What Should Keep in Mind while writing it
It is very necessary to define every single incidence in a flow, so that reader's interest could be maintained. Always keep the following things in mind while writing a reflective essay :
- It is very crucial to jot down the entire incidence in a sequence and then to narrate their importance in influencing your life to start with an excellent reflective essay introduction.
- Do not mess up your essay by citing it in a haphazard manner. It not only gives a clumsy look to it but at the same time liable to lose the interest of readers.
- Always keep your target readers in your mind, how they are going to get benefit from it, give them a reason to read your essay.
- Do not use puzzling and baffling language, for example, using a double meaning pun and hard vocabulary. It should be easy to read for everyone.
Reflective Essay Outline Format
For a reflective essay outline there is always a format in every essay which includes introduction, body and conclusion. Similar is the case with here. You have to introduce your readers about which epiphany moment you are going to talk about the essay and how it affected your life. In the main essay or the body, you are supposed to recite the entire journey with every minor detail. Eventually, the conclusion will tell the reader that what would be the effect of your epiphany moment in the future, whether it has created negative consequences in your life or positive. This is how the format of a reflective essay is supposed to be.
Types of Reflective Essay
Depending on the fact, whether you are writing them for a general purpose to entertain your readers or for commercial and other purposes they could be of many types. Many students pursuing their higher studies like master and doctorate are asked to write reflective essays in order to develop their self-analyzing skills. These reflection essays on writing are known as academic reflective essays. Some of them are also written in order to be published in the magazine for commercial purpose. Many a time the content of commercial reflective essays are modified in order to make them more interesting to readers so that popularity of the brand increases.
Reflective Essay Topics
There is no limit of the topics in case of a reflective essay. They could be as diverse as one's imagination goes. The reason behind this is, every person has a different background and his experiences of life are grounded on that background. That is why students are asked to find a English reflective essay topic for themselves. It is not that easy task for many students to find out a suitable topic on their own without any external help. A well known blooming brand StudentsAssignmentHelp.com is rigorously providing help with writing reflective essay for university to such students in finding a suitable topic for them. Where a list of all suggest topic is provided to students and they can take the help out of it.
How to Start a Reflective Essay Introduction?
Here I wanna ask you a question, how you find a book best for you in the bookstore before buying it? Definitely, the answer is same for everyone that is the title of the book. As the title of the book force you to buy it, similarly, the introduction of your essay is going to decide the future of the rest of the essay. An interesting catchy introduction which holds the interest of readers and develops a curiosity about the topic should be there. You can start your essay by asking some questions from your readers like what if the same would have happened to them. Ask them how they were going to react in the similar situations as of yours. This will increase the relevance of your essay to the readers.
How a reflective essay differ to Literary
Have a look at the table to know the difference between reflective and literary essay at a glance. It would be helpful for you to have in depth understanding about the topic.
|Reflective Essay||Literary Essay|
|Based on Life Changing Incidence||Can be written about anything|
|Language should be simple||A formal classic language|
|Analysis of personal life||Analysis of social and other issues|
|Target Every type of Audience||Generally target the people of Literary background|
The above table cites the major difference between reflective essay and a literary essay. Those who are having a taste for literature are very keen to read literally essays. It is not a job of common man to read these essays as they have tough languages which are hard to understand. On the other hand, if we talk about a reflective essay most of the readers find them interesting because of their motivational stuff and simple language.
Reflective Essay Examples
Like I mentioned above the arena of the reflective essay has a diverse range of examples. It could be about your last trip which has proved out to be life-changing, or you can also write about the moment you start earning. Anything under the sun is that your medical surgery, the death of your dear friend or family member, your marriage or another incidence could be the example of a reflective essay. The thing is that you have to think and think for times in order to know that moment of your life. You are not alone in doing so because the team of studentassignmenthelp.com is always there with you. We provide a list of suggested topics which can use as a reference. From us you can get reflective essay examples about life, and many others.
Where to get the Help for Writing Reflective Essay
So if you have just taken admission to the university and asked to write a reflective essay, just go through this article. Understand the meaning of it and other facts related to it. In case you still not able to find a suitable direction that how to start it. Our team of studentassignmenthelp.com is always there to help you. You can visit our website anytime and get reflective essay samples from us. Tell us about your requirement, what type of essay you are expected to write by your professors. We will help you in your project before the deadline. Our team is comprised of professors having vast experience in different forms of writing. All your requirements will be fulfilled by us. Just open the website to let us help you in your worries.
