reflective essay ppt

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

Reflective essay.

Published by Eugenia Mills Modified over 6 years ago

Similar presentations

Presentation on theme: "Reflective essay."— Presentation transcript:

The Main Idea Stated or Implied.

Reader’s Notebook Everything you need to know in order to set up your Reader’s Notebook.

 College requires critical reading and writing skills. This tutorial is designed to get you started by teaching you to attend to critical features of.

SCHOOL EXAMINATION FEEDBACK WRITTEN TEXT, LEVEL 2.

3.1 Written Text Markers’ Feedback. Introduction An introduction must dissect the question and reveal your argument. Many students ignored key elements/words.

WRITING FEATURES Unit Types of Features 8.2 Narratives stories 8.3 personality profiles.

Non-fiction and Media Higher Tier.

Elements of Non Fiction

Writing Thesis Statements

Expository Essay.

NARRATIVE WRITING.

1.1 Exam Feedback NEXT TIME …...

Writing a Personal Narrative

SMARTER BALANCED Student Overview

SAT Essay Don’t make it an option!.

MYP Descriptors – Essay Types & Rubrics

Language Analysis What is it?.

Today’s goals Continue rhetorical appeal activity

Rhetorical Modes.

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

• Arts & Humanities

Personal Reflective essay ppt

Related documents.

Add this document to collection(s)

You can add this document to your study collection(s)

Add this document to saved

You can add this document to your saved list

Suggest us how to improve StudyLib

(For complaints, use another form )

Input it if you want to receive answer

Reflecting on Group Presentation with Rolfe’s Reflective Cycle Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Over the course of the last decade, reflective practice in the advancement of knowledge in a plethora of areas, including business, education, social work, and healthcare, has been becoming continuously more widespread. Patel and Metersky (2021) state that reflection is considered to improve learning, which is why it is so popular in so many spheres. According to Schwind and Manankil-Rankin (2020), deliberate reflection on any experience gives meaning to people’s three ways: of being, knowing, and doing (or, alternatively, ontology, epistemology, and praxis). When it comes to the most widely used reflective models, Rolfe’s reflective cycle is one of these, and it is deemed applicable in any context due to its clarity and subsequent ease of employment (Galutira, 2018). The following reflective essay uses this model to guide my thinking about teamwork, leadership, and time management in relation to creating a group Powerpoint presentation. The aims of this essay are to evaluate the experience of such a type of work and to describe how the things I have learned can be applied to my future nursing practice.

Rolfe’s reflective cycle is a reflective model created to help people assess their experiences or empirical learning activities. In terms of group and teamwork, Rolfe’s model is an effective tool for each member to evaluate how they can improve their teamwork skills ( Use the ‘What? So what? Now what?’ model, no date). This method’s history dates back to the 1970s when an American schoolteacher Terry Borton wrote a book in which he proposed a reflective practice framework founded on three questions: what? so what? and now what?

Borton’s scheme was adapted for clinical use by John Driscoll, although his version could be implemented in various disciplines. In addition to that, Rolfe et al. took Borton’s model and refined it further for use in a clinical setting and pastoral work ( What? So what? Now what? model of reflection , no date). Rolfe and his colleagues left the structure of Borton’s scheme unchanged but expanded each question to include extra questions to stimulate deeper reflection. As stated by Business Bliss Consultants FZE (2018), this is aimed at increasing self-awareness, analysis skills, and skills of problem-solving. The ‘what?’ phase of Rolfe’s model contains questions to help objectively review what took place. The ‘so what?’ phase is a more subjective study of the consequences. Finally, the ‘now what?’ phase is a look at the way the lessons learned can be beneficial for the future.

I believe that the main reason why my group succeeded in creating a presentation without major quarrels or disagreements was because of our good teamwork, which was due to the strategy we all agreed upon for the working process. This strategy consisted of having each member of the team assigned a specific task in the beginning based on what each person is good at – for instance, finding appropriate references, doing research, or creating presentations. We communicated to check where everyone was with their part of the work every week. However, it would have been harder to do had our group been larger; but since there were five of us, communication was effective, and each person’s voice was always heard. To interact with one another, we created a WhatsApp group chat, and while it proved to be productive, we still felt that a lack of face-to-face meetings was a significant drawback. Moreover, for our work to be more organized, we selected a team leader, Wendy, who was chosen due to her having had experience with working in groups and making presentations before.

