit of mine.  Writing is one of the things I was most fearful about when making the choice to go back to school and pursue my degree.  I would always hear of friends and colleagues talk about how they had to write 10, 15, 30 page papers in college.  The thought of that much writing makes me dizzy.

When picking the topic of the paper, I wanted to choose one that I could relate to the most.  For me that was information security and privacy.  When looking at the topics provided by the professor, this one jumped out at me, and I instantly wanted to know more.

As I mentioned this was my first research paper, so at first I spent a lot of time researching how to write a research paper, thank goodness for the internet!  Once I felt like I had the basics down it was time to tackle that elephant in the room, start the paper.  When it came time to put pen to pad, or fingers to keys in this case, I tried to break up the paper in segments.  Doing this allowed me to focus my thoughts rather than be overwhelmed by the whole exercise.  And as I started to build the paper, the writing became easier and easier, and I really started to get into a flow.  I tried to keep this saying in my head while writing the paper: “the only way to eat an elephant is one bite at a time.”  It help shrink the mountain my mind created of this task, into a hill.  Well not really a hill, but more like a slightly smaller mountain, but you get the point.  In the end, I’m glad I have this first one under my belt, and looking forward to build on this success.

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Poverty Has Soared in New York, With Children Bearing the Brunt

The share of New York City residents who could not afford basic essentials jumped dramatically in 2022, with one in four children living in poverty, a new report found.

An empty playground in New York City.

By Stefanos Chen

After several years of declining poverty, New York City saw a sharp reversal in 2022, when it experienced its largest yearly increase in the poverty level in a decade.

Twenty-three percent of the city’s residents were unable to afford basic necessities like housing and food, according to a new report by a research group at Columbia University and Robin Hood, a large philanthropic organization. In 2021, that number was 18 percent.

The number of New Yorkers living in poverty, nearly two million in all, included one in four children.

The findings mark a major setback for New York City, where expanded government aid during the coronavirus pandemic had helped to counteract job losses, rising rents and high inflation.

With most of those programs ending, poverty has risen nationwide, but the surge has been especially clear in New York, said Christopher Wimer, the director of the Center on Poverty and Social Policy at the Columbia School of Social Work and a co-author of the report.

The national poverty rate in 2022 was 12.4 percent, up from 7.8 percent in 2021, the largest one-year jump on record, according to the United States Census Bureau. New York City’s rate was nearly double the national average, and there are signs that the gap is widening, Dr. Wimer said.

“It’s dispiriting,” Dr. Wimer said. “We’re going in the wrong direction.”

The biggest reason for the increase in poverty, both nationally and in New York, was the end of pandemic-era policies like the expanded child tax credit, enhanced unemployment insurance and cash payments that helped low-income families keep up with rising costs, Dr. Wimer said.

The steep rise in the number of New Yorkers living in poverty, which grew by 500,000 residents in 2022, underscores wide and longstanding disparities.

Black, Latino and Asian New Yorkers were roughly twice as likely as white residents to live in poverty, according to the report, and women were more likely than men to be unable to afford their basic necessities.

The report, part of a study that began in 2012, was based on surveys of a representative sample of more than 3,600 New York City residents that were conducted in 2022 and 2023.

The researchers used a metric called the supplemental poverty measure, which considers both income and noncash support like food stamps, as well as the local cost of living.

It differs from the Census Bureau’s official poverty measure, which only counts cash resources, but versions of the supplemental measure are also widely used by government officials, including in reports put out by the city.

In 2022, under the supplemental measure, a family of New York City renters made up of two adults and two children was considered below the poverty line if it made less than about $44,000. The poverty threshold for a single adult renter was $20,340.

A major reason for the disparities seen among those living in poverty is the lopsided jobs recovery, said James Parrott, the director of economic and fiscal policy at the Center for New York City Affairs at the New School.

Dr. Parrott, a former chief economist for New York City, was not involved with the poverty report, but broadly agreed with its findings.

“A lot of the progress made in the prepandemic years in reducing poverty and child poverty has been undone with diverging unemployment rates by race and ethnicity,” Dr. Parrott said.

While the city said in October that it had recovered all the jobs lost during the pandemic, the positions that have returned have largely been in low-paying industries.

The retail sector, which pays around $54,000 a year and employs a large share of Black, Latino and Asian workers, has shed more jobs than any other industry, Dr. Parrott said. But the industry that is hiring the most employees, home health care, pays workers far less — around $32,100 a year. The median household income in New York City is about $75,000.