Many students are taking our help to write their thesis, Dissertations, assignments, reflective essays, critical literary essays and much more. We provide our reflection essay sample summary services round the clock all seven days of a week. So if you are also one of those who is looking for a plagiarism free stuff at genuine price. You are at right place. Fill your requirement in the table given on our website and order our help now. Also don't forget to mention your deadline, so that we can deliver our help to you at the time. Of course, we understand the importance of deadlines in every sphere of life.
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What are best practices for designing group projects?
What is true for individual assignments holds true for group assignments: it is important to clearly articulate your objectives, explicitly define the task, clarify your expectations, model high-quality work, and communicate performance criteria.
But group work has complexities above and beyond individual work. To ensure a positive outcome, try some of these effective practices (adapted from Johnson, Johnson & Smith, 1991) or come talk to us at the Eberly Center.
While some instructors don’t mind if students divvy up tasks and work separately, others expect a higher degree of collaboration. If collaboration is your goal, structure the project so that students are dependent on one another. Here are a few ways to create interdependence:
|Ensure projects are sufficiently complex that students must draw on one another’s knowledge and skills.||In one course on game design, group assignments require students to create playable games that incorporate technical (e.g., programming) and design skills. To complete the assignment successfully, students from different disciplines must draw on one another’s strengths.|
|Create shared goals that can only be met through collaboration.||In one engineering course, teams compete against one another to design a boat (assessed on various dimensions such as stability and speed) by applying engineering principles and working within budgetary and material constraints. The fun and intensity of a public competition encourages the team to work closely together to create the best design possible.|
|Limit resources to compel students to share critical information and materials.||In a short-term project for an architectural design course, the instructor provides student groups with a set of materials (e.g., tape, cardboard, string) and assigns them the task of building a structure that conforms to particular design parameters using only these materials. Because students have limited resources, they cannot divide tasks but must strategize and work together.|
|Assign roles (.doc) within the group that will help facilitate collaboration.||In a semester-long research project for a history course, the instructor assigns students distinct roles within their groups: one student is responsible for initiating and sustaining communication with the rest of the group, another with coordinating schedules and organizing meetings, another with recording ideas generated and decisions made at meetings, and a fourth with keeping the group on task and cracking the whip when deadlines are approaching. The instructor rotates students through these roles, so that they each get practice performing each function.|
Devote time specifically to teamwork skills
Don’t assume students already know how to work in groups! While most students have worked on group projects before, they still may not have developed effective teamwork skills. By the same token, the teamwork skills they learned in one context (say on a soccer team or in a theatrical production) may not be directly applicable to another (e.g., a design project involving an external client.)
To work successfully in groups, students need to learn how to work with others to do things they might only know how to do individually, for example to...
- assess the nature and difficulty of a task
- break the task down into steps or stages
- plan a strategy
- manage time
Students also need to know how to handle issues that only arise in groups, for example, to:
- explain their ideas to others
- listen to alternative ideas and perspectives
- reach consensus
- delegate responsibilities
- coordinate efforts
- resolve conflicts
- integrate the contributions of multiple team members
Here are a few things you can do both to help students develop these skills and to see their value in professional life.