In addition to that, one unfortunate circumstance that I found myself facing was my poor time management skills. It seems that I had initially underestimated the amount of work it would take for me to finish my part of the task. As a result, in the final stages of preparation, I worked for hours in the end and felt exhausted when it was done. However, since our group scored an A, I consider it all to have been worth it.

What this experience tells me about myself is that I have to be less confident when approaching such tasks and put more effort into planning how, when, and what exactly to do. This is especially important when working in groups or teams because other people rely on you to do your work efficiently and timely. Academic literature on effective team communication points at the necessity of each member of the team to feel that they are responsible for the final outcome (Harris and Sherblom, 2018). In addition to that, according to Marlow et al. (2018), when it comes to a successful group, it is not the frequency of communication but its quality that matters. It explains why us discussing things in a group chat once a week was more than enough for the eventual success of the project.

Moreover, this experience taught me that for group work to be productive, there must be a leader in a team. As I have mentioned earlier, we appointed Wendy to be our leader, and I believe that had it not been for her, it would have been more difficult for us to make progress. As per Northouse (2021), a true leader is someone who is focused on developing others, leads by example, and ensures that the communication between team members is effective. All of this is about Wendy, who was an inspiration for all of us to aim to work harder and was always there to help anyone who struggled with anything.

I believe that I have learned a lot from working on this project with my peers. First of all, for the sake of not only my mental health but also other people succeeding, I plan to start working on my time management skills. In addition to that, I will ensure that I remember everything that I have learned about group work and apply it to the next team project in which I will participate. In terms of how I can apply the reflections on our work to my future nursing practice, I now have an understanding of how to be an effective team player and a good leader. Both of these qualities are important to deliver safe and high-quality nursing care, which is my, and every other nurse’s, ultimate goal.

In conclusion, reflective practice is essential to improving learning and evaluating one’s skills for future development. One of the most effective and popular reflective models is Rolfe’s reflective cycle, which is based on a person asking themselves three simple questions: what? so what, and now what? When expanded into a series of additional queries, these give one an opportunity to analyze their work and think of ways to enhance it. I applied it in assessing the work of my group on a presentation and found that it is extremely efficient in supplying one with food for thought and identifying benefits and drawbacks. I will use the knowledge that I have gained from working with this reflective model in my future nursing practice to be a great team player and a successful leader.

Reference List

Business Bliss Consultants FZE (2018) Rolfe’s reflective cycle . Web.

Galutira, G.D. (2018) ‘Theory of reflective practice in nursing’, International Journal of Nursing Science , 8(3), pp. 51-56.

Harris, T.E. and Sherblom, J.C. (2018) Small group and team communication . Waveland Press.

Marlow, S.L., Lacerenza, C.N., Paoletti, J., Burke, C.S. and Salas, E. (2018) ‘Does team communication represent a one-size-fits-all approach?: a meta-analysis of team communication and performance’, Organizational Behavior and Human Decision Processes , 144, pp.145-170.

Northouse, P.G. (2021) Leadership: theory and practice . Sage Publications.

Patel, K.M. and Metersky, K. (2021) ‘Reflective practice in nursing: a concept analysis’, International Journal of Nursing Knowledge , 33(3), pp. 180-187.

Schwind, J. K. and Manankil-Rankin, L. (2020) ‘Using narrative reflective process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice’, Reflective Practice , 21(4), pp. 473–483.

Use the ‘What? So what? Now what?’ model: a great example of reflective questioning (no date). Web.

What? So what? Now what? model of reflection (no date). Web.

• Wendy’s Restaurant Vice President of Operations
• Visual Persuasion in Wendy's Advertisement
• Operations Strategy: Wendy's Restaurant
• Professional Communication: "Brick by Brick" by Douglas
• Speech Preparation Outline: Importance of Taking Public Speaking Classes
• How to Communicate Ethically in the Digital World
• Mobile Communication Device Etiquette
• Human Interaction Face-to-Face and Online
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, September 24). Reflecting on Group Presentation with Rolfe's Reflective Cycle. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/

"Reflecting on Group Presentation with Rolfe's Reflective Cycle." IvyPanda , 24 Sept. 2023, ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

IvyPanda . (2023) 'Reflecting on Group Presentation with Rolfe's Reflective Cycle'. 24 September.

