#REFLECTION MEANING FREE#

But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared. I could get out of the situation with a simple clarification. It was the only time during the field study that I had felt the need to explain what I was doing to anyone.

Writer’s current position: The clerk’s demeanor changed. I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual. I felt a heat move over my face. I felt, for a moment, wrong for being in that store. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Writer’s past position: Previously, I never considered that a store did anything but sell products. I freely asked the clerk about a mother’s day card. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. This description crystalized for me when I shopped for a greeting card at the stationary store. Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. To do so, develop a thesis statement, make an outline, write, and revise. You need to build an organized and clear argument about what you learned and how you changed. What are you going to do as a result of your experiences?Īfter completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story.Use the following questions to guide your thinking and writing: In the third Now what? stage, explore how the experience will shape your future thinking and behaviour. Systems perspective: What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?.Personal perspective: Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?.Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?.Tip: Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.īelow are three perspectives you can consider:

Use information from your first stage, your course materials (readings, lectures, discussions) - as well as previous experience and knowledge to help you think through the issue from a variety of perspectives. In the second So What? stage, try to understand on a deeper level why the issue is significant or relevant. Use the questions below to guide your writing during this stage. At this point, there’s no need to look at your course notes or readings. The what? stage helps you make initial observations about what you feel and think. In the What? stage, describe the issue, including your role, observations, and reactions. Organize your ideas so they are clear for your reader.Ī popular method for analyzing is the three stage model,

Articulate: In the second phase, use your analysis to develop a clear argument about what you learned.

Don’t worry about organized paragraphs or good grammar at this stage.

#REFLECTION MEANING FREE#

Use free writing as a way to develop good ideas. Analyze: In the first phase, analyze the issue and your role by asking critical questions.Writing a critical reflection happens in two phases. Read the assignment guidelines before you begin. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms.

Reflection meaning