Due in your lab section the week of April 14 – Planetary Travel
In this essay, you will examine the issues of extra-solar planet detection and our environmental hazards. Your task is to present a thoughtful, well-researched argument for a point of view. In the end you will make and present an informed judgment on the need and feasibility of planetary travel.

A. Consider the state of planet Earth. There are many environmental issues that pose a threat to the ecology and welfare of our planet. Examine one of these issues and discuss how the problem began and how it impacts our environment.

B. If the hazard and problem described above were not solved, then the environment on Earth would be less hospitable to most (if not all) life. Given this dire scenario, humanity might want to find a new planet on which to live. In this context, discuss one method by which scientists are trying to detect planets outside of the Solar System.

C. Let’s assume that we need to travel to one of those star systems. Pick a star system where scientists think an extra-solar planet exists. Make a note of its name and distance from Earth. If we design a spacecraft that can travel at a tenth of the speed of light, how long would such a journey take? Make sure to show to your work.

D. There are many issues that must be addressed prior to making the journey to the new planet. Is this a journey that is worth taking? In consideration of what you have written above, please include the following to support your argument:

1. Given the length of the journey to the extra-solar planet, what are some of the practical concerns that the travelers must address?

2. Suppose life already exists on that planet. What are the ethical considerations? How could we avoid taking the environmental problem that initiated this journey with us to the new planet?

3. What type of planets have we actually been detecting? What are the likely environmental conditions of this planet?

Some suggested references:

California & Carnegie Planet Search (site is sometimes down)
Thinkquest: Environmental Problems
Capabilities of Various Planet Detection Methods
A History of the Search for Extrasolar Planets
U.S. Environmental Protection Agency
Pressing Problems for Planet Earth
Source
Hallman, Eric. Reflective Essays, Astronomy 1001: Exploring the Universe. Astronomy Department, University of Minnesota. 23 June 2003. .

Source: http://writing.umn.edu/tww/assignments/astro_1001.html

By Eric Hallman

Due in your lab section the week of March 10—Energy Sources
In this essay you will explore the feasibility of implementing and sustaining hydrogen fuel cells as a new energy resource. Your task is to present a thoughtful and well-researched argument for a point of view.

A. Write a short introduction stating your “thesis” (the point you will argue), and then label each of the following sections appropriately.

B. Summarize the key information about hydrogen fuel cells. Briefly explain what they are, what they may be used for (e.g. transportation), how we produce the needed hydrogen, where we will get the hydrogen, and how much energy it will take to produce it.

C. Discuss how fuel cells compare to other energy resources like natural gas, solar, wind, water. etc. Will fuel cells be a cost effective replacement for our country’s energy needs?

Some suggested references:

HyWeb – Hydrogen Fuel Cell Energy Information
U.S. Department of Energy: Fuel Cells
Useful Hydrogen, Fuel Cell and Renewable Energy Links
Fuel Cell Vehicles
Department of Energy—Energy Information Administration

http://writing.umn.edu/tww/assignments/astro_1001.html

Eric Hallman
Astronomy 1001: Exploring the Universe

Guidelines:

The Reflective Essays are short papers which discuss the interaction of humans with their environment on Earth. They should be 400 to 600 words in length (about two pages). You should spend about five hours on each one, two or three hours researching and then two or three hours writing. What you write must be consistent with current scientific thinking and cite sources appropriately. On matters of opinion, you are free and encouraged to take any position you choose. You will be graded on the coherence, clarity, accuracy, logic, and relevance of what you write.

You must list your sources in a references section; this should be complete enough that someone else could check all the facts that you state. You may use information from the lectures and labs, but you will also want to do some research either in the library or on the web to get enough information to write your essay. Specifically, you are required to cite at least three references for each paper, and top grades will be assigned only to essays that appropriately make use of and cite multiple references.

For each essay, you must follow closely the assigned questions, unless you have proposed an alternative format to your lab instructor and received explicit permission to use that format. For example, you could propose to provide the same scientific information by writing a fictional story about an asteroid hitting the Earth, instead of simply answering the assigned questions. The decision about what alternative formats are acceptable is up to your lab instructor.