The average unemployment rate in 2023 among Black New Yorkers was 9.3 percent, more than three times higher than among white residents, according to Dr. Parrott.

“The Covid-19 pandemic took a disproportionate toll on our most vulnerable neighbors,” said Charles Lutvak, a spokesman for Mayor Eric Adams. But he pointed to a number of initiatives, including investments in a summer youth employment program and the expansion of the city’s earned-income tax credit, as signs of progress.

A full 25 percent of children in New York City lived in poverty in 2022, the highest rate since 2015, according to the report.

It was a sharp reversal from 2021, when the expansion of the federal child tax credit program cut child poverty in the city by 30 percent, said Chloe Sarnoff, the director of policy research and initiatives at Robin Hood.

The program temporarily increased the annual tax credit to up to $3,600 from $2,000 for each qualifying child under 6 years old, and up to $3,000 for older children. But Congress did not extend the benefits.

The need for public aid is clear at Grand Street Settlement, a nonprofit social services group in Lower Manhattan and Brooklyn that has seen its food pantry lines swell to 2,800 people a month, up from 500 before the pandemic.

A growing child care crisis is fueling the rising poverty rate. “If we’re going to reduce poverty in the city of New York, we have to invest in child care,” said Robert Cordero, the group’s chief executive, adding that dwindling support from the city for its free preschool program is making it harder for parents to make ends meet.

Shavon Johnson, 30, who lives in public housing on the Lower East Side, is a recent widow who was fired in September from her job as a dog food cook, where she made $20 an hour. She said she was let go because she couldn’t get to work on time and still drop her 4-year-old son, Dominique, off at school.

Now she is enrolled in a medical assistant program in the hopes of becoming a nurse — a goal she couldn’t accomplish without the free day care program offered by Grand Street Settlement, which enables her to afford other necessities.

“I would be homeless” if not for the program, she said.

The report recommended permanently expanding public benefits such as the federal child tax credit and New York’s Empire State Child Tax Credit, a credit for state residents that was first passed in 2006.

Robin Hood said it supported expanding the Empire State tax credit to a maximum benefit of $1,000 a year, per child, up from $330, and eliminating income criteria that disproportionately leaves out Black and Hispanic families.

The changes could lift up to 76,000 children out of poverty, according to an analysis by the Center on Poverty and Social Policy at Columbia.

The report also supported zoning reforms that would increase the supply of affordable housing, and an expansion of rental assistance vouchers to help keep low-income residents in their homes.

The City Council said on Wednesday that it planned to join a lawsuit ordering the city to comply with laws that would expand the voucher program, known as CityFHEPS. Mayor Adams has opposed such an expansion, arguing that it would be too costly.

Dulce Tellez, 22, is a teaching assistant for middle school students in Long Island City, Queens, where she is paid about $32,000 a year. After taxes, she said she cleared about $1,600 a month.

Every month she spends $1,000 for a babysitter and another $1,000 for her share of the rent in an apartment in Bushwick, Brooklyn, where she lives with family. She is also chipping away at more than $4,000 in student debt.

Since her expenses exceed her monthly take-home pay, she sometimes picks up shifts at a gelato shop, or works extra hours at her school.

She estimates that 60 percent of the teaching assistants she works with have to take on hourly side jobs, including as security guards or hotel receptionists.

“It makes it seem normal,” she said. “But it shouldn’t be normal.”

Stefanos Chen is a Times reporter covering New York City’s economy. He previously covered real estate in the city for over a decade. More about Stefanos Chen

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Reproductive rights in America

Research at the heart of a federal case against the abortion pill has been retracted.

Selena Simmons-Duffin

Selena Simmons-Duffin

research report reflection

The Supreme Court will hear the case against the abortion pill mifepristone on March 26. It's part of a two-drug regimen with misoprostol for abortions in the first 10 weeks of pregnancy. Anna Moneymaker/Getty Images hide caption

The Supreme Court will hear the case against the abortion pill mifepristone on March 26. It's part of a two-drug regimen with misoprostol for abortions in the first 10 weeks of pregnancy.

A scientific paper that raised concerns about the safety of the abortion pill mifepristone was retracted by its publisher this week. The study was cited three times by a federal judge who ruled against mifepristone last spring. That case, which could limit access to mifepristone throughout the country, will soon be heard in the Supreme Court.

The now retracted study used Medicaid claims data to track E.R. visits by patients in the month after having an abortion. The study found a much higher rate of complications than similar studies that have examined abortion safety.

Sage, the publisher of the journal, retracted the study on Monday along with two other papers, explaining in a statement that "expert reviewers found that the studies demonstrate a lack of scientific rigor that invalidates or renders unreliable the authors' conclusions."

