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Wednesday, 8 October 2025

A written reflection example

I think most of us in the social sciences are conversant with Borton's model of reflection (1970): the three stage reflection model: 'What', 'So What' and 'Now What'. This is used a lot for those beginning in career development, as it is a clear and simple reflection model. Firstly we set the scene with the “what”, describing what happened and how we felt (Borton, 1970). This is usually the smallest element of reflective writing (University of Wolverhampton, 2018).

As we write, we aim to work out why what we are examining is important (Borton, 1970). We analyse and explore our situation. We explore what and how we felt. We consider why we responded in the way we did. We try to work out what the most important – or relevant – aspects are. We try to work out how this links to theory. And we try to work out what went well, or what didn’t go well (University of Wolverhampton, 2018).

Lastly we consider what we do next (Borton, 1970). Where do we go from here? We explore what our next steps need to be to ensure we improve our practice. The more specific we get, the more likely we are to do something (Doran, 1981). So saying we will share resources with colleagues is unlikely to produce any action: it is too vague. Whereas saying we are going to meet monthly to discuss new practice tools over coffee with two study buddies, and we have already diaried the first session, is MUCH more likely to happen.

I suspect most of us begin learning how to reflect by simply describing what happened. Some of us will begin by describing theory; some by describing ourselves. Below is a past student example:

“The New Zealand Qualifications Framework determines the path a career actor chose to take to successfully achieved a desired outcome. The actor can start this path at any time during adulthood. Experience allows the actor to make informed decisions based on their current circumstances.”

This is missing how we felt - the personal What - and why this is important - the So What - AND the Now What. This could have been expanded by:

I hadn’t really thought before about the New Zealand Qualifications Framework being a structure that helps to determine the path a career actor – my client – might choose to take to successfully achieve a desired outcome. My client can start their path at any time during adulthood. While their own experience allows them to make informed decisions based on their current circumstances, seeing me should ease the process. I was reflecting on my role; how integral my knowledge and skills are and how they must be current to have utility; about my support of the client’s goals; about the information I need to smooth their decision-making. I think I have taken this too lightly in the past, which is a bit shaming. Undertaking the Diploma and joining CATE are two steps toward to building better habits for me.”

So which bits are what, so what, and now what?

The green highlighter is the "what" (both personal and theory); yellow is the "so what"; and blue is the "now what". As we get better at reflection, the green gets smaller, and the blue gets larger.

I hope that helps!


Sam

References:

Borton, T. (1970). Reach Touch and Teach: Student Concerns and Process Education. McGraw-Hill.

Doran, G. T. (1981). There's a S.M.A.R.T. way to write managements' goals and objectives. Management Review, 70(11), 35-36.

University of Wolverhampton. (2018). Guide to Reflective Writing. https://www.wlv.ac.uk/lib/media/departments/lis/skills/study-guides/LS006---Guide-to-Reflective-Writing.pdf

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