The essays are due in lab during the weeks indicated.

We suggest, in the strongest possible terms, that you have a friend read a draft copy of your essay and give you feedback in order to make revisions before you submit your final and only essay. First drafts are unlikely to satisfactorily meet the grading criteria, and top grades will only be given if the essay is free of spelling and grammatical errors.

Source: http://writing.umn.edu/tww/assignments/astro_1001.html

Reflective Essays

Eric Hallman
Astronomy 1001: Exploring the Universe

Topics : 1. Due in your lab section the week of Feb 17—Cosmic Impacts on Earth as a Threat to Civilization

In this essay, you will explore the question of how much, if any, economic effort should be devoted to the pre-detection of possible Earth impacts as well as development and implementation of collision prevention strategies. Your task is to present a thoughtful, well researched argument for a point of view. In order to address this issue in a compelling way, structure your essay according to the following outline:

A. Write a short introduction stating your “thesis“ (the point you will argue), and then label each of the following sections appropriately.

B. In one paragraph, summarize the key information we have about impacts between objects in the early solar system, including their origins and consequences.

C. Summarize our current knowledge regarding the threat of impacts on the Earth now. Be sure to include how the probability of an impact depends on the size of the impacting object and how the expected level of destruction depends on that size, as well.

D. Briefly describe serious efforts that are currently either underway or proposed to protect Earth from impact hazards.

E. Propose and provide a rationale for how much money the U.S. should spend yearly on impact prevention efforts. To establish its priority, your argument must include a comparison with at least one other expenditure on a national level, and must be supported by the information you have presented above.

Some suggested references:

National Optical Astronomy Observatory Press Release, February 2003
Astronomy Magazine, February 2002, “Target Earth”.
Australian Spaceguard Survey
Impacts and Defense Strategies (notes from an interesting organization called P.E.R.M.A.N.E.N.T.)
NASA Asteroid and Comet Summary Site (good list of current and planned missions)
Near Earth Asteroid Tracking (see FAQs for overview, plus other good links)
Near Earth Object Report (Task Force findings and recommendations for UK

Source:http://writing.umn.edu/tww/assignments/astro_1001.html

Table of Essays—Accordingly the four classes of Essays may be tabulated thus:—

I.  Narrative Essays

(a) Historical events and legends.

(b) Incidents, stories, etc.

(c)  Biographies.

II Descriptive Essays -

(a) Animals, plants, fruits, minerals.

(b) Towns, ports, ships, buildings.

(c)  Countries, islands, mountains, seas .rivers.

(d) Aspects and phenomena of nature.

(e)  Manufactured articles.

III.  Reflective Essays

(a) Habits qualities, etc.

(b) Social, political, and domestic topics.

IV.  Expository Essays

(a) Institutions, industries, occupations, etc.

(b)  Scientific topics,

(c) Literary topics.

It should be remembered that the above classification does not pretend to be exact. Very often description, narration, and reflection may be combined in the same composition; the line that divides the descriptive essay from the expository, and the expository from the reflective, is sometimes harrow and diffi­cult to define, while, as we shall see later, it is possible for the same subject to be placed in any one of the four classes according to the point of view from which it is regarded.

Source:
Author: Webb, William Trego, 1847-
Subject: Essay; English language
Publisher: London, G. Routledge & sons, limited; New York, E.P. Dutton & co.
Language: English
Call number: PE1471 .W4 1920
Digitizing sponsor: MSN
Book contributor: Cornell University Library
Contributor usage rights: See terms
Collection: americana

WRITING RUBRIC: REFLECTIVE ESSAY

4 3 2 1

STUDENT CHECKLIST

REFLECTIVE ESSAY: EXPLORING AND ANALYZING

ACHIEVING AND EXCEEDING THE STANDARD

________________________________________________

Achieved the Standard

Score Point 3 – Occasion for Reflection: a thing, seen, read, overheard, experienced

My responses show that I

___ can present the occasions through use of concrete detail, sensory language, quotations, and narrative accounts that effectively use dialogue, action, and pacing.