IvyPanda . 2023. "Reflecting on Group Presentation with Rolfe's Reflective Cycle." September 24, 2023. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

1. IvyPanda . "Reflecting on Group Presentation with Rolfe's Reflective Cycle." September 24, 2023. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

Bibliography

IvyPanda . "Reflecting on Group Presentation with Rolfe's Reflective Cycle." September 24, 2023. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

Reflective writing

This document provides guidance on reflective writing for students. It explains that reflective writing requires both descriptive and analytical components. Students must describe events and experiences, but also critically analyze them by considering underlying reasons and implications. The document reviews examples of student reflective writing and identifies key features like using first person to describe experiences, third person for referring to literature, and hedging language. It emphasizes that reflective writing necessitates placing experiences in broader theoretical and policy contexts by synthesizing literature. Tools like reflective questions, models, and reading grids can help students structure and deepen their reflective analysis. Read less

Recommended

More related content, what's hot, what's hot ( 20 ), similar to reflective writing, similar to reflective writing ( 20 ), more from jahennessymurdoch, more from jahennessymurdoch ( 20 ), recently uploaded, recently uploaded ( 20 ).

• 1. Reflective Writing You will be able to… Explain the role of critical analysis in reflection Evaluate examples of reflective writing Synthesise methods for critical thinking, reading and writing to create pieces of reflective writing
• 2. What does good reflective writing look like? • You have extracts from two Education students’ assignments that required them to reflect on learning theory. • Handout One • Based on your evaluation of these, what do you think good reflective writing looks like?
• 3. Answers Example B Yes. This example provides greater depth of analysis because it is not only linked prior experience to theoretical understandings, it explored feelings and motivations too. It also anticipated how this learning might be applied in a professional context in the future.
• 4. So, what is academic reflection? “… consideration of the larger context, the meaning, and the implications of an experience or action” (Branch & Paranjape, 2002, p. 1185) Think about the literature, policy and professional frameworks from your subject area For example, think about how you are working on your university placement or in your employment. You may need to think about your experiences in university too.
• 5. Description is needed as context but go deeper: critically analyse yourself and your actions, the responses and perspectives/lenses of others, the immediate and broader significance. You need theory and policy to help make sense of it all – our experiences are not isolated ones. Show how you apply it in real life and analyse its validity/usefulness. Above all, you need critical analysis. How do you achieve academic reflection? Look back at the better example of student work. Where and how are they doing this?
• 6. Helping yourself to reflect Keeping a reflective learning journal You may want to consider keeping a learning journal, as a form of informal, regular reflection. This is an example of one way of approaching it. If you have been asked to keep a reflective log- make sure you try to keep up with writing your entries. Trying to remember what you did can be very difficult! Top Tip
• 7. What is critical analysis? • Standing back and thinking about all the elements of a topic • Not taking information at face-value • Thinking about context • Considering an issue from different perspectives and synthesising them • Analysing and evaluating information, ideas and perspectives before making a judgement • Critical thinking is about asking and answering questions: ‘Why? How? What if? What next? So what?’
• 8. Reflective Questions Descriptive Analytical Evaluative What? Where? When? Why did this happen? What and how can you learn from existing theory and practice about your experience? So what? What if? What next? Academic reflection requires you to critically analyse yourself and the critical incident. Bombard your experience with questions.
• 9. Use a reflective model Models can help you structure your reflective thinking and writing. However, the basic structure of any reflective writing, though, is Description, Interpretation and Outcome. Read the third example of writing. Where is each of these elements being shown? Gibbs’s Reflective Cycle (1988)
• 10. 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 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). 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. Description Interpretation Outcome
• 11. Analyse your experience/incident Think about the events you wish to reflect on. Use these questions to help you focus on the details. What happened? How do you feel about the incident? Why? How valuable was the experience? What would you do differently next time? Why have you chosen this event? How does addressing these questions deepen your reflection?
• 12. But to place the critical incident in a broader context and make sense of it, you need theory and policy Where and how are the students whose work you have read demonstrating their critical analysis and synthesis of theory? Ask critical questions of your reading and start to synthesise the key points and ideas. Synthesising is combining different aspects of the ideas of others in order to produce new ideas.
• 13. A reading grid can help you keep track of your reading and think about how you will use it in your writing Author, title Topic Key idea/theme Strengths/ Weaknesses How to use Brahm Norwich (2014) ‘Changing policy and legislation and its effects on inclusive and special education: a perspective from England’, BJSE Children and Families Act - SEND provision Not radical reform. Doesn’t allow for eval of admissions/ exclusions – not so inclusive after all? 2014– evaluation could now differ Uses a ‘fake’ case study school – OK for ethics BUT could lead to researcher bias in selection. Compare with lit on positive potential of reform for inclusivity. Ref by Greenwood and Kelly – they build on it (inclusivity in practice) Relate to event – experience rejects Norwich’s evaluation of policy (e.g….). Notice how this helps you to analyse and synthesise the information throughout your reading.
• 14. So, as a form of academic writing, reflective writing requires both descriptive and analytical writing styles: Descriptive style • What something is • Where something takes place • Who is involved/when it occurs Descriptive style tends to provide background to critical discussion Critical analytical style • Discusses underlying reasons for something • Examines how something takes place • Considers alternatives - what if? • Evaluates importance – so what? • Offers possible implications – what next?
• 15. Features of the language of reflective writing: • First person-when expressing personal experiences, observations or opinions. • Third person-when referring to theory or other writers, write in the third person. Refer to other writers by name. • Actions (verbs)-usually those of feeling and thinking, e.g. feeling, felt, considered, experienced, wondered, remembered, discovered, learned. • Hedging- using words like ‘may’, ‘perhaps’ or ‘might’ help demonstrate that you are aware that you are considering different perspectives, experiences, lenses, and that critical analysis does not make something 100% certain. Have a look back at extracts one from exercise one and can you identify where the student use these features of reflective writing. Look at the handout of useful phrases. How can you use these?
• 16. Have a go…. Using the basic description, interpretation and outcome framework (or choose a model you are familiar with), write a short paragraph reflecting on this presentation. You have some examples of literature on reflection that you can use, but you could also use some from your subject if that is more relevant to what you want to say.

