how to write a reflective essay in 3rd person

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15 Tips to Help You Write a Stellar Essay

Essay-writing can be easier than you might think if you have a grasp of the basics and a willingness to engage with the subject matter. Here are 15 top tips for writing a stellar essay.

Do Your Research

This is one of the most important tips you’ll ever receive. Research thoroughly, even if it means you have too many notes. It’s better to have to leave stuff out than not have enough to write about.

Make an Outline

Without a properly structured outline (with an intro, a four- to five-point body and a conclusion), your essay may be hard to write and to follow.

Hook Attention

While you might just be writing your essay for a teacher or professor that is paid to read it, it still pays to grab their attention. A “hook” like a quote or surprising statistic in your intro can make your reader want to read on.

Lay Out Your Thesis

The intro isn’t all about flair and grabbing attention. It’s also about laying out your thesis. Make your main argument clear in the first few sentences, setting up a question to answer or statement to prove.

Avoid Passive Voice

If you want your writing to be persuasive, passive voice should be avoided. (That sentence was full of it, by the way. For example, “You should avoid passive voice” is a more convincing way to say “passive voice should be avoided.”)

Avoid First-Person Voice

If you’re writing an academic essay, you should almost certainly avoid first-person voice. In other words, avoid saying “I” or “my.” Also restrict your use of the second-person voice (e.g., don’t use “you” unless it’s necessary).

Start With Your Strongest Point

In general, it’s a good idea to start with your strongest argument in your first body paragraph. This sets the scene nicely. However, this might not be appropriate if you are structuring your essay points chronologically.

Relate All Points Back to Your Thesis

Make it clear to your reader how each point you make relates back to your thesis (i.e., the question or statement in your introduction, and probably your title too). This helps them to follow your argument.

Contextualize Without Losing Focus

Add contextualizing information for a richer presentation of your topic. For example, it’s fine (or even desirable) to discuss the historical background for certain events. Just don’t get bogged down by irrelevant details.

Use Transition Phrases

Transition phrases, such as “furthermore,” “by contrast” and “on the other hand,” can also help your reader to follow your argument. But don’t overuse them at the cost of clarity. Read your essay aloud to gauge how it flows.

Conclude With a Return to Your Thesis

A conclusion can do many things, but it’s useful to think of it as an answer to the question or statement in your intro. It’s sensible to summarize your key points, but always relate back to your thesis.

Make Your Conclusion Seem Obvious

Restating your thesis in your conclusion (after having made all of your points and arguments in the body) can be persuasive. Aim to make your conclusion feel irrefutable (at least if it’s a persuasive essay).

Check Spelling

If your spelling is sloppy, it’s natural for your reader to assume your approach to writing the essay was too. This could harm the strength of an otherwise persuasive essay.

Check Grammar

Grammar is also important, for the same reason. It’s usually easy to pick up on dodgy grammar if you read your essay aloud. If you’re not a native English speaker, however, you might want to ask someone who is to check your essay.

Check Vocabulary

To avoid harming your persuasiveness and authority, it’s fundamentally important to use the right words. Overly obscure language can detract from the clarity of your argument, but if you feel you have to use it, then you better know what it means.

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How to write in third-person

Although there are three narratives you can use in any form of writing when it comes to your papers and anything academic you produce, it’s best to choose the third-person. It’s pretty simple with a bit of practice, but if you’re completely new to this writing style, here’s what you need to know about how to write in third-person.

What does writing in third-person mean?

Writing in third-person is one of the three styles you can use when describing a point of view. Even though you might not know it, chances are you’ve used first, second and third person in writing projects throughout your education.

It’s a narrative where you’re totally independent of the subject you’re analyzing and writing about. You don’t take sides. You don’t try to influence what readers feel. It’s a completely unbiased, objective way of writing that tells a story or dissects a topic right down the middle.

There’s a lot of information out there about how you can differentiate between the three in roundabout ways, making it unnecessarily complicated. Here’s a quick breakdown to understand the differences for when you write your following paper:

First-person

This is from the I/we perspective. It’s where we talk about us , ourselves, and our opinions. If we go down the first-person route, writing will include pronouns like I , me , myself, and mine .

Second-person

This point of view belongs to the person you’re addressing — so its a you perspective. In your writing, you’d use second-person pronouns such as you , your, and yourselves .