___ can effectively focus on a single stimulus or a web of related

experiences and observations.

Score Point 3 – - Reflection: exploring and analyzing

My responses show that I

___ can be thoughtful, convincing, insightful, and exploratory in my writing.

___ am firmly grounded in the occasion.

___ can reveal to the reader a strong connection between the experience and the idea.

___ can analyze the occasion by looking at more than one angle.

___ can explore an idea in personal and general reflections.

Score Point 3 – - Elaboration Strategies: using specific, concrete detail; comparing and contrasting; naming, describing; reporting conversation; reviewing the history; explaining possibilities; creating a scenario.

My responses show that I

___ can use a variety of elaboration strategies in the reflection.

___ can use specific concrete details to make my reflection clear to the reader.

___ can share my reflection without being preachy.

Score Point 3 – - Coherence and Style

My responses show that I

___ can achieve unity through a natural progression of ideas.

___ can use precise, concrete language.

STUDENT CHECKLIST

REFLECTIVE ESSAY: EXPLORING AND ANALYZING

ACHIEVING AND EXCEEDING THE STANDARD Continued

exceeded the Standard

Score Point 4 – Occasion for Reflection: a thing, seen, read, overheard, experienced

My responses show that I

___ exceed the criteria in Score Point 3.

___ memorably present the occasion for reflection.

___ use extended detail like a naturalist or an autobiographer.

___ can use language to be convincing.

___ can show great depth of thought through language.

___ am creative and original.

___ can reveal ideas through use of comparison and imagery.

Score Point 4 - – Reflection: exploring and analyzing

My responses show that I

___ can implicitly reveal my feelings and thoughts through presentation of the occasion

___ can make the reader understand the abstract idea underlying the

reflection through the use of specific detail.

Score Point 4 - – Elaboration Strategies: using specific, concrete detail; comparing and contrasting; naming, describing; reporting conversation; reviewing the history; explaining possibilities; creating a scenario

My responses show that I

___ can effectively utilize elaboration strategies to enhance my writing.

Score Point 4 - – Coherence and Style

My responses show that I

___ can consistently use appropriate language.

___ can express deep insight through a natural flow of ideas.

___ provide an effective conclusion.

http://www.winona.edu/AIR/resourcelinks/RUBRIC%20&%20CH%20essay.doc

The shuffle on my iPod can predict the future. How’s that for an opening hook?

It all started way back in 2005, my freshman year of college. The morning before move-in day. I was barreling down I-95 to start my first semester here in Richmond. The trunk and backseat were cracking at the seams, packed full of suitcases, DVD stacks and an old acoustic guitar (my primary means of unsuccessfully picking up girls).

I’d forgotten to burn any CDs, which left the musical burden to my iPod. Not wanting to spend the drive skipping around my playlists, I spun the wheel over to shuffle and let the ghost in the machine do the rest. And what do you know, first song: “The Freshman,” by the Verve Pipe. A little cheesy, sure. But poignant for certain.

I still remember that song, that drive, four years later. The very beginning of this strange little time in our lives we call, “College” The feeling of it was unlike anything I’d ever experienced before — for the first time in my life I was entering a situation without any type of preparation or control.

I didn’t know whom I would meet, didn’t know what living on my own would be like, didn’t know the city or the people or even what my major would be (it would take another three years for that one, now that I think about it). The inescapable feeling of simply not knowing, of living on the edge, just waiting to see what happens next. Exciting times.

And now, in the blink of an eye, there are only four weeks left. That’s right, seniors. Four. Weeks. Left.

To tell the truth it still hasn’t hit me. But then again, I’m very good at denial (I’ve completely repressed the memory of ever watching the fourth Indiana Jones movie). But regardless, graduation’s on the way.

This is my last column as your assistant opinion editor. As such, I thought for a while about what I should make this finale focus on.

Perhaps something about how much this school has changed since those first days of my freshman year? Nah, I’d probably get too bogged down in fuming about old D-Hall. Underclassmen—if only you knew the horror we endured for your sake.

