How to write reflectively (using Gibbs' cycle)

Reflective writing is marked on what you learned and what you will do differently — not on how well you tell the story of what happened.

The six stages of Gibbs' cycle

Description: what happened, briefly. Feelings: what you were thinking and feeling. Evaluation: what went well and badly. Analysis: why — making sense of it, ideally with theory or evidence. Conclusion: what you learned and what else you could have done. Action plan: what you will do next time.

Use the model your brief names — Gibbs, Kolb, Driscoll or another — and follow its stages.

Keep the description short

The description is context, not the point. Most of your words belong in evaluation, analysis and what you will change.

Link experience to theory

The higher bands usually expect you to connect what happened to course concepts, professional standards or literature: why did that approach work, according to what you have studied?

Make the action plan concrete

"I will communicate better" is hard to act on. "Before the next group project I will agree roles and a shared deadline in the first meeting" is an action.

Checklist before you submit

  • Description kept brief
  • Honest about difficulties, not only successes
  • Analysis explains why, with theory or evidence
  • Clear statement of what was learned
  • Specific, realistic actions for next time
  • The reflective model the brief asks for, stage by stage

Common mistakes

Check your own draft against your rubric

The assignment helper checks your reflection against the brief and rubric: too much description, missing analysis, no link to theory, vague actions — and what to fix first.

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Frequently asked questions

Can I write in the first person in reflective work?

Usually yes — reflection is about your experience. Check your brief for any requirements.

Do I need references in reflective writing?

Often yes: linking your reflection to theory is usually what lifts it to the higher bands. Your brief will say.

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