Third-person

The third-person point of view is aimed at the person or people being talked about, which is the type of writing you’d find in stories. In this perspective, you’d use pronouns like he , she , him , her , his , hers , himself , herself , it , them , their, and themselves . Or, you’d use a name. But that tends to happen more in stories than research papers.

Notice the difference between the three?

When to write in third-person

The third-person point of view tells the reader a story and it’s often the go-to when you’re taking an authoritative stance in your papers, which is why it’s so common in academic writing.

So, always choose the third-person stance when writing academic copy, such as essays and research papers.

The reason for this is it’ll make your papers less personal and more objective, meaning the objectivity will make you come across as more credible and less biased. Ultimately, this will help your grades as the third-person view keeps you focused on evidence and facts instead of your opinion.

You can break third-person perspectives into three other types, including omniscient, limited, and objective. Although they’re more associated with creative writing than academic work and essays, your writing is likely to fall under the third-person objective point of view.

A third-person objective point of view is about being neutral and presenting your findings and research in an observational way, rather than influencing the reader with your opinions.

How to use the third-person point of view

Rule number one: Never refer to yourself in your essay in the third-person. That’s a no-no.

For instance, here’s how you shouldn’t write a sentence in your essay if you’re writing about virtual learning as an example.

“I feel like students perform better at home because they have more freedom and are more comfortable.”

It’s a simple sentence, but there’s a lot wrong with it when you’re talking about research papers and adopting a third-person narrative. Why? Because you’re using first-person pronouns and, as it sounds like an opinion, you can’t back up your claims with a stat or any credible research. There’s no substance to it whatsoever.

Also, it isn’t very assertive. The person marking your work won’t be impressed by “I feel like,” because it shows no authority and highlights that it came from your brain and not anywhere of note.

By including terms like “I think” or “I feel” like in the example above, you’re already off to a bad start.

But when you switch that example to the third-person point of view, you can cite your sources , which is precisely what you need to do in your essays and research papers to achieve higher grades.

Let’s switch that sentence up and expand it using the third-person point of view:

“A psychological study from Karrie Goodwin shows that students thrive in virtual classrooms as it offers flexibility. They can make their own hours and take regular breaks. Another study from high school teacher, Ashlee Trip, highlighted that children enjoy freedom, the ability to work at their own pace and decide what their day will look like.”

With a third-person narrative, you can present evidence to the reader and back up the claims you make. So, it not only shows what you know, but it also shows you took the time to research and strengthen your paper with credible resources and facts — not just opinions.

6 tips for writing in third-person

1. understand your voice won’t always shine in your essays.

Every single piece of writing tends to have a voice or point of view as if you’re speaking to the reader directly. However, that can’t always happen in academic writing as it’s objective compared to a novel, for example. Don’t try to ‘fluff’ up your piece to try and cram your personality in, as your academic work doesn’t need it.

2. Don’t focus on yourself or the reader — focus on the text

An academic piece of work always has a formal tone as it’s objective. When you write your next paper, focus on the writing itself rather than the writer or the reader.

3. Coach yourself out of using first-person pronouns

This is easier said than done if all you’ve ever done is first- or second-person writing. When you write your next paper, scan through it to see if you’ve written anything in first-person and replace it with the third-person narrative.

Here are a few regular offenders that pop up in academic papers — along with how you can switch the statements to third-person:

• I argue should be this essay argues
• I found that should be it was found that
• We researched should be the group researched
• I will also analyze should be topic X will also be analyzed

The same applies to second-person, as there are plenty of cases where it tends to slip through in academic writing. Again, it’s pretty straightforward to switch the more you practice. For instance:

• Your paper will be marked higher if you use a citation tool should be the use of a citation tool will improve one’s grades

4. Be as specific as possible

This is where things can get a little bit confusing. Writing in third-person is all about including pronouns like he, she, it, and they. However, using them towards the beginning of sentences can be pretty vague and might even confuse the reader — this is the last thing you want from your essay or paper.

Instead, try using nouns towards the beginning of sentences. For example, use the actual subject, such as the interviewer or the writer, rather than he, she, or they when you begin the sentence.

The same applies to terms like it. Start the sentence with the ‘it’ is that you’re describing. If it’s a citation tool, begin the sentence by referencing what you’re discussing, so you aren’t vague. Clarity is key.

5. Write in the present tense when using third-person

In any form of academic writing, you need to write your reports, essays, and research papers in the present tense, especially when introducing different subjects or findings.

