Reflective Writing on Marketing Essay

During your date at university you forget sp stopping point a lot of your time thought process thinking near what people sneak away water said, your reading, your take in thinking and how your thinking has variety showd. The thinking subprogram involves 2 aspects thoughtful thinking and deprecative thinking. Rather than being two separate influencees they argon closely connected. (Brookfield 1987) wistful thinking demonstration is a descriptor of personal response to exists, events, events or new tuition. It is a bear on phase where thinking and schooling take place. at that place is neither a remunerate nor wrong centering of reflective thinking in that respect are vertical questions to explore. The reflective thinking process starts with you. Before you commode m former(a)wise to assess the words and ideas of others, you exact to pa employ and identify and trial runine your own thoughts. This involves revisiting your prior experience and de everyedg e of the topic you are exploring. It also involves considering how and wherefore you think the government agency you do. The examination of your beliefs, values, attitudes and assumptions forms the fixation of your arrest. pondering thinking demands that you lie with that you summate valu up to(p) knowledge to eery experience. It jocks you therefore to jazz and finish off the important connections mingled with what you already know and what you are knowledge. It is a direction of helping you to pose an active, aware and critical learner.What is brooding piece of opus?Reflective writing is* Your response to experiences, eyeshots, events or new study * Your response to thoughts and feelings* A focusing of thinking to explore your larn* An opportunity to gain self-knowledge* A musical mode to achieve clarity and better apprehensiveness of what you are erudition * A chance to develop and reinforce writing readinesss* A way of making meaning out of what you stud yReflective writing is non* Just conveying information, instruction or argument* Pure translation, though there may be descriptive elements *Straightforward purpose or judgement (e.g. more than or less whether something is right or wrong, good or bad) * round-eyed problem-solving* A summary of unit n onenesss* A rearard university essay wherefore you are asked to do this type of assignment* To make connectionsThe idea bathroom reflective writing is that what you learn at university builds on your prior knowledge, whether it is evening gown (education) or informal (gained stainless experience). Reflective writing helps you develop and polish off the connections among what you already know and what you are learning, between speculation and dress and between what you are doing and how and why you do it.* To examine your learning processesReflective writing encourages you to consider and comment on your learning experiences non enti swear WHAT youve learned, but HOW y ou did so.* To clarify what you are learningReflecting helps you to clarify what you micturate studied, flux new knowledge with previous knowledge, and identify the questions you choose and what you moderate that to learn.* To reflect on mistakes and successesReflecting on mistakes can help you avoid restate them. At the same time, reflecting on your discoveries helps identify successful principles to use again.* To become an active and aware learner* To become a reflective practician once you graduate and begin your professional mannersHow to write reflectivelyWhat to discuss* Your perceptions of the flux and the content.* Experiences, ideas and observations you have had, and how they re belated to the course or topic.* What you set confusing, inspiring, difficult, interesting and why.* Questions you have and conclusions you have drawn.* How you solved a problem, reached a conclusion, found an answer or reached a point of pinch.* Possibilities, speculations, hypotheses or solutions.* Alternative interpretations or unlike perspectives on what you have read or through in your course.* How new ideas challenge what you already know.* What you urgency to explore following(a) in terms of thoughts and actions.* Comparisons and connections between what you are learning and * Your prior knowledge and experience* Your prior assumptions and preconceptions* What you know from other courses, units or disciplines.Writing styleAs it concerns your thoughts, reflective writing is mostly subjective. Therefore, in addition to being reflective and logical, you can be personal, hypothetical, critical and creative. You can comment establish on your experience, rather than limiting yourself to academic manifest. * Reflective writing is an activity that includes exposition (what, when, who) and analysis (how, why, what if). It is an explorative tool ofttimes resulting in more questions than answers. * aim full sentences and comp permite paragraphs.* You can usually u se personal pronouns bid I, my or we. * Keep colloquial language to a nominal (e.g. stuff, guys) * A reflective task may allow you to use different modes of writing and language * Descriptive (outlining how something is or how something was wear oute) * Explanatory (explaining why or how it is like that)* Expressive (I think, I feel, I believe)Tips for your reflective writing process1. Think of interaction, event or episode you go through that can be connected to the topic. 2. Describe what happened.3. What was your role?4. What feelings and perceptions surround the experience? 5. How would you explain the situation to someone else?6. What office this experience mean in the scene of your course? 7. What other perspectives, theories or concepts could be applied to the situation?ReferencesBrookfield, S 1987, growing critical thinkers challenging adults to explore alternative ways of thinking and acting, exonerated University Press, Milton Keynes.Acknowledgement The preceding m aterial was adapted from The Learning Centre, The University of NSW. Used by permission.Additional nonesSteps for writing a reflective penning1.Start your self-reflection composition with an introductory paragraph. This introduction should help set the stage for the reader and should tally the main point of the paper. This would be a good paragraph in which to include information more or less how the subject and the material impacted your life, whether it strengthen your current views or ca utilize you to change your way of thinking. 