Or maybe a column about how the new Facebook design makes me confused and scared. Remember back when your profile only had one picture and wall posts were just a bunch of anonymous text that anybody could go in and edit? Those were the days. Also, only college kids were allowed. Now I’m getting friend requests from my mom.

Or I could just talk randomly about how I’m terrible at navigating people around this campus when they stop and ask me for directions. Last week this one guy was looking for the Alumni Center and the best I could do was tell him to “drive around the big loop with the awkwardly placed benches, past that parking lot that’s always full and then go up.” I’m pretty sure I accidentally directed him to Charlottesville.

But as I was running through these ideas, low and behold, the answer came to me in the most serendipitous of places. That’s right, the iPod shuffle.

It was a song called “I Love College.” Now, I’m not sure if you guys have heard this one. I don’t even know the band’s name, to be honest, but it is a cheesy, cheesy song. Pandering beer pong references and a chorus that chants “Fresh-man, fresh-man” are just some of the cringe-inducing moments. But the whole thing flows over this subtle bass and steady rhythm, with just enough electric guitar to give it the definitive touch of nostalgia.

And just like that, my iPod shuffle once again predicted the future. I was to write about how much I love college.

And it’s true. Sure, you’ve maybe read my weekly rants in these pages about all the things that suck here at the University of Richmond: The archaic rules, rigid social scene enforcement and those spiky bushes by the lake.

But the silver lining is there, and it has been since that first move-in day. College has been, for all of us, a complete fulfillment of youth. In high school we all woke up at 6 a.m. and went to class for seven straight hours of hell. Think about how much has changed here! Two, maybe three classes a day, plenty of free time to just sit back and relax in the warm Virginian air, and a hell of a lot less frivolous busy work.

College is the chance to have the time and the freedom to explore, venture out into the wilderness and figure out who you are and what you want to do. What’s fun, what excites you, what makes the hours carousel like wheels on I-95.

And don’t forget about the parties. Oh, those parties.

Perhaps that’s why, without even realizing it, the whole thing went by so quickly. High school felt like a decade. I feel like I haven’t been here in Richmond for more than a month-and-a-half.

In my first column earlier this semester I talked about the Sunday Morning Sillies. That feeling you get when you wake up on a Sunday morning still kind of drunk, still kind of silly and everything around you is funny and nice. And you know the hangover’s coming eventually, but it’s not important. Only the moment at hand matters.

And for as incoherent as that first column was, I feel it has particular relevance for what I want to say in this last one. Call it coming around full circle. Because yes, college has been a silly, goofy time in our lives. We’ve seen the world through eyes we never thought we would, done things just for the sake of the story, explored and ventured forth. And for us seniors, graduation may feel like the rapidly approaching hangover.

But I dare all of you to not look at it like that. Instead, if you will, recall that first drive to school for move-in day. That exciting feeling of not knowing what’s next. The joy in anticipation, the revel in the unknown. Life on the edge. Let us not forget that feeling.

It’s like that last scene in “Dazed and Confused,” another meditation on the last day of school, when Floyd and Slater and Wooderson barrel down to Texas in search of Aerosmith tickets, not knowing for certain what’s coming.

And to all those freshmen, sophomores and juniors out there: Take heed. Time here passes quickly. Every hour is fleeting, no matter how long it feels like it takes to get through that 9:45 on Tuesdays. Grab hold of the moments you have, even the quiet ones, sitting outside under the sun reading a book or listening to your iPod. Take time to register it, relish in it and breathe it all in as slowly and deliberately as possible. Because even if it all goes by too quickly, at least you’ll have some great little memories.

And as I close out this last piece, what do you know, the iPod shuffle does it again. I think I hear it in the background playing “Slow Ride,” the closing song in “Dazed and Confused.” So I’ll leave you with some words of advice from a character in that movie much smarter than me. In the eternal words of that loveable sleazeball Wooderson, “You just gotta keep on livin’, man. L-I-V-I-N.”

Now get out there and start your weekend.