Editor's Notes

• Get an idea of what type of reflective assignments they have to write as an opener so that these can be referred to throughout, as there is such a range.
• 10 minutes in total, including Q and A/discussion as feedback – get them to clearly and precisely identify the features of good reflective writing.
• Use to reinforce their comment and to explain a little further how the refection is where the experience and the theory collide – how they won’t working/learning in a vacuum but in this broader context.
• As whole group Q and A – couple of minutes but they need to develop their initial comments by focusing more on exactly how the sample pieces are demonstrating these features (what bigger context exactly is being shown and how)– get some focus on critical analysis (how are they showing it?) – this will lead into a What is Critical Analysis discussion – could ask each student to define it as a way of checking current levels of knowledge/understanding/application.
• Hopefully just a check list after the previous discussion. It is worth going through these and asking them for examples of each using what they have studied so far on their course
• Get them to recognise that the questions here are the same as those on the model to generate critical thinking. Reflection is a critically analytical experience!
• Ask them whether they have been using reflective model/advised to, and which ones – highlight the variety with some examples (Brookfield, Johnson and Johnson, Tripp….are they sued to the term critical incident?) but they all share the DIO basis – very quick activity in pairs
• 10 minutes. Explain how this works as learner cell –– it’s not a discussion but question and answer – can only ask questions/answer them taking it I turn. Encourage them to challenge in their questions: keep asking why, how etc until ‘satisfied’. Could relate their questions back also to the questions to trigger critical analysis already discussed. Get each pair to share what they have learnt about their partners ‘incident’ and what their partner has learnt from it.. Open up to how far this has deepened their reflections.
• 2-3 minutes Quick open Q and A to keep checking learning
• 2-3 minutes This is just to demonstrate one approach to thinking about their reflections – talk through the examples and explain.
• Reiterate here that reflective writing needs both of these styles but it is the critical that really enables true reflection, which leads into the next slide
• I’d ask them to go back and identify any of these features in the sample paragraphs they have just used, and this could lead to a fruitful discussion of how the better of the two used language effectively to express reflection. - open it up to for 5 minutes or so
• Need at least 20 minutes. This works as quite a meaty activity to check their learning but also as a plenary their through our discussion of their paragraphs by acknowledging that they will all (hopefully) be saying something about what they will take away and use in their own assignments. The quotations they have been given are: Reflection is “… consideration of the larger context, the meaning, and the implications of an experience or action” (Branch & Paranjape, 2002, p. 1185)   “Student responses often differ markedly form what teachers have expected on their basis of their own feelings in the classroom” (Brookfield, 1995, pp. 95-96)   “Once the situation has been analysed, you can plan for a response or a strategy2 (Tripp, 1993, p. 72)   “Reflection lies somewhere around the notion of learning and thinking. We reflect in order to learn.” (Moon, 2004, p.12) I also tell them here that they could even make some references to literature/policy up if they don’t remember any off the top of their heads and they want to say something not directly related to reflection using the quotations given to them– it’s really to show that they know where and how to integrate the literature.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab (the Purdue OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The On-Campus and Online versions of Purdue OWL assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue OWL serves the Purdue West Lafayette and Indianapolis campuses and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