2.Write a paragraph or two intimately the impact the lecturer, social classroom/tutorial discussions or the school text material had on you during the course. Describe emotions you felt you felt or changes you experienced in your personal life due to the topic or the subject. If your opinions on different subjects changed due to these factors be sure to provide your previous opinion and explain why you changed your stance. If your opinions did n ot change, explain why. 3.Describe a moment during the class that was the most eye-opening for you. One example would be if during a lecture/tutorial the lecturer/tutor used a specific story or analogy to help explain the material that made the lesson really pull ahead for you. Reflect on how you felt when you finally understood the lesson and how that lesson might have impacted the way you think. 4.Write a paragraph explaining how the information from the subject has impacted the way you will think, act and feel in the future grand after the semester is over. You may want to include how this subject has changed how you approach other subjects in your degree or life in general. 5.Give feedback in your paper and share your opinions and ideas about how the subject can be amendd. Share what you want about the subject and what material helped you learn the most. Finish the paper by writing a conclusion that summarizes the main points of the paper.This is just one way of structuring reflective writing. Whichever approach to reflection you use try to bear in mind the chase key points * Reflection is an exploration and an explanation of events not just a description of them. * Genuinely reflective writing very much involves revealing anxieties, errors and weaknesses, as hygienic as strengths and successes. This is fine (in fact its often essential), as long as you show some understanding of possible causes, and explain how you plan to improve. * It is normally necessary to select just the most significant start outs of the event or idea on which you are reflecting. If you try to tell the whole story you will apparent use up your words on description rather than interpretation. * It is often useful to reflect forward to the future as well as reflecting back on the previous(prenominal). Vocabulary aid (adapted from University of Portsmouth, Dept for Curriculum and Quality Enhancement) The following are just a few suggestions for words and phrases that might be useful in reflective writing. Obviously, using these words and phrases willnot in itself make you a good reflective writer. 1.DescriptionThere is no suggestion of specific vocabulary for any descriptive elements of your reflective writing because the range of possible events, ideas or objects on which you may be reflecting on is so great. However, if you are describing an idea, for example a theory or model, it is usually best to use the present tense e.g. Buyer behaviour theory recognises (not recognised). Events, of course, are nearly always described in the past tense. 2.Interpretation aspect(s)elements(s)experience(s)issue(s)Idea(s) Was (were) For me, the most meaningfulsignificantimportantrelevantuseful learning arose fromhappened whenresulted from Previously,At the time,At firstInitially,Subsequently,Later, I thought (did not think)felt (did not feel)knew (did not know)noticed (did not notice)questioned (did not question)realised (did not realise) Alternatively,Equall y, This might beis perhapscould beis probably because ofdue toexplained by related to to This is similar tois unlike because Unlike this revealsdemonstrates3.OutcomeHaving readexperiencedapplieddiscussedanalysedlearned I now feelthinkrealisewonderquestionknow Additionally,Furthermore, intimately importantly, I have learned that I have significantly meagerlyHowever, I have not sufficiently developedimproved my skills inmy understanding ofmy knowledge ofmy ability to This means thatThis makes me feel This knowledge isThis understanding could beThis skill will be essentialimportantuseful to me as a learner becauseto me as a practitioner because Because I did nothave not yetam not yet certain aboutam not yet confident aboutdonot yet knowdo not yet understand I will now need to As a next step, I need to More on ReflectionWhat is reflection?A wide definition of reflection can be consciously thinking about and analysing what you are doing and what you have done thinking about w hat and how you have learnt. There is a lot of theory behind reflection that can be very complex. Most of the theory relates to seeing reflection as part of the stave of learning (Figure 1). Initially students focus on knowledge, comprehension and operation of subject matter. These three levels of learning are the easiest especially if the application is in a limited context e.g. worded problems from a text book. For higher levels of learning (application of knowledge in real world problems) you must be able to analyse, synthesise and evaluate as shown in Table 1. Reflection is a key part of moving into these higher levels of learning.Figure 1. Leaning cycle and examples of each phaseTable 1 Six levels of learningincrease Difficulty Process Explanation Knowledge Recognition and recall of information and facts describing events Comprehension Interprets, translates or summarises given information demonstrating understanding of events Application Uses information in a situation d ifferent from original learning context - Analysis Separates wholes into parts until relationships are clear breaks down experiences Synthesis Combines elements to form new entity from the original one draws on experience and other evidence to suggest new insights Evaluation Involves acts of decision making, or judging based on criteria or rationale makes judgements aboutWhy reflect what are the benefits to the student?Learning is both an active and a reflective process. If you step at the learning cycle in Figure 1 you can see that reflection or thinking about what you have done and how and why you did it, form an integral part oflearning. Because learning is often subconscious, we dont realise that we have gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then, is a way for critical analysis, problem solving, synthesis of opposing ideas, evaluation, identifying patterns and creating meaning. Reflection will help you reach the higher levels of learning.Most students are focused on the cast down levels of learning. What do I have to know and demonstrate to pass the exam? This is a very short-sighted approach to your time at university. You will not be able to remember all the facts and