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代寫英國essay:Individual reflective

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加拿大essay代写,paper代写,Homework代写-致远教育   Written Individual Reflective 代寫英國essay:

  assignments a basic introduction

  An increasing number of courses require students to write reflectively. Reflective writing may be

  an occasional requirement or it may be a core feature of most or all assignments. There are many

  different models of reflection and it is vital that you follow any guidelines offered on your course.

加拿大essay代写,paper代写,Homework代写-致远教育   The aim of this handout is to model some basic ideas about reflective writing. We are not

  suggesting that this is the only way to approach it!

  What is reflective writing?

加拿大essay代写,paper代写,Homework代写-致远教育   Reflective writing is evidence of reflective thinking. In an academic context, reflective thinking usually

  involves:

  1 Looking back at something (often an event, i.e. something that happened, but it could also

  be an idea or object).

  2 Analysing the event or idea (thinking in depth and from different perspectives, and trying to

  explain, often with reference to a model or theory from your subject).

加拿大essay代写,paper代写,Homework代写-致远教育   3 Thinking carefully about what the event or idea means for you and your ongoing progress

加拿大essay代写,paper代写,Homework代写-致远教育   as a learner and/or practising professional.

  Reflective writing is thus more personal than other kinds of academic writing. We all think reflectively

加拿大essay代写,paper代写,Homework代写-致远教育   in everyday life, of course, but perhaps not to the same depth as that expected in good reflective

  writing at university level.

  Example of basic reflective writing

加拿大essay代写,paper代写,Homework代写-致远教育   Specific tasks were shared out amongst members of my team. Initially, however, the tasks were

  not seen as equally difficult by all team members. Cooperation between group members was

加拿大essay代写,paper代写,Homework代写-致远教育   at risk because of this perception of unfairness. Social interdependence theory recognises a

  type of group interaction called ‘positive interdependence’, meaning cooperation (Johnson &

  Johnson, 1993, cited by Maughan & Webb, 2001), and many studies have demonstrated that

  “cooperative learning experiences encourage higher achievement” (Maughan & Webb, 2001).

加拿大essay代写,paper代写,Homework代写-致远教育   Ultimately, our group achieved a successful outcome, but to improve the process, we perhaps

  needed a chairperson to help encourage cooperation when tasks were being shared out. In

  future group work, on the course and at work, I would probably suggest this.

  Reference

加拿大essay代写,paper代写,Homework代写-致远教育   Maughan, C., & Webb, J. (2001). Small group learning and assessment. Retrieved August 01,

  2007, from the Higher Education Academy website:

  www.ukcle.ac.uk/resources/temp/assessment.html

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  A possible structure for reflective writing

加拿大essay代写,paper代写,Homework代写-致远教育   Reflective thinking – especially if done in discussion with others – can be very ‘free’ and unstructured

  and still be very useful. Even reflective writing can be unstructured, for example when it is done in a

加拿大essay代写,paper代写,Homework代写-致远教育   personal diary. In assignments that require reflective writing, however, tutors normally expect

  to see carefully-structured writing.

加拿大essay代写,paper代写,Homework代写-致远教育   The example of basic reflective writing on the previous page can be broken down into three parts:

  description, interpretation and outcome.

加拿大essay代写,paper代写,Homework代写-致远教育   1 Description (keep this bit short!)

  What happened? Specific tasks were shared out amongst members of my team.

  What is being examined? Initially, however, the tasks were not seen as equally difficult by

加拿大essay代写,paper代写,Homework代写-致远教育   all team members.

  2 Interpretation

  What is most important / interesting Cooperation between group members was at risk because

  / useful / relevant about the object, of this perception of unfairness. Social interdependence

  event or idea? theory recognises a type of group interaction called ‘positive

  How can it be explained e.g. with interdependence’, meaning cooperation (Johnson & Johnson,

  theory? 1993, cited by Maughan & Webb, 2001), and many studies

  How is it similar to and different from have demonstrated that “cooperative learning experiences

加拿大essay代写,paper代写,Homework代写-致远教育   others? encourage higher achievement” (Maughan & Webb, 2001).

加拿大essay代写,paper代写,Homework代写-致远教育   3 Outcome

  What have I learned from this? Ultimately, our group achieved a successful outcome, but to

加拿大essay代写,paper代写,Homework代写-致远教育   What does this mean for my future? improve our achievement, we perhaps needed a chairperson

  to help encourage cooperation when tasks were being shared

加拿大essay代写,paper代写,Homework代写-致远教育   out. In future group work (on the course and at work), I would

  probably suggest this.

加拿大essay代写,paper代写,Homework代写-致远教育   This is just one way of structuring reflective writing. There are others and you may be required to

加拿大essay代写,paper代写,Homework代写-致远教育   follow a particular model. Whichever approach to reflection you use, however, try to bear in mind the

  following four key points (all of which were made by course tutors who set and mark reflective work):

  • Reflection is an exploration and an explanation of events – not just a description of them.

  • Genuinely reflective writing often involves ‘revealing’ anxieties, errors and weaknesses, as

  well as strengths and successes. This is fine (in fact it’s often essential!), as long as you show

  some understanding of possible causes, and explain how you plan to improve.