It also noted that most of the authors on the paper worked for the Charlotte Lozier Institute, the research arm of anti-abortion lobbying group Susan B. Anthony Pro-Life America, and that one of the original peer reviewers had also worked for the Lozier Institute.

The Sage journal, Health Services Research and Managerial Epidemiology , published all three research articles, which are still available online along with the retraction notice. In an email to NPR, a spokesperson for Sage wrote that the process leading to the retractions "was thorough, fair, and careful."

The lead author on the paper, James Studnicki, fiercely defends his work. "Sage is targeting us because we have been successful for a long period of time," he says on a video posted online this week . He asserts that the retraction has "nothing to do with real science and has everything to do with a political assassination of science."

He says that because the study's findings have been cited in legal cases like the one challenging the abortion pill, "we have become visible – people are quoting us. And for that reason, we are dangerous, and for that reason, they want to cancel our work," Studnicki says in the video.

In an email to NPR, a spokesperson for the Charlotte Lozier Institute said that they "will be taking appropriate legal action."

Role in abortion pill legal case

Anti-abortion rights groups, including a group of doctors, sued the federal Food and Drug Administration in 2022 over the approval of mifepristone, which is part of a two-drug regimen used in most medication abortions. The pill has been on the market for over 20 years, and is used in more than half abortions nationally. The FDA stands by its research that finds adverse events from mifepristone are extremely rare.

Judge Matthew Kacsmaryk, the district court judge who initially ruled on the case, pointed to the now-retracted study to support the idea that the anti-abortion rights physicians suing the FDA had the right to do so. "The associations' members have standing because they allege adverse events from chemical abortion drugs can overwhelm the medical system and place 'enormous pressure and stress' on doctors during emergencies and complications," he wrote in his decision, citing Studnicki. He ruled that mifepristone should be pulled from the market nationwide, although his decision never took effect.

research report reflection

Matthew Kacsmaryk at his confirmation hearing for the federal bench in 2017. AP hide caption

Matthew Kacsmaryk at his confirmation hearing for the federal bench in 2017.

Kacsmaryk is a Trump appointee who was a vocal abortion opponent before becoming a federal judge.

"I don't think he would view the retraction as delegitimizing the research," says Mary Ziegler , a law professor and expert on the legal history of abortion at U.C. Davis. "There's been so much polarization about what the reality of abortion is on the right that I'm not sure how much a retraction would affect his reasoning."

Ziegler also doubts the retractions will alter much in the Supreme Court case, given its conservative majority. "We've already seen, when it comes to abortion, that the court has a propensity to look at the views of experts that support the results it wants," she says. The decision that overturned Roe v. Wade is an example, she says. "The majority [opinion] relied pretty much exclusively on scholars with some ties to pro-life activism and didn't really cite anybody else even or really even acknowledge that there was a majority scholarly position or even that there was meaningful disagreement on the subject."

In the mifepristone case, "there's a lot of supposition and speculation" in the argument about who has standing to sue, she explains. "There's a probability that people will take mifepristone and then there's a probability that they'll get complications and then there's a probability that they'll get treatment in the E.R. and then there's a probability that they'll encounter physicians with certain objections to mifepristone. So the question is, if this [retraction] knocks out one leg of the stool, does that somehow affect how the court is going to view standing? I imagine not."

It's impossible to know who will win the Supreme Court case, but Ziegler thinks that this retraction probably won't sway the outcome either way. "If the court is skeptical of standing because of all these aforementioned weaknesses, this is just more fuel to that fire," she says. "It's not as if this were an airtight case for standing and this was a potentially game-changing development."

Oral arguments for the case, Alliance for Hippocratic Medicine v. FDA , are scheduled for March 26 at the Supreme Court. A decision is expected by summer. Mifepristone remains available while the legal process continues.

  • Abortion policy
  • abortion pill
  • judge matthew kacsmaryk
  • mifepristone
  • retractions
  • Abortion rights
  • Supreme Court

Read our research on: Immigration & Migration | Podcasts | Election 2024

Regions & Countries

How americans view the situation at the u.s.-mexico border, its causes and consequences, 80% say the u.s. government is doing a bad job handling the migrant influx.

research report reflection

Pew Research Center conducted this study to understand the public’s views about the large number of migrants seeking to enter the U.S. at the border with Mexico. For this analysis, we surveyed 5,140 adults from Jan. 16-21, 2024. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for the report and its methodology .