Social Media

Facebook twitter.

Reflective Essay

Mar 31, 2019

100 likes | 415 Views

Reflective Essay. Writing an effective introduction. A few main methods. Begin like Amy Tan with what you are not “I am not a scholar of English or literature…” Begin in medias res (in the middle of things) “It was the 9 th inning, and I was up to bat…”

Share Presentation

• effective introduction
• mother tongue
• important aspect

Presentation Transcript

Reflective Essay Writing an effective introduction

A few main methods • Begin like Amy Tan with what you are not • “I am not a scholar of English or literature…” • Begin in medias res (in the middle of things) • “It was the 9th inning, and I was up to bat…” • Begin with defining an important aspect of your identity • “I am a writer…”

Beginning with what you are not Sometimes it is easier to define what you are not rather than what you are. Take a moment to write down a few examples of things that you are not. Amy Tan begins “Mother Tongue” by saying that she is not a scholar of English, but she goes on to show that she learned something about language from her mother.

Beginning in medias res • If the memory you want to describe is vivid, you might want to begin your paper in the middle of things. • For instance, if there was a time when you were faced with a tough decision, you could begin by describing the circumstances.

Beginning by identifying an aspect of who you are • Amy Tan goes on to say “I am a writer” towards the beginning of her essay. She spends the rest of the essay explaining how she arrived at this place. • You might want to begin by taking a definitive stand with a statement as simple as “I am a ______.”

• More by User

Reflective Symmetry

306 views • 11 slides

Value of Reflective Essay

Value of Reflective Essay. …critical to the success of portfolios –Roberta Camp and Denise Levine “…the most important aspect of the portfolio process” – Kerry Weinbaum “…one of the most important and useful documents in the portfolio” -- Peter Elbow. Value of the Reflective Essay.

264 views • 8 slides

Reflective Essay. Performance Criteria. The Marking Process. Each piece of writing should first be read to establish whether it achieves success in all the Performance Criteria below, as well as ensuring that it is consistently technically accurate . Content

269 views • 7 slides

Reflective Learning

An online community of practice. Reflective Learning. Lynne Gibb Coonara C ommunity House. What does Community of practice mean to you? . Wenger’s Description.

419 views • 25 slides

How to write a successful reflective essay!

How to write a successful reflective essay!. Mrs. Nieto, writing genius. A reflective essay is an exploration of a topic using personal thought and experience.

416 views • 13 slides

Being Reflective

Being Reflective . General Plan Advice – Your voyage of Discovery. Engage with the thing that you are reflecting on – music, fear, family, achievement and feelings of pride, fashion, school, lies, betrayal. Explain your musings about this thing and your reflections on it.

188 views • 12 slides

The Reflective Essay

The Reflective Essay. Elements of a Reflective Essay. Purpose: explore the connection between a personal experience and what it says about your life and, beyond that, what it says about the meaning of being human

913 views • 7 slides

The Reflective Essay : Becoming a University Writer

The Reflective Essay : Becoming a University Writer. Amy Berry Southwest Minnesota State University English 151 College Now Springfield High School December 7, 2012. Freshman Writing, or Welcome to the University ‘Discourse Community’.