So, rather than saying “This paper analyzed” (which does seem correct as technically that part was in the past and the writing is in the present), you should write “This report analyzes” — as if you’re analyzing right here and now.

However, the difference is when you highlight how you did the research, that should be in the past tense. This means you’d use third-person phrases like “The equipment that was used” or “The results were analyzed by”, for instance.

6. Avoid adding your own thoughts

If your report is on a subject that’s close to your heart, it can be super tempting to sprinkle in your own thoughts. It’s a challenge, but you need to coach yourself out of it.

In academic writing, you aren’t a commentator. You’re a reporter. You need to let readers draw their conclusions without over-analyzing them or making the reader lean one way or another.

The easiest way to get to grips with writing your academic papers in the third-person is to be consistent and practice often. Criticize your work and analyze it until it becomes the norm. Yes, it can be a little complex in the early days, but before you know it, you’d have mastered the technique, helping you take your papers and reports up a level.

Frequently Asked Questions about writing in third-person

In third-person, you’d use pronouns like he , she , him , her , his , hers , himself , herself , it , them , their, and themselves . Or, you’d use a name.

You is used in second person and is therefore not used in third person. The second person is used for the person that is being addressed.

The third-person point of view is aimed at the person or people being talked about, which is the type of writing you’d find in stories. When writing in third-person view, make sure to write in the present tense and avoid adding your own thoughts.

When writing in third person, you should actually always write in the present tense since you are mostly presenting results in this view.

The second person point of view belongs to the person you’re addressing — so its a you perspective. In your writing, you’d use second-person pronouns such as you , your, and yourselves .

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How to Write Papers About Yourself in Third Person in English Writing

Most academic writing requires the use of third-person language. Rather than first-person words like I and we and the second-person term, you , third-person point of view uses pronouns such as he, she and they and nouns like students and researchers to indicate speakers and those being addressed. This formal tone requires rewording ideas in some cases, particularly when writing a narrative or presenting personal research.

Why Use Third Person?

Third-person language is more precise than first or second person. For instance, "You perform better after a good night's sleep" uses the second-person point of view, even though the idea may not apply to each reader. "Students perform better after a good night's sleep" creates more specific information, where the word "students" is an example or third-person usage. Academic writing relies on support for credibility, and third-person language presents evidence in the most straightforward way, lending integrity to the entire paper. Shifts in point of view can also be confusing for readers, making your ideas more difficult to follow.

Create a Character

When writing a personal narrative -- a story about an event that happened to you -- you can write in third person by using your first name or inventing a name rather than using first-person pronouns like I, me, we and us.

Although most instructors allow students to use first person in such essays, the use of a name like Charles -- which is a third-person usage -- lets you present your story without using first person; write as if someone else experienced the situation. This replacement also works when you want to use a personal experience within a research or other formal essay as an introductory hook or for support.

Focus on the Research

When writing a paper presenting your own research, the American Psychological Association, 6th Edition allows for first person, but you may find instructors or publications requiring the use of third person. Writing about the process and results rather than your preparation or reaction creates more natural third-person language. For instance, instead of writing, "I selected 50 surveys at random and determined most students agreed with the policy," write, "Fifty randomly pulled surveys revealed that most students agreed with the policy."

Rephrase Sentences Completely

Revise so that you eliminate the need for pronouns entirely in your sentences, creating the succinct language more appropriate for formal writing. For example, as explained by The Lincoln University, the sentence, "The researcher's method required that students explain their survey answers if they choose 'unsatisfied'," could be more effectively written in the third person as, "Respondents needed to explain survey answers if selecting 'unsatisfied.' " Phrases like "this writer" create awkward language.

• Aims Community College: Point of View in Writing
• Walden University: On the Use of First Person
• University of North Carolina at Chapel Hill: Should I Use "I"?
• Purdue University: APA Stylistics: Basics
• APA: Use of First Person in APA Style

Kristie Sweet has been writing professionally since 1982, most recently publishing for various websites on topics like health and wellness, and education. She holds a Master of Arts in English from the University of Northern Colorado.

Practice-based and reflective learning

• Reflective thinking
• Introduction

Key features

Using academic evidence, selecting the content, getting the language right, useful links for reflective learning.