The growing number of migrants seeking entry into the United States at its border with Mexico has strained government resources, divided Congress and emerged as a contentious issue in the 2024 presidential campaign .

Chart shows Why do Americans think there is an influx of migrants to the United States?

Americans overwhelmingly fault the government for how it has handled the migrant situation. Beyond that, however, there are deep differences – over why the migrants are coming to the U.S., proposals for addressing the situation, and even whether it should be described as a “crisis.”

Factors behind the migrant influx

Economic factors – either poor conditions in migrants’ home countries or better economic opportunities in the United States – are widely viewed as major reasons for the migrant influx.

About seven-in-ten Americans (71%), including majorities in both parties, cite better economic opportunities in the U.S. as a major reason.

There are wider partisan differences over other factors.

About two-thirds of Americans (65%) say violence in migrants’ home countries is a major reason for why a large number of immigrants have come to the border.

Democrats and Democratic-leaning independents are 30 percentage points more likely than Republicans and Republican leaners to cite this as a major reason (79% vs. 49%).

By contrast, 76% of Republicans say the belief that U.S. immigration policies will make it easy to stay in the country once they arrive is a major factor. About half as many Democrats (39%) say the same.

For more on Americans’ views of these and other reasons, visit Chapter 2.

How serious is the situation at the border?

A sizable majority of Americans (78%) say the large number of migrants seeking to enter this country at the U.S.-Mexico border is eithera crisis (45%) or a major problem (32%), according to the Pew Research Center survey, conducted Jan. 16-21, 2024, among 5,140 adults.

Related: Migrant encounters at the U.S.-Mexico border hit a record high at the end of 2023 .

Chart shows Border situation viewed as a ‘crisis’ by most Republicans; Democrats are more likely to call it a ‘problem’

  • Republicans are much more likely than Democrats to describe the situation as a “crisis”: 70% of Republicans say this, compared with just 22% of Democrats.
  • Democrats mostly view the situation as a major problem (44%) or minor problem (26%) for the U.S. Very few Democrats (7%) say it is not a problem.

In an open-ended question , respondents voice their concerns about the migrant influx. They point to numerous issues, including worries about how the migrants are cared for and general problems with the immigration system.

Yet two concerns come up most frequently:

  • 22% point to the economic burdens associated with the migrant influx, including the strains migrants place on social services and other government resources.
  • 22% also cite security concerns. Many of these responses focus on crime (10%), terrorism (10%) and drugs (3%).

When asked specifically about the impact of the migrant influx on crime in the United States, a majority of Americans (57%) say the large number of migrants seeking to enter the country leads to more crime. Fewer (39%) say this does not have much of an impact on crime in this country.

Republicans (85%) overwhelmingly say the migrant surge leads to increased crime in the U.S. A far smaller share of Democrats (31%) say the same; 63% of Democrats instead say it does not have much of an impact.

Government widely criticized for its handling of migrant influx

For the past several years, the federal government has gotten low ratings for its handling of the situation at the U.S.-Mexico border. (Note: The wording of this question has been modified modestly to reflect circumstances at the time).

Chart shows Only about a quarter of Democrats and even fewer Republicans say the government has done a good job dealing with large number of migrants at the border

However, the current ratings are extraordinarily low.

Just 18% say the U.S. government is doing a good job dealing with the large number of migrants at the border, while 80% say it is doing a bad job, including 45% who say it is doing a very bad job.

  • Republicans’ views are overwhelmingly negative (89% say it’s doing a bad job), as they have been since Joe Biden became president.
  • 73% of Democrats also give the government negative ratings, the highest share recorded during Biden’s presidency.

For more on Americans’ evaluations of the situation, visit Chapter 1 .

Which policies could improve the border situation?

There is no single policy proposal, among the nine included on the survey, that majorities of both Republicans and Democrats say would improve the situation at the U.S.-Mexico border. There are areas of relative agreement, however.

A 60% majority of Americans say that increasing the number of immigration judges and staff in order to make decisions on asylum more quickly would make the situation better. Only 11% say it would make things worse, while 14% think it would not make much difference.

Nearly as many (56%) say creating more opportunities for people to legally immigrate to the U.S. would make the situation better.

Chart shows Most Democrats and nearly half of Republicans say boosting resources for quicker decisions on asylum cases would improve situation at Mexico border

Majorities of Democrats say each of these proposals would make the border situation better.

Republicans are less positive than are Democrats; still, about 40% or more of Republicans say each would improve the situation, while far fewer say they would make things worse.

