2 pages reflection paper

Moon’s (2004) four levels of reflective writing

A Handbook of Reflective and Experiential Learning

Level Description

Descriptive

writing

[2]

This account is descriptive and it contains little reflection. It may tell a story but from one point of view at a time and generally

one point at a time is made. Ideas tend to be linked by the sequence of the account / story rather than by meaning. The account describes what happened, sometimes mentioning past experiences, sometimes anticipating the future – but all in the context of

an account of the event.

There may be references to emotional reactions but they are not explored and not related to behavior.

The account may relate to ideas or external information, but these are not considered or questioned and the possible impact on

behavior or the meaning of events is not mentioned.

There is little attempt to focus on particular issues. Most points are made with similar weight.

The writing could hardly be deemed to be reflective at all. It could be a reasonably written account of an event that would serve as a basis on which reflection might start, though a good description that precedes reflective accounts will tend to be more

focused and to signal points and issues for further reflection.

Descriptive

account with some

reflection

[3]

This is a descriptive account that signals points for reflection while not actually showing much reflection.

The basic account is descriptive in the manner of description above. There is little addition of ideas from outside the event,

reference to alternative viewpoints or attitudes to others, comment and so on. However, the account is more than just a story. It is focused on the event as if there is a big question or there are questions to be asked and answered. Points on which

reflection could occur are signaled.

There is recognition of the worth of further exploring but it does not go very far. In other words, asking the questions makes it

more than a descriptive account, but the lack of attempt to respond to the questions means that there is little actual analysis of

the events.

The questioning does begin to suggest a ‘standing back from the event’ in (usually) isolated areas of the account.

The account may mention emotional reactions, or be influenced by emotion. Any influence may be noted, and possibly

questioned.

There is a sense of recognition that this is an incident from which learning can be gained, but the reflection does not go

sufficiently deep to enable the learning to begin to occur.

Reflective

writing

(level 1)

[4]

There is description but it is focused with particular aspects accentuated for reflective comment. There may be a sense that the

material is being mulled around. It is no longer a straight-forward account of an event, but it is definitely reflective.

There is evidence of external ideas or information and where this occurs, the material is subjected to reflection.

The account shows some analysis and there is recognition of the worth of exploring motives or reasons for behavior

Where relevant, there is willingness to be critical of the action of self or others. There is likely to be some self-questioning and willingness also to recognize the overall effect of the event on self. In other words, there is some ‘standing back’ from the

event.

There is recognition of any emotional content, a questioning of its role and influence and an attempt to consider its significance

in shaping the views presented.

There may be recognition that things might look different from other perspectives that views can change with time or the

emotional state. The existence of several alternative points of view may be acknowledged but not analysed.

In other words, in a relatively limited way the account may recognise that frames of reference affect the manner in which we reflect at a given time but it does not deal with this in a way that links it effectively to issues about the quality of personal

judgement.

Reflective

writing

(level 2)

[5]

Description now only serves the process of reflection, covering the issues for reflection and noting their context. There is clear

evidence of standing back from an event and there is mulling over and internal dialogue.

The account shows deep reflection, and it incorporates a recognition that the frame of reference with which an event is viewed

can change.

A metacognitive stance is taken (i.e. critical awareness of one’s own processes of mental functioning – including reflection).

The account probably recognizes that events exist in a historical or social context that may be influential on a person’s reaction

to them. In other words, multiple perspectives are noted.

Self-questioning is evident (an ‘internal dialogue’ is set up at times) deliberating between different views of personal behavior

and that of others.

The view and motives of others are taken into account and considered against those of the writer.

There is recognition of the role of emotion in shaping the ideas and recognition of the manner in which different emotional

influences can frame the account in different ways.

There is recognition that prior experience, thoughts (own and other’s) interact with the production of current behavior.

There is observation that there is learning to be gained from the experience and points for learning are noted.

There is recognition that the personal frame of reference can change according to the emotional state in which it is written, the

acquisition of new information, the review of ideas and the effect of time passing.