加拿大essay代写,paper代写,Homework代写-致远教育   • It is normally necessary to select just the most significant parts of the event or idea on which

加拿大essay代写,paper代写,Homework代写-致远教育   you’re reflecting. (The next page has some suggestions on how to do this in your writing.) If

加拿大essay代写,paper代写,Homework代写-致远教育   you try to ‘tell the whole story’ you’re likely to use up your words on description rather than

  interpretation.

加拿大essay代写,paper代写,Homework代写-致远教育   • It is often useful to ‘reflect forward’ to the future as well as ‘reflecting back’ on the past.

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  Vocabulary aid

加拿大essay代写,paper代写,Homework代写-致远教育   The following are just a few suggestions for words and phrases that might be useful in reflective

加拿大essay代写,paper代写,Homework代写-致远教育   writing. Using any of these words and phrases will not in itself make you a good reflective writer, of

  course! The vocabulary aid is structured according to the three-part analysis that is modelled on the

加拿大essay代写,paper代写,Homework代写-致远教育   previous page of this handout.

加拿大essay代写,paper代写,Homework代写-致远教育   1 Description (the short bit!)

加拿大essay代写,paper代写,Homework代写-致远教育   We are not suggesting specific vocabulary for any descriptive elements of your reflective writing, because

加拿大essay代写,paper代写,Homework代写-致远教育   the range of possible events, ideas or objects on which you might be required to reflect is so great.

  Do remember, though, that if describing an idea, for example a theory or model, it is usually best to

加拿大essay代写,paper代写,Homework代写-致远教育   use the present tense e.g. ‘Social interdependence theory recognises…’ (not ‘recognised’).

加拿大essay代写,paper代写,Homework代写-致远教育   Events, of course, are nearly always described using the past tense.

加拿大essay代写,paper代写,Homework代写-致远教育   2 Interpretation (probably the most important bit)

  ?aspect(s)

  ?element(s)

  ?meaningful ? experience(s) was (were)…

加拿大essay代写,paper代写,Homework代写-致远教育   ?significant ?issue(s)

  For me, the most加拿大essay代写,paper代写,Homework代写-致远教育? important ?idea(s)

  ?relevant

  ?

加拿大essay代写,paper代写,Homework代写-致远教育   useful ?arose from…

  learning ? happened when…

  ?resulted from…

  Previously, ? ? thought (did not think)...

加拿大essay代写,paper代写,Homework代写-致远教育   At the time, ? ? felt (did not feel)...

加拿大essay代写,paper代写,Homework代写-致远教育   At first knew (did not know)...

加拿大essay代写,paper代写,Homework代写-致远教育   Initially, ? I ? noticed (did not notice)...

  Subsequently, ? ? questioned (did not question)...

加拿大essay代写,paper代写,Homework代写-致远教育   Later, ? ? realised (did not realise)...

  ?might be ?because of…

  Alternatively,is perhaps due to…

  Equally,This ? could be ? explained by…

加拿大essay代写,paper代写,Homework代写-致远教育   ?is probably ?related to…

加拿大essay代写,paper代写,Homework代写-致远教育   ? is similar to...

加拿大essay代写,paper代写,Homework代写-致远教育   This ? because…

加拿大essay代写,paper代写,Homework代写-致远教育   ? is unlike...

加拿大essay代写,paper代写,Homework代写-致远教育   ? reveals…

  UnLike... this ?

  ? demonstrates…

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加拿大essay代写,paper代写,Homework代写-致远教育   3 Outcome

  ?read... ?feel…

加拿大essay代写,paper代写,Homework代写-致远教育   ?experienced... ?think…

  applied... realise…

  Having ? discussed... I now ? wonder…

  ?analysed... ?question…

加拿大essay代写,paper代写,Homework代写-致远教育   ?learned... ?know…

  Additionally,?

  ?

  Furthermore,? I have learned that...

  ?

  Most importantly,?

  I have significantly ? ?my skills in…

  slightly ? ? developed my understanding of…

  ? ? improved ?

  ? ? ?my knowledge of…

  ?

  However, I have not sufficiently加拿大essay代写,paper代写,Homework代写-致远教育my ability to…

加拿大essay代写,paper代写,Homework代写-致远教育   This means that…

加拿大essay代写,paper代写,Homework代写-致远教育   This makes me feel…

  This knowledge ?is ? essential ? to me as a learner because…

加拿大essay代写,paper代写,Homework代写-致远教育   This understanding ? could be ? important ?

  This skill ?will be ? useful ? to me as a practitioner because…

加拿大essay代写,paper代写,Homework代写-致远教育   ?did not...

  ?have not yet...

加拿大essay代写,paper代写,Homework代写-致远教育   am not yet certain about...

  Because I ? am not yet confident about... I will now need to…

  ?do not yet know...

加拿大essay代写,paper代写,Homework代写-致远教育   ?do not yet understand...

  As a next step, I need to…

  Martin Hampton

加拿大essay代写,paper代写,Homework代写-致远教育   Department for Curriculum

  WA13a: 08/10 and Quality Enhancement


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