Opinions on other proposals are more polarized. For example, a 56% majority of Democrats say that adding resources to provide safe and sanitary conditions for migrants arriving in the U.S. would be a positive step forward.

Republicans not only are far less likely than Democrats to view this proposal positively, but far more say it would make the situation worse (43%) than better (17%).

Chart shows Wide partisan gaps in views of expanding border wall, providing ‘safe and sanitary conditions’ for migrants

Building or expanding a wall along the U.S.-Mexico border was among the most divisive policies of Donald Trump’s presidency. In 2019, 82% of Republicans favored expanding the border wall , compared with just 6% of Democrats.

Today, 72% of Republicans say substantially expanding the wall along the U.S. border with Mexico would make the situation better. Just 15% of Democrats concur, with most saying either it would not make much of a difference (47%) or it would make things worse (24%).

For more on Americans’ reactions to policy proposals, visit Chapter 3 .

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Feb. 19, 2024

MSU hits research milestone, breaking previous records for total expenditures

A chart that says Total R&D expenditures trend, goal of $1B by 2023. There is a dotted line that shows an increase in 2024 and a bold number that is $844M.

Michigan State University had an exceptional year for research volume in 2023, breaking previous records by achieving $844 million in total research and development expenditures. The increase of $84.8 million over the 2022 total of $759 million brings the university closer to its strategic plan goal of reaching $1 billion in annual research expenditures by 2030. Importantly, the research discoveries and creative activities spurred by this increase contribute to new knowledge and ultimately lead to enhanced quality of life for the citizens of Michigan and beyond. According to data recently reported for the 2023 National Science Foundation Higher Education Research and Development Survey, research expenditures from federal sources made the largest gain, totaling $435 million, an increase of $54 million or 14%. Expenditures from state and local, business and nonprofit sources were all up, contributing to the 11% overall increase. “The research enterprise at MSU is growing because of the long-term, sustained investments we have made in areas of strength, support of ongoing initiatives and enhanced efforts to capture emerging areas of discovery,” said Doug Gage, vice president for research and innovation. “Our success comes from investing in our greatest asset, our faculty, their teams and the infrastructure it takes to support their world-class efforts.”