258 views • 13 slides

Organizing our Reflective/HS/College Essay

Organizing our Reflective/HS/College Essay. Taking steps to build a strong personal essay for your high school or college application. Collect Supporting Points/Reasons. There are three things essayists consider when they collect their supporting points/ reasons:

221 views • 10 slides

System Design - EE321X Civilizations and Cultures Reflective Essay

System Design - EE321X Civilizations and Cultures Reflective Essay. Topic: Evaluation Criteria, System Specification, and Alternatives Kelley, Miller, Jordan, Pulias , Morse Date: 2/18/14. Evaluation Criteria:. Three- to five-page reflective essay (1000 to 1250 words)

199 views • 4 slides

REFLECTIVE. I WAS REFLECTIVE BECAUSE I THINK ALL THE POSSIBILITIES. RISK TAKERS. I WAS RISK TAKER BECAUSE I RISK MY CALIFICATION WITH THE WORK. THINKERS. I WAS THINKER BECAUSE I THINK IN MY PARTNER. BALANCED. I WAS BALANCED BECAUSE I EQUILIBRATE MY WORK AND HOMEWORK. INQUIER.

268 views • 5 slides

Reflective Supervision

Reflective Supervision. PRESENTER Bill McKenzie, Ounce of Prevention PTS Training Institute Manager. Reflective Supervision. Welcome Housekeeping. Learning Objectives. After completing this workshop, supervisors will be able to:

2.69k views • 15 slides

ReFLECTIVE -

ReFLECTIVE -. thoughtful. FLUStered -. nervous, anxious, scared. Raise caine with-. to cause trouble. Vast-. very great in size. Incriminate-. accuse of a crime. Insomnia-. inability to sleep. Suspicion-. to suspect something. Idiosyncrasy-. something odd about a person. Crucify-.

279 views • 16 slides

The Reflective Essay Created by: Prof. I. Cortés

The Reflective Essay Created by: Prof. I. Cortés. Center for Language Development Across the Disciplines. What is an Essay?. An ESSAY is a “short piece of writing on a particular subject” (Broukal 2010). Such essay could be: Argumentative Analytical Expository Reflective.

548 views • 29 slides

Personal-Reflective essay feedback (draft 1)

Personal-Reflective essay feedback (draft 1). November 2013. Key. MD = go into more detail. STO = too much storytelling. DFT = describe your thoughts and feelings. ETF = explain your thoughts and feelings. Remember! Length must be between 650-1300 words.

153 views • 6 slides

Reflective Essay. Peer editing for perfection!. Before we begin. Pass your paper to the person in front of you. Follow the instructions on the PPT Please make your marks and comments NEATLY This is to help each other catch mistakes. Step 1.

298 views • 12 slides

How to Write a Reflective Essay

This presentation will be helpful in case you need to write a Reflective Essay. As you understand it is an essay about your life adventure which should be very interesting to read. The link to the article will help you as well https://essay-academy.com/account/blog/how-to-write-a-reflective-essay

535 views • 12 slides

College Reflective Essay Writing Help Online

Avail expert help from MyAssignmenthelp.com to write A-one college reflective essays at affordable price according to your college guidelines. For more info visit: https://myassignmenthelp.com/essay-help/reflective-essay.html

181 views • 6 slides

DeVry MGMT 340 Week 1 Reflective Essay Latest

DeVry MGMT 340 Week 1 Reflective Essay Latest Just Click on Below Link To Download This Course: https://www.devrycourses.com/product/devry-mgmt-340-week-1-reflective-essay-latest/ DeVry MGMT 340 Week 1 Reflective Essay Latest Instructions Write a reflective essay regarding the systems development environment and the sources of software. This assignment covers Terminal Course Objectives1 and 3. This essay should cover the following topical areas.

26 views • 2 slides

Reflective Essay. A draft of the assignment description is on the course web page. Your reflective essay will be evaluated according to the criteria in the portfolio scoring guide.

114 views • 6 slides

PERSONAL REFLECTIVE WRITING: The Reflective Essay

PERSONAL REFLECTIVE WRITING: The Reflective Essay. English 12 & AP English – Writer ’ s Workshop Mrs. Willoughby-Hull September 10-11, 2012 (Mon/Tues). What is Reflective Writing. Sharing your experience . . .

718 views • 61 slides

Know The Basics Of Reflective Essay By Reflective Writing Help Providers

When scholars get stuck in between while writing a reflective essay, there are many academic assistants in Australia who are round the clock there to help them out. https://www.myassignmentservices.com/reflective-writing-help.html

82 views • 6 slides