Reflective analysis


Reflective analysis helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts, it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.





Your Reflective Analysis should accomplish four tasks:

1.    It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here.

2.    It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:

a.     1 major project from 101

b.     1 major project from 102

c.     2 informal compositions from either 101 or 102

d.    Any other supporting compositions you would like to use

3.    It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.

4.    It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.


Citing Your Own Writing:

In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:


In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).


You can choose from one of the flowing outcome:

1) Students will learn the terminology, rhetorical ideas, and practical approaches of writing



•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.

•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and reflective analysis.

•These terms will appear in course discussions, readings, and assignments.

2) Students will apply the writing process and revision to the creation of persuasive projects.


•Students will complete at least two major assignments with a substantive written component.

• Students will draft and revise at least one substantive written composition guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).

•Students will meet with their instructor at least once to discuss a writing assignment.

3) Students will continue to reflect on their own and others’ writing and communication

    processes and practices.


•Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.

•Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.

4) Students will use course writing and conversations to develop their critical thinking skills

    and their ability to engage open-ended, complex problems.


•Students will complete multiple assignments demonstrating critical thinking skills

5) Students will reinforce their understanding that grammatical and mechanical errors detract

    from achieving their communication purposes.


•Students will demonstrate in several assignments their ability to write with minimal grammatical and mechanical errors.

6) Students will continue to use writing technologies, i.e., digital writing and communications

    tools, for a variety of writing purposes and to address a range of audiences.


•Students will complete at least one assignment that uses a multi-media component, such as a video, podcast, or Web site.

•Students will use digital technologies to compose, edit, and disseminate their texts.

7) Students will reinforce their understanding of the goals and means of course assessment.


•Through informal writing, portfolio work, conferences, and/or class discussion, students will articulate the course goals and how each assignment fits these goals. 

8)  Students will understand how to create a collaboratively written document.


•Students will work in a team to complete a complex writing project.

•Students will examine collaborative writing as a subject of study.

•Students will demonstrate the ability to create documents to reflect team progress. 


Writing and genre

9) Students will understand how genres, especially professional genres, shape writing.


•Students will study and compose genres such as letters, reports, essays, and memos.

•In assignments, students will respond to diverse audiences; respond to different rhetorical situations; use format and structure conventions appropriate to the rhetorical situation; and adopt appropriate voice, tone, and level of formality.

•Students will write about a discipline/profession in which they are interested.


Use of research and evidence

10) Students will reinforce their understanding of and fluency with the following citation and

      use of research/evidence concepts and terms: attributive tags, quoting, paraphrasing,

      summarizing, annotation, block quotes, ellipses, parenthetical citations, indirect sources,



•Several course assignments, quizzes, and/or class discussions will focus on these concepts, and students will use terms appropriately throughout the course.

11) Students will reinforce their understanding and use of annotated bibliographies.


Students will create an annotated bibliography that will be graded or evaluated in

some way by the course instructor.

12) Students will continue to demonstrate that they can integrate their ideas with the ideas of



•Through their written work students will demonstrate the ability to access, evaluate, paraphrase, and use fairly and effectively information from a variety of sources.

13) Students will reinforce their ability to cite a variety of sources—scholarly, non-scholarly,

      print, Web—accurately using a recognized and accepted system such as MLA, APA, or

      Chicago. They will continue to see citation as a choice of using language appropriate to a

      particular audience.


•Students will incorporate a correct citation style appropriate to the type of composition and its audience in at least one assignment, and they will be able to discuss why they chose a particular citation style as appropriate to their purpose and audience.

•Students will create a bibliography that includes various sources (scholarly, non-scholarly, print, Web).

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