MSU’s diverse research portfolio addresses many complex challenges of the 21st century, and growth was recognized across all major segments tracked by the survey. Priority areas of the strategic plan — including plant and agricultural sciences, water, mobility, materials science, education, nuclear physics, biomedical sciences and climate and environmental sciences — all showed strong gains and demonstrate that MSU’s excellence is not restricted to a few disciplinary silos. “Through developing transdisciplinary research themes and building teams to tackle society’s big problems, we are engaging faculty and students from across the campus and community partners from across the state and globally. Technologies alone are not sufficient to develop and implement solutions to global challenges. We need to forge collaborations with the social sciences, humanities, arts, communication, business and law to develop and implement solutions that can be put into practice,” said Gage. Strategic planning and investments into research infrastructure, both facilities and instrumentation, have provided new opportunities for science and serve as tools to attract and retain faculty and students. Faculty recruitment programs, such as the Global Impact Initiative , which has brought nearly 100 new faculty to MSU, concentrate on specific research challenges and have produced a strong return on investment. MSU also has been expanding training grant programs to develop the next generation of scholars, and faculty have successfully competed recently for new NSF National Research Training grants. Those, along with National Institutes of Health training grants, baccalaureate bridge programs and NSF Research Experience for Undergraduate Programs, provide an opportunity to recruit and retain graduate students from underrepresented communities to science, technology, engineering and math — or STEM — disciplines. The largest gains in expenditures from federal agencies were in Department of Energy and Health and Human Services funding. The Facility for Rare Isotope Beams, or FRIB, a U.S. Department of Energy Office of Science user facility, is a key contributor ranking MSU No. 1 nationally in Department of Energy-funded expenditures. FRIB has a significant impact on the local and state economies by supporting a highly trained local workforce and attracting scientists from across the globe. Besides cutting-edge fundamental science, FRIB also opens the door for new innovations in diverse areas, from the creation of novel radio-labeled diagnostic and therapeutic agents for human and animal health to the testing of electronics for applications in deep space. MSU is making investments now to capture those future areas of opportunity. MSU is a pioneer in plant science, and the renewal of important programs such as the MSU-DOE Plant Research Laboratory and the DOE-supported Great Lakes Bioenergy Research Center helped bolster DOE-funded expenditures. The recently renewed NSF Long-Term Ecological Research program at Kellogg Biological Station and the growth of the Plant Resilience Institute also contribute to this area of excellence. Development of infrastructure, such as a major renovation of the greenhouse complex and planning for a new plant and environmental science building will be part of MSU’s future success and further strengthen its global reputation. MSU has made major strides in the health sciences with partners such as Henry Ford Health in Southeast Michigan, the C.S. Mott Foundation in Flint and Corewell Health in West Michigan. The university will continue to grow biomedical research across the state and address the strategic priority of increasing health equity, while simultaneously growing the biomedical research portfolio. The benefits to future research expenditures from those partnership efforts are only just beginning. Recent examples of collaborations with researchers at Henry Ford Health and other partners include two MSU-led NIH center awards, the Maternal Health Multilevel Intervention/s for Racial Equity, or MIRACLE, Center at $18 million and the National Center for Health and Justice Integration for Suicide Prevention, or NCHATS, at $15 million. Moving forward, research around climate solutions, environmental sciences, water and sustainable agriculture will take front and center stage. The Center for PFAS Research and the MSU Water Alliance both recently launched enhanced efforts on water quality and availability important to the Great Lakes region. In addition, the Center for Regenerative Agriculture, efforts in precision agriculture and the new dairy research center will bolster MSU’s historical leadership in these critical areas. And MSU remains focused on research that reinforces the Michigan economy, including supply chain, packaging, materials science for chip electronics, higher-energy-density batteries, efficient solar cells, lightweight composites, as well as AI, electrical engineering and system security for autonomous vehicles. Application of these technologies requires a skilled workforce. A majority of MSU’s College of Engineering graduates, for example, remain with Michigan companies. “We couldn’t make this type of progress without the support of our partners, including the Michigan State University Research Foundation,” said Gage. “Their assistance provides seed funding for new areas of research, cutting-edge instrumentation and infrastructure improvements, all imperative for research success. The MSU Research Foundation also provides venture funding for startup companies at MSU and across the state in partnership with MEDC [Michigan Economic Development Corporation].” Research discoveries translate to novel products, therapies and companies. In 2023, the MSU Innovation Center , the unit that supports MSU faculty innovation and technology transfer, received 141 invention disclosures from faculty and students, filed 60 new patent applications and assisted with 44 new patents issued. Activity with corporate partners in 2023 resulted in more than $25 million in support for MSU research, student programs and other engagements. MSU’s research enterprise is thriving due to the successful implementation of long-term plans and strategic investments, continued dedication to research excellence by our faculty, staff and students and expansion of collaborations with external organizations. Positioned for continued success, MSU has a bright future ahead. This was adapted from a story that ran on the Office of Research and Innovation website .

By: Melanie Kauffman

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Feb. 21, 2024

Spartan engineers are built better

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The MSUToday Weekly Update email showcases how Spartans are making a difference through academic excellence, research impact and community outreach. Get inspired by these stories of innovation, collaboration and determination. Plus, enjoy photos and videos of campus and more MSU content to help keep you connected to the Spartan community.

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High levels of niacin linked to heart disease, new research suggests

High levels of niacin, an essential B vitamin, may raise the risk of heart disease by triggering inflammation and damaging blood vessels, according to new research.

The report, published Monday in Nature Medicine, revealed a previously unknown risk from excessive amounts of the vitamin, which is found in many foods, including meat, fish, nuts, and fortified cereals and breads.

The recommended daily allowance of niacin for men is 16 milligrams per day and for women who are not pregnant is 14 milligrams per day.

About 1 in 4 Americans has higher than the recommended level of niacin , said the study’s senior author, Dr. Stanley Hazen, chair of cardiovascular and metabolic sciences at the Cleveland Clinic’s Lerner Research Institute and co-section head of preventive cardiology at the Heart, Vascular and Thoracic Institute.

The researchers currently don’t know where to draw the line between healthy and unhealthy amounts of niacin, although that may be determined with future research.

"The average person should avoid niacin supplements now that we have reason to believe that taking too much niacin can potentially lead to an increased risk of developing cardiovascular disease,” Hazen said.

Currently, Americans get plenty of niacin from their diet since flour, grains and cereals have been fortified with niacin since the 1940s after scientists discovered that very low levels of the nutrient could lead to a potentially fatal condition called pellagra, Hazen said.

Prior to the development of cholesterol-lowering statins , niacin supplements were once even prescribed by doctors to improve cholesterol levels.

To search for unknown risk factors for cardiovascular disease, Hazen and his colleagues designed a multipart study that included an analysis of fasting blood samples from 1,162 patients who had come into a cardiology center to be evaluated for heart disease. The researchers were looking for common markers, or signs, in the patients’ blood that might reveal new risk factors. 