• Reflective writing video tutorial (University of Hull) A clear explanation of things to think about when you are writing reflectively.
• Study Advice Helping students to achieve study success with guides, video tutorials, seminars and one-to-one advice sessions.
• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.
• Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
• Essay writing LibGuide Expert guidance on writing essays for university.
• Report writing LibGuide Expert guidance on planning, structuring and writing reports at university.
• Dissertations and major projects LibGuide Expert guidance on planning, researching and writing dissertations and major projects.

Follow the guidelines for your course. There is likely to be a word limit: you cannot write about everything, so select what will illustrate your discussion best. Remember that most of the marks awarded for your work are likely to be for the reflective insights and not for the description of events, so keep your descriptions brief and to the point.

• Reflective writing (Study Guide) You can also print off an abridged PDF version of this guide. This is designed to be printed double-sided on A4, then folded to make an A5 guide.

Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features:

1) It integrates theory and practice. Identify important aspects of your reflections and write these using the appropriate theories and academic context to explain and interpret your reflections. Use your experiences to evaluate the theories - can the theories be adapted or modified to be more helpful for your situation?

2) It identifies the learning outcomes of your experience. So you might include a plan for next time identifying what you would do differently, your new understandings or values and unexpected things you have learnt about yourself.

You are aiming to draw out the links between theory and practice. So you will need to keep comparing the two and exploring the relationship between them.

Analyze the event and think about it with reference to a particular theory or academic evidence:

• Are your observations consistent with the theory, models or published academic evidence?
• How can the theories help you to interpret your experience?
• Also consider how your experience in practice helps you to understand the theories. Does it seem to bear out what the theories have predicted?
• Or is it quite different? If so, can you identify why it's different? (Perhaps you were operating in different circumstances from the original research, for instance.)

Collecting evidence

There are two sources of evidence which need to be used in reflective writing assignments:

1) Your reflections form essential evidence of your experiences. Keep notes on your reflections and the developments that have occurred during the process.

2) Academic evidence from published case studies and theories to show how your ideas and practices have developed in the context of the relevant academic literature.

1)  Write a log of the event. Describe what happened as briefly and objectively as possible. You might be asked to include the log as an appendix to your assignment but it is mostly for your own benefit so that you can recall what occurred accurately.

2)  Reflect . You should reflect upon the experience before you start to write, although additional insights are likely to emerge throughout the writing process. Discuss with a friend or colleague and develop your insight. Keep notes on your thinking.

3)  Select . Identify relevant examples which illustrate the reflective process; choose a few of the most challenging or puzzling incidents and explore why they are interesting and what you have learnt from them.

Start with the points you want to make, then select examples to back up your points, from your two sources of evidence:

ii) theories, published case studies, or academic articles.

Use the reflective learning cycle to structure your writing:

• plan again etc.

This will make sure you cover the whole process and explain not just what happened, but why it happened and what improvements can be made based on your new understanding.

As a large proportion of your reflective account is based on your own experience, it is normally appropriate to use the first person ('I'). However, most assignments containing reflective writing will also include academic writing. You are therefore likely to need to write both in the first person ("I felt…") and in the third person ("Smith (2009) proposes that …"). Identify which parts of your experience you are being asked to reflect on and use this as a guide to when to use the first person. Always check your guidelines if you are not sure. If guidelines are not available then, in your introduction, explain when and why you are going to use "I" in your writing.

You will produce a balance by weaving together sections of 'I thought… 'I felt,…' and the relevant academic theories in the same section or paragraph. This is more effective than having a section which deals with the theory and a separate section dealing with your experiences.

Try to avoid emotive or subjective terms. Even though you are drawing on your experiences (and they may well have been emotional), you are trying to communicate these to your reader in an academic style. This means using descriptions that everyone would understand in the same way. So rather than writing, "The client was very unhappy at the start of the session", it might be better to write, "The client was visibly distressed", or "The client reported that he was very unhappy". This shows that you are aware that the client's understanding of 'unhappiness' may be quite different from yours or your reader's.  

When writing about your reflections use the past tense as you are referring to a particular moment (I felt…). When referring to theory use the present tense as the ideas are still current (Smith proposes that...).

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Introduction

All writing is written from someone’s point of view.  There are three main points of view which are commonly referred to as writing in the first, second or third person.  The writer’s point of view is shown in how they use personal pronouns to put themselves or others into their writing.  Personal pronouns are words that are used instead of repeating the name of the person, people or objects in the writing.