Contact assistant Opinion Editor Michael Gaynor at michael.gaynor@richmond.edu

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The reflective essay is the primary component of the Personal Development Portfolio. Think of it as your opportunity to describe and document your growth as a person during these four years of your life. Thought of this way, the essay should ultimately reflect the person who wrote it, and it should demonstrate the maturity and development it intends to describe. It should be creative. It should have a clear and authentic voice — your voice. It should allow its readers a candid view of the person you are becoming during your college experience.

Students sometimes confuse reflection with “reaction” or “response.” To document your reaction or response to an experience would be to document how you feel about it or to describe the emotional or practical impact the experience had on you. Reflection, as we’re using the term here, is something more than this. To reflect on your experiences is really to engage in an intellectual exercise whereby you review in detail what you know (what you’ve read, or learned, or observed, or felt, or experienced) and then draw some conclusions about the experience’s significance in relation to the context of your life as a whole. The process involves your actions and emotions, certainly, but true reflection occurs as a result of thoroughly considering and understanding the significance of those thoughts, emotions, and experiences rather than merely charting or labeling them.

As you reflect on your experiences during these years, you should try to imagine the person you were when you first arrived here. Think about the many ways your life has changed since then. Ask yourself how much you have learned over the time you’ve been here, both in and out of the classroom. Ask yourself how much you have matured emotionally. Ask yourself how you have grown spiritually or ethically. Ask yourself how you have come to understand your place in society, your social roles and responsibilities. You are a very different person from the one who first arrived here — older, more experienced, less naïve and uncertain–and the reflective essay gives you an opportunity to describe the journey, to document the story, of the metamorphosis you have experienced up to this point in your life. And remember that what we are discussing here is not merely a listing of activities or a cataloging of experiences. Growth and maturity are not simply the result of doing activities and checking items off a list. Growth and maturity result from changes in perception. And it is these changes in perception that should guide the writing of your essay.
Your Range of Experience

As you think about what sorts of things to say in your reflective essay, think of the many aspects of your educational experience. There are the courses you took, obviously, as well as the books you read, the lectures you heard, the programs you attended. These are all good places to begin. What are the key ideas, both in your major as well as your general education courses, that have shaped and reshaped your thinking over the past four years? What are the key ideas that you suspect will continue to shape your life and thought in the future? What are some of the fundamental concepts and beliefs that inform the sensibility, or the values, you have developed up to this point in your life?

Also, as you reflect on your past four years, remember there are many experiences beyond academic examples: experiences in extra-curricular organizations and activities; experiences while thinking and planning for life after college; and experiences while engaging in service learning. In fact, some portion of your essay should be devoted exclusively to reflection on your service learning experiences, with the emphasis of course on learning. It isn’t just about the benefits you receive from the experience, after all. It’s also about the many ways in which service learning opens your eyes to the larger community around you and to the people in that community. Another portion of your essay should focus on your short-term and long-term planning for the future, which might include preparations for attending graduate school, or preparations for a possible career — or really anything that demonstrates your thinking about the next stages of your life.

Special Emphasis for Freshmen: Reflection

At the end of your freshman year, the personal essay you compose should emphasize and demonstrate your understanding of the importance of reflection, including service learning reflection, and its value to you as a tool for understanding and documenting your development as a person. Having experiences and doing activities are important aspects of your life, but it is the thought you give to those experiences that helps you learn and grow as a person. Putting things into perspective, fitting your experiences, as well as the ideas you encounter, into the larger context of your life, is what your education is all about.

The personal essay you compose at the end of your freshman year should be a discussion of the overall nature of the college experience and the impact that it is having on you. You may discuss the importance of goal setting and planning as a key element in your ongoing development. You may discuss ideas you encountered, in or outside the classroom, and your reaction to those ideas. You may discuss your interaction with people (in either a private or public sphere) and the lessons you learned from the interaction. Whatever you choose to discuss, make sure you spend time thinking about the experience and trying to make sense of it in the larger context of who you are.

In the same way, you should also consider the nature of reflection in terms of its relationship to the four dimensions of the Personal Development Program itself. How would you reflect differently on the issue of your ethical awareness and development versus, say, the issue of your intellectual growth and maturity? How does reflection as a process differ from one dimension of your life to another and what may those differences suggest?