The research resulted in the discovery of a substance in some of the blood samples that is only made when there is excess niacin. 

Meat in grocery store

That finding led to two additional “validation” studies, which included data from a total of 3,163 adults who either had heart disease or were suspected of having it. The two investigations, one in the U.S. and one in Europe, showed that the niacin breakdown product, 4PY, predicted participants’ future risk of heart attack, stroke and death.

The final part of the study involved experiments in mice. When the rodents were injected with 4PY, inflammation increased in their blood vessels. 

The results are “fascinating” and “important,” said Dr. Robert Rosenson, director of metabolism and lipids for the Mount Sinai Health System in New York City.

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The newly detected pathway to heart disease might lead to the discovery of a medication that could reduce blood vessel inflammation and decrease the likelihood of major cardiovascular events, he added.

Rosenson hopes that the food industry will take note and “stop using so much niacin in products like bread. This is a case where too much of a good thing can be a bad thing.”

The new information could influence dietary recommendations for niacin, said Rosenson, who was not involved with the Cleveland Clinic research.

Scientists have known for decades that a person’s cholesterol level could be a major driver of heart disease, said Dr. Amanda Doran, an assistant professor of medicine in the division of cardiovascular medicine at the Vanderbilt University Medical Center.

Even when patients’ cholesterol levels were brought down, some continued to have a high risk of heart attacks and stroke, Doran said, adding that a 2017 trial suggested that the increased risk might be related to blood vessel inflammation.

Doran was surprised to learn that niacin could be involved in driving up the risk of heart disease.

“I don’t think anyone would have predicted that niacin would have been pro-inflammatory,” she said. “This is a powerful study because it combines a variety of techniques: clinical data, genetic data and mouse data.”

Finding the new pathway may allow future researchers to discover ways to reduce blood vessel inflammation, Doran said.

“It’s very exciting and promising,” she said.

Linda Carroll is a regular health contributor to NBC News. She is coauthor of "The Concussion Crisis: Anatomy of a Silent Epidemic" and "Out of the Clouds: The Unlikely Horseman and the Unwanted Colt Who Conquered the Sport of Kings." 

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  5. (DOC) MBA, Research reflection report. Submitted at LSC.

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  1. What is Research??

COMMENTS

  1. Personal Reflection Sample: preparing a Research Report for ACCA

    Lastly, as a result of preparing the Research Report my professional interest on the issues associated with corporate strategy has been enhanced. Moreover, I am planning to continue studying the issues of corporate strategy and that knowledge would benefit me in the future as a corporate leader. 5. Gains derived from conducting Research Report ...

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    Reflection is a very important mental activity, both in private and professional life. This study assumes that reflection is "a turning back onto a self" where the inquirer is at once an observed and an active observer (Steier, 1995, p. 163).Reflection aims at understanding the forms of intelligibility by which the world is made meaningful; in the heuristic context of the research work ...

  3. How to Write a Reflection Paper: Guide with Examples

    Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt. Example: "I saw many people participating in our weight experiment.

  4. Full article: A practical guide to reflexivity in qualitative research

    The methods we present below fall under two main umbrellas - reflective writing and collaborative reflection. Reflexive writing is perhaps the best-known set of approaches to reflexivity. It includes forms of documentation such as researcher memos, field notes, and other written or recorded reflections occurring at any point in the research ...

  5. Writing a Reflective Paper

    A reflective paper is not a research paper. If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship ...

  6. PDF Writing your Reflective Essay on Research Strategies

    Your essay should be 500 to 750 words. • Use the reflective essay to communicate specifics about your improved understanding and use of library services, resources, and collections as they applied to your paper or project. • Explain what advancements you see in your library research and what skills, techniques or strategies you have learned.

  7. How to Write a Reflection Paper (With Steps and Examples)

    Here are steps you can follow: 1. Understand and summarize the material. It's important that you review the material before writing the reflection paper. You can review similar texts and authorities to help you understand the content of the text. Some reflection papers may require you to review a particular event.

  8. General tips for academic reflections

    Academic reflective writing requires critical and analytic thought, a clear line of argument, and the use of evidence through examples of personal experiences and thoughts and often also theoretical literature. You should aim for a balance between personal experience, tone, and academic practice and rigor. Academic reflective writing should:

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    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 ...