|Emphasize the practical importance of strong teamwork skills.||Explain the value of teamwork skills in (and outside) the workplace by offering real-world examples of how teams function and illustrating what can go wrong when teamwork skills are weak. One instructor asks students to generate a list of skills they believe employers look for. Often students answer this question with a set of domain-specific skills, such as drafting or computer programming. The instructor then contrasts their answers with the answers given by actual employers, who often focus on domain-general process skills such as “the ability to communicate clearly” and “the ability to work with others”. This activity serves to reinforce the process goals for group work assignments.|
|Address negative or inaccurate preconceptions about group work.||If students haven’t taken group projects seriously in previous courses or if their experiences were negative, it may affect how they approach assignments in your course. Consider asking them to list positive and negative aspects of groups based on their previous experiences and then to brainstorm strategies for preventing or mitigating potentially negative aspects of group work. Also explain how you have structured your assignment to minimize problems (such as the free-rider phenomenon) they may have encountered in the past.|
|Provide structure and guidance to help students plan.||Model the process of planning for a complex task by explaining how you would approach a similar task. Build time into the project schedule that is specifically devoted to planning.|
|Set interim deadlines.||Break the project down into steps or stages and set deadlines for interim deliverables, e.g., a project proposal, timeline, bibliography, first draft. In addition to setting interim deadlines, give students a rough sense of how long various steps of the project are likely to take and warn them about matters they will need to attend to earlier than they might expect.|
|Establish ground rules.||Create ground rules for group behavior or ask students to do so themselves. Group ground rules can include things such as: return e-mails from group members within 24 hours; come to meetings on time and prepared; meet deadlines; listen to what your teammates have to say; respond to one another’s comments politely but honestly; be constructive; criticize ideas, not people. You might then ask students to formally agree to these ground rules by signing a group learning contract (Barkley, Cross & Major, 2005). Find sample team contracts here…|
|Teach and reinforce conflict-resolution skills.||Disagreements within groups can provide valuable opportunities for students to develop both better teamwork skills and better end products (Thompson, 2004). But conflict can also erode motivation. To help students handle disagreements and tensions productively, provide language they can use to voice objections and preferences constructively and reinforce listening skills. Structured role-playing can also be helpful: present students with a hypothetical source of tension (e.g., a domineering personality, a slacker, cultural differences in communication style) before real tensions arise and then ask them to work toward a resolution, improvising dialogue and actions. Role-playing conflict-resolution in advance can help students recognize similar issues when they arise and respond to them creatively and appropriately.|
|Alert students to common pitfalls.||Point out potential pitfalls of team projects and/or your particular assignment. Common pitfalls may include underestimating the amount of time required to schedule meetings, coordinating access to labs, computer clusters, or studio space, getting research materials from Interlibrary Loan, obtaining IRB permission for research interviews, mailing reports to external clients, preparing presentations, revising reports, etc.|
|Foster metacognitive skills.|
Encourage students to assess their own strengths and weaknesses (e.g., tendency to procrastinate, openness to criticism, strong oral communication skills) and to consider how these traits could potentially affect group dynamics. One instructor gives students a self-assessment survey and lets group members compare their answers. Find sample self-assessments here...
He then asks: What mechanisms could your group put in place to capitalize on these strengths and compensate for these weaknesses? Answers generated include setting hard deadlines (if a number of group members are procrastinators), developing a system of turn-taking to make sure that everyone has the chance to speak (if there are shy group members), using flow charts to represent the task (for group members with a visual orientation or weak language skills), etc.
|Incorporate process assessments.||Ask students to periodically evaluate their own or others’ contributions to the group in relation to a set of process goals, such as respectfully listening to and considering opposing views or a minority opinion, effectively managing conflict around differences in ideas or approaches, keeping the group on track during and between meetings, promptness in meeting deadlines, etc. Then give groups a chance to generate strategies for improving their group processes.|
Build in individual accountability
It is possible for a student to work hard in a group and yet fail to understand crucial aspects of the project. In order to gauge whether individual students have met your criteria for understanding and mastery, it is important to structure individual accountability into your group work assignments.
In other words, in addition to evaluating the work of the group as a whole, ask individual group members to demonstrate their learning via quizzes, independent write-ups, weekly journal entries, etc. Not only does this help you monitor student learning, it helps to prevent the “free-rider” phenomenon. Students are considerably less likely to leave all the work to more responsible classmates if they know their individual performance will affect their grade.
To create individual accountability, some instructors combine a group project with an individual quiz on relevant material. Others base part of the total project grade on a group product (e.g., report, presentation, design, paper) and part on an individual submission. The individual portion might consist of a summary of the group’s decision-making process, a synthesis of lessons learned, a description of the individual student’s contributions to the group, etc.
One statistics instructor assigns student groups the task of presenting, synthesizing, and evaluating a set of articles on a particular topic. It is important to him that every group member have a firm grasp of the complete set of readings, even if they individually only present one or two. Thus, he builds individual accountability into the project by warning students in advance that he will ask each of them questions about the readings they did not present. This helps to ensure that students read the full set of articles, and not just the readings they present.
Barkley, E.F., Cross, K.P., and Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.
Johnson, D.W., Johnson, R., & Smith, K. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
Thompson, L.L. (2004). Making the team: A guide for managers. Upper Saddle River, NJ: Pearson Education Inc.