Example: Vygotski wrote about ZPD.  Vygotski suggested that a significant person needs to help (Muss, 2010). Vygotski wrote about ZPD.  He suggested that a significant person needs to help (Muss, 2010). When writing in the first person you use words (pronouns) such as:  I, me, my, mine, we, us, and our/ours.  In the second person you use:  you, your, yours.  Finally, in the third person you use: he, she, him/himself, her/herself, they, their/theirs, them/themselves and it/its/itself (third person) Pope, 2013).

What do the first, second and third person look like in writing?

When writing an assignment, essay or report in the first person it reflects your personal thoughts. The second person is your reflection on other people’s actions and the third person means that the writing is not written from a personal point of view at all but as an outsider and often discusses many fully referenced points of view that often reflect on each.  There are times when each type of writing is recommended.  Check with your tutor what they expect.

When is the first person used?

The first person is used when reflecting on or expressing your own ideas, like when writing a journal, personal essay or memoir and other assignments that require personal reflections.

Example: Today I had my first contact with a person experiencing schizophrenia. My ideas were completely incorrect. We , as practitioners, must always be aware of our prejudices.

When is the second person used?

The second person is used when reflecting on your own ideas but sounds as if you were giving instructions to others such as ‘do it yourself books’, or when doing casual or creative writing.

Example: When giving guidance to your clients you should always separate yourself from their issues.

When is the third person used?

The third person is most commonly used in essay (academic) writing because it often refers to research and the writing of others. It is when the writer separates themselves from the writing completely. When doing this the writing sounds more formal and objective and is usually followed by a reference.

Example: When working in rural areas, family violence is recognized as a huge issue. It is thought that this is because of the lack of readily available services to tend to the needs of the families involved (Wendt, & Hornosty, 2013).

Stay in the voice you choose unless...

Whichever voice is used, generally it is expected that the whole assignment will be written from that perspective, unless you are told otherwise by your tutor. This can be asked for when you are expected to write a journal/diary with personal reflections on activities completed which then have to be linked to theory or Acts of Parliament.

How can I change first person into third person?

Instead of writing: “In this essay I will examine how gender and ethnicity factors affect buying behaviours.” or “Careful examination of gender and ethnicity factors shows how these affect buying behaviour.” Try writing: “Gender and ethnicity factors affect buying behaviours by…”

Change: “In my opinion, paying benefits to high-school students encourages them to stay at school when they would be better off in paid employment.” To: “Paying benefits to high school students encourages them to stay at school when they would be better off in paid employment.” (Massey University, 2012, “Avoiding the 1st and 2nd person”, para. 2).

References and for further information:

English Club. (2013). Personal pronouns. Retrieved from www.englishclub.com/grammar /pronouns-personal.htm Massey University. (2012). Avoiding the 1st and 2nd person . Retrieved from owll.massey.ac.nz/academic-writing/1st-vs-  3rd-person.php Pope, G. (2011). First, second and third person. Retrieved on 18 October 2013, from www.quickanddirtytips.com/education/grammar/first-second-and-third-person?page=all Other handouts: Assignment writing Last update January 2014

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Teaching Students How to Write a Reflective Narrative Essay

What is a reflective narrative.

In The Autobiography of Benjamin Franklin , Franklin reflects on different formative periods throughout his life. The literary work is divided into four parts: his childhood; his apprenticeship; his career and accomplishments as a printer, writer, and scientist; and a brief section about his civic involvements in Pennsylvania.

Franklin’s Autobiography is a historical example of a reflective narrative. A reflective narrative is a type of personal writing that allows writers to look back at incidents and changes in their lives. Writing a reflective narrative enables writers to not only recount experiences but also analyze how they’ve changed or learned lessons.

Reflective Narrative Essay Example

A reflective narrative essay consists of a beginning, middle, and ending. The beginning, or introduction, provides background and introduces the topic. The middle paragraphs provide details and events leading up to the change. Finally, the ending, or conclusion, sums up the writer’s reflection about the change.

The following is an excerpt from a reflective narrative essay written by a student entitled “Not Taken for Granted” (read the full essay in our “Reflective Narrative Guide” ). In the writing piece, the writer reflects on his changing relationship with his little brother:

I guess I was spoiled. At first, I was an only child, cuddled and cooed over by parents, grandparents, aunts, and uncles. Up until I was eight years old, life was sweet. Then along came Grant, and everything changed.

Grant is my little brother. I don’t remember all the details, but he was born a month prematurely, so he needed a lot of extra attention, especially from Mom. My mom and dad didn’t ignore me, but I was no longer the center of their universe, and I resented the change in dynamics. And at first, I also resented Grant.