  10. PDF Sample Research Paper and Reflection

    Sample Research Project in the Context of a Freshman Writing Course Prepared by Steve Tollefson, College Writing Programs, UC Berkeley, 2005 Includes Final Research Paper, Annotated Bibliography and Reflection on the Process Internalizing Dead Kings and Ambiguous Art Marian Feldman has been a member of the UC Berkeley faculty for

  11. How to start writing a reflective report as a beginner

    The first step in writing a reflective report is choosing an experience to write about. A student should select an experience that has meaning for them. For example, the essay should be about a time when they experienced something difficult or difficult. The writing should have a clear line of thought, and it should be an in-depth analysis of ...

  12. How to Write a Reflection Paper in 5 Steps (plus Template and Sample

    Use these 5 tips to write a thoughtful and insightful reflection paper. 1. Answer key questions. To write a reflection paper, you need to be able to observe your own thoughts and reactions to the material you've been given. A good way to start is by answering a series of key questions. For example:

  13. Reflective report structure: here is the brief guide and help

    Rather than discussing complex theories, a reflective report should focus on the lessons learned. Author Bio. Owen Ingram is a research-based content writer, who works for Cognizantt, a globally recognised professional SEO service and Research Prospect, a Servizio di redazione di saggi e dissertazioni. Mr Owen Ingram holds a PhD degree in ...

  14. The Effects of Student Reflection on Academic Performance and

    Abstract. Building upon reflection as a tool for enhanced metacognition, the researcher postulated that a positive correlation would exist between application of a reflection instrument and students' level of academic performance and motivation in an urban high school English class. A statistically insignificant correlation was found between ...

  15. Reflective writing: What is reflection? Why do it?

    Reflection is focused on producing useful outcomes from the future. It can help you becoming more self-aware and can make you a better learner, researcher, practitioner or employee. 5) Make decisions or resolve uncertainty. Thinking about previous experiences can help you make decisions about new ones. Note: While all of these reasons for ...

  16. Reflective Report Samples and Examples

    Our samples. Now you know the purpose of reflective reports, look at the samples published on the site. You'll see that these samples include the critical evaluation of events and a description of how you can apply what you learned to similar future situations. Examining our samples will help you in writing and submitting an outstanding ...

  17. Development and Implementation of a Reflective Writing Assignment for

    Research on student reflection emphasizes the need for guided support, whether by the instructor or a mentor (Gardner & Belland, ... (2015). Collaborative teaching practices in undergraduate active learning classrooms: A report of faculty team teaching models and student reflections from two biology courses. Bioscene, 41(1), 3-9. Google Scholar.

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  20. PDF Chapter 3 Reflections on the Research Process

    employment, part-time research and sharing the responsibilities of running a home. There was even a degree of uncertainty as to how many libraries I should involve in the data collection.29 Thus, this chapter is a reflection on the overall process of how the data collection process was conducted, my understanding of methodology and the ...

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    How to Write a Good Reflective Report. Be critical. Although the content of a reflective portfolio will be more personalised than other assignments, you should use the same level of critical analysis as you do for any essay or exam. Be thorough. Make sure that you write about all the stages of your project, from the planning phases through to ...

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    The Report therefore encourages reflection on:-1) Research Processes 2) The research methodologies which you have considered and applied 3) Research and researching as a problem solving process used by you as a student, 4) The identification and discussion of your key learning points which could be applied to other situations.

  24. Comparative Constitutional Law: Reflection on a Field Transformed

    Download This Paper. Open PDF in Browser. Share: Permalink. ... Ran, Comparative Constitutional Law: Reflection of a Field Transformed (January 15, 2024). Forthcoming in Redefining Comparative Constitutional Law: Essays ... Do you have negative results from your research you'd like to share? Submit Negative Results. Paper statistics ...

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    The report, part of a study that began in 2012, was based on surveys of a representative sample of more than 3,600 New York City residents that were conducted in 2022 and 2023.

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    Pew Research Center conducted this study to understand the public's views about the large number of migrants seeking to enter the U.S. at the border with Mexico. For this analysis, we surveyed 5,140 adults from Jan. 16-21, 2024. Everyone who took part in this survey is a member of the Center's American Trends Panel (ATP), an online survey ...

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    Michigan State University had an exceptional year for research volume in 2023, breaking previous records by achieving $844 million in total research and development expenditures. ... Annual Safety Report; University Policy on Relationship Violence and Sexual Misconduct; Notice of Nondiscrimination, Anti-Harassment and Non-Retaliation;

  30. High levels of niacin linked to heart disease, new research suggests

    By Linda Carroll. High levels of niacin, an essential B vitamin, may raise the risk of heart disease by triggering inflammation and damaging blood vessels, according to new research. The report ...