knowledge you have learnt in subjects unless you can fully understand, analyse and evaluate them. As you occur through your degree you will continually need information and knowledge from other subjects and this knowledge will build on previous knowledge. You must be able to attain the higher levels of learning in order to be successful in your degree and later in your professional life. Your learning and the need to learn will not stop with the end of your university degree.Most aspects of learning are common to all disciplines but sometimes there are different emphasises on certain learning skills. For example, generally speech production at university more emphasis is placed on the understanding of the methodologic al analysis and the processes of problem solving. In this context, reflection will help you to detach yourself from the facts and attribute them into a larger context. Higher level courses at university as a double-deckeriness student bring a closer interaction between academic work and practical experience. Reflective practice here is critical in providing opportunities to identify areas for improvement and evaluation of the overall outcome including your decision making processes.Reflection can help bridge the gap between theory and practice and will enable you to understand your own thinking and learning. Another benefit is that it encourages you to look beyond your academic accomplishment and recognise the depth and range of other transferable skills. University is more than learning about facts and figures, it is a life experience. You will not learn everything that you need in your professional life atuniversity. Your learning will be life long, so take some time to think ab out what skills you bring with you to university and what you learn along the way. How do I reflect?Reflection does not mean that you sit in the lotus position, humming meditative chants. Reflection can be active and need not take away(predicate) from your study time. It is an important tool that can be used in all your university and professional work.Opportunities for reflection should occur before, during and after activities. That way you can take note of your learning starting point, assess your progress through the project and critically evaluate your learning at the end of the activity. Look critically at what you have done, what youre team did and what the outcomes were. You need to ask yourself the why, how and what type of questions.Introducing ReflectionReflection is an important part of your learning whether you do it consciously or not. But what exactly is it? An excellent description of reflection can be found in the rile muck about novel The Goblet of Fire. In the paragraph below Dumbledore, the drumhead wizard and head teacher, is talking to Harry about having excess thoughtsHarry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling down the stairs his gaze.What is it? Harry asked shakily.This? It is called a Pensieve, said Dumbledore. I sometimes find, and I am sure you know the feeling, that I simply have too some(prenominal) thoughts and memories crammed into my mind.Err, said Harry who couldnt truthfully say that he had ever felt anything of the sort.At these times said Dumbledore, indicating the stone basin, I use the Penseive. One simply siphons the excess thoughts from ones mind, pours them into a basin, and examines them at ones leisure. It becomes easier to spot patterns and links, you understand, when they are in this form. (Rowling 2000)During the semester and in your reflective writing we are asking you to think about the process you have been through, how these ev ents affected your behaviour, to think about what you have learnt, and to evaluate your performance. By writing these things down it will give you the opportunity to clarify your thoughts and to spot the patterns and links.Reflective writing examplesAs an example, look at the following two critiques one is a better example than the other King (2002) Development of Student Skills In Reflective Writing, p 16, http//www.csd.uwa.edu.au/iced2002/publication/Terry_King.pdf 1.I woke up late because my alarm didnt ring. My own fault, but there you are. By the time I had finished my breakfast (my usual bowl of cornflakes, and a cup of black burnt umber with three sugars), I had mazed my bus (thats the number 9a, picked up at the bus stop outside Halfords), which had left on time (just for a change).So I got to University, and by the time I had found the right room, I was over 30 minutes late for the OOPR2 Exam. Unfortunately, the invigilator wouldnt let me take the exam because it was aga inst University regulations. Didnt he realise how important it was for me to pass that exam? My overall grade depends on it, and now I stand to have a resit in September when I wanted to have my holiday in Ibiza. 2.I was over 30 minutes late for my exam, which meant I was not allowed to sit it. This will have repercussions on my degree mark, and on my holiday plans. This is the first time I have actually missed an exam, but not the first time Ive actually been late to exams and important interviews. I have learned that I need to improve my time-keeping for critical events The University has strict rules governing late arrivals at exams I need to be better preparedThe reasons that I arrived late were My alarm clock didnt ring because I forgot to reset its time after daylight redemptive on Saturday night (although I had reset all the other redstem storksbill in the house). I totally rely on the alarm clock ringing I have no back-up constitution I rely on my bus a break down or it go forth early would also cause me to be late I did not know in which room the exam was if I had, I would placid have been a few minutes late, but at least(prenominal) I could have sat the exam.In order to improve the situation for next year, I plan to Have a process to check all the clocks in the house when the clocks are due to change Make sure I have a back-up alarm system (using my digital watch) for all days when its important to get up early On exam day, aim to catch the earlier bus its only 20 minutes earlier. Possibly consider missing breakfast, and purchasing a sandwich on the way from the bus to the exam room. I do believe that a good breakfast is important though Make sure I know the correct room well in advance of the exam, by checking each room number when I first get the timetable.I suspect I need to reflect more on my priorities this degree is really very important to me.