Fortunately, Grant’s early birth didn’t cause any real problems in his growth, and he crawled, toddled, and talked pretty much on schedule. My parents were still somewhat protective of him, but as he got older, he developed the obnoxious habit of attaching himself to me, following my every move. My parents warned me to be nice to him, but I found him totally annoying. By the time I became a teenager, he was, at five, my shadow, following me around, copying my every move, asking questions, and generally being a pest.

Steps to Writing a Reflective Narrative Essay

How can Grades 3 and up students write a reflective narrative essay consisting of an engaging introduction, supporting body paragraphs, and a conclusion that sums up the essay? Have your students follow these seven steps:

1. Select a Topic

The first step in prewriting is for students to select a topic. There is plenty for them to choose from, including life-altering events (such as a new experience or failing or succeeding at a new task or activity) or people or moments that made an impact and caused a change in your students’ lives (a teacher or a trip to a new city or country). Another way students can choose their topics is to think of ways they have changed and explore the reasons for those changes.

A Then/Now Chart can help students brainstorm changes in their lives. In this chart, they should list how things used to be and how they are now. Afterward, they’ll write why they changed. After brainstorming various changes, students can mark the one change they wish to write about. See below for an example of this type of chart:

2. Gather Relevant Details

After your students choose their topic, they must gather details that’ll help them outline their essay. A T-Chart is a tool that can help collect those details about their lives before and after the change took place.

3. Organize Details

The last step in prewriting consists of your students organizing the details of their essays. A reflective narrative may cover an extended period, so students should choose details that demonstrate their lives before, during, and after the change. A third tool students can use to help plot the narrative is a Time Line , where they focus on the background (before the change), realization (during the change), and finally, reflection (after the change).

4. Write the First Draft

Now, it’s time for your students to write their first drafts. The tools they used to brainstorm will come in handy! However, though their notes should guide them, they should remain open to any new ideas they may have during this writing step. Their essays should consist of a beginning, middle, and ending. The beginning, or introduction paragraph, provides background details and events that help build the narrative and lead to the change.

The middle, or body paragraphs, should include an anecdote that helps demonstrate the change. Your students should remember to show readers what is happening and use dialogue. Finally, the ending, or conclusion paragraph, should reflect on events after the change.

Allow your students to write freely—they shouldn’t worry too much about spelling and grammar. Freewriting consists of 5–10 minutes of writing as much as possible. For more information on freewriting, check out our lesson !

5. Revise and Improve Draft

Revising allows students to think about what they wrote and ways they can improve their drafts. When revising, students should check for: ideas, organization, voice, word choice, and sentence fluency . Here’s a list of questions they can ask themselves when reading their drafts:

• Is the topic interesting?
• Are there enough details and events to support the topic?

Organization

• Does the beginning provide background and introduce the topic?
• Do the middle paragraphs show how I changed?
• Does the ending reflect on how my life was altered by this experience?
• Do I sound interested in the topic?
• Does the dialogue sound natural?

Word Choice

• Have I used specific nouns and vivid verbs?
• Have I used descriptive modifiers?

Sentence Fluency

• Do the sentences read smoothly?
• Have I varied the lengths and beginnings of my sentences?

After identifying the parts of their drafts that need reworking, students should make another draft.

6. Edit as Needed

After revising their drafts, students should edit for conventions (spelling, capitalization, grammar, clarity, and punctuation errors). They could even exchange essays with one another to check each other’s work. Finally, after editing, they’ll have a final copy to proofread for any minor errors they or the other student might’ve missed.

7. Share with an Audience

Writing a reflective narrative essay is a meaningful way for students to reflect on their lives. Additionally, their writing pieces could help others understand more about them. Therefore, consider having your students share their essays. They could publish their writing pieces by making a class eBook or submitting them to relevant writing contests. Or students can read them aloud to their classmates or family members.

More Reflective Narrative Essay Writing Tips

Essay writing can be challenging as it requires proper brainstorming, organization, and creativity. That’s why it’s great for students to have writing guides to aid them in the writing process. This downloadable PDF handout for students provides tips for how to write a reflective narrative essay.

Try Writable to support your ELA curriculum, district benchmarks, and state standards with more than 600 fully customizable writing assignments and rubrics for students in Grades 3–12. Learn more .

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