Special Emphasis for Sophomores: Integration

The personal reflective essay you write as a sophomore should build on the essay you wrote as a freshman. Your discussion of the importance of reflection, your assessment of the impact of your college experience, your exploration of the four dimensions — all of these things still pertain and should be expanded on in your sophomore essay.

However, the sophomore reflective essay should also emphasize and demonstrate your understanding of the process of integration in your educational experiences. This process includes both integration of your coursework from one course to another and integration of your educational experiences — including extra-curricular experiences, service learning experiences, etc. — with your life as a whole. By your sophomore year, you should begin to see that even though information often comes to you in discrete packets (coursework, texts, lectures) and that experiences often seem unrelated (service learning, leadership, extra-curricular, leisure activities), each new activity and each new idea help to make up the overall picture that your college experiences are trying to bring into focus for you. You begin to understand that on some level everything you learn and everything you do have intrinsic connections to everything else in your life.

In the same way, your sophomore essay should also begin to reflect a more integrated approach to the four dimensions themselves, seeing them as interrelating aspects of a person’s overall development instead of discrete categories with no relationship to each other.

Special Emphasis for Juniors: Planning

The personal reflective essay you write as a junior should build on the essays you wrote as a freshman and as a sophomore. Your discussion about the importance of reflection, your discussion about integration in your educational experience, your discussion of service learning — all of this still pertains and should be expanded on in your junior essay.

However, the junior reflective essay should also emphasize and demonstrate your thinking about the future and planning for the future, whether that means career planning, planning for graduate school, or simply exploring the many alternatives that await you as a college graduate with a promising, exciting life ahead. What are some of the many options for your life after college? Have you considered further education? Have you planned at all for a career? By your junior year, you should begin to see that education, broadly considered, is very different from technical training, although it may include technical training. As you think about the future, reflect on more than simply the job you hope to find. What sort of roles will you likely have in the larger community? What sort of responsibilities will you have? How has your education helped prepare you for those roles and responsibilities? What, overall, is the relationship between your education and your future as you conceive of it now?

In the same way, your junior essay should also begin to reflect a more forward-looking approach to the four dimensions themselves, seeing them as pathways to development beyond college and into your adult years instead of static categories that speak to your life now with no relationship to the growth and changes your future might bring in these areas of your life.

Special Emphasis for Seniors: Synthesis

During your freshman year, the personal essay you composed emphasized the importance of reflection. As a sophomore, you emphasized integration, and as a junior, your essay emphasized your thinking about the future and planning for the future.

But for your senior reflective essay, the emphasis should be on synthesis, that is, the pulling together of all these elements and more into a single, coherent vision of the person you have become, are in the process of becoming, and eventually hope to become. Remember as you write that the senior essay will not reflect a finished product. The growth and maturity you discuss in your reflective essay is only an indication of where you are at this point in your life. Recognize that the processes you describe will still be at work as you move beyond college and into your adult years. As you pull together the various aspects of your experiences and thoughts, reflect a bit on the directions of that future growth — where do you expect this journey to take you and how do you imagine your education will help shape the person you eventually hope to be?

Supporting Materials and Documentation

As you organize your discussion, think about illuminating your text with outside material, outside documentation. If you think of the reflective essay as an “argument” for who you are becoming, then it seems appropriate to have some evidence to support your position, to add dimension to the text you are creating. This might take the form of footnotes describing some event in your life or explaining or highlighting a specific idea you discuss in your essay. It might take the form of photographs, or certificates, or physical items. It might take the form of written documentation such as forms, or letters, or charts and tables. It might take a more creative form and include artwork or poetry or music. Whatever it is you gather as supporting material for your reflective essay, make sure that you discuss this material in your essay itself and that these items have some special meaning to you. If it is something that would likely be thrown away, then you probably shouldn’t include it. A ticket stub or a playbill is unlikely to have the significance to you that a photograph of friends and co-workers or a certificate of achievement might. Let your memory be the measure. If the material were something you would ordinarily keep as a memento or keepsake, then it would probably work well as supporting material for your reflective essay.

What the Reflective Essay Isn’t

The reflective essay isn’t an empty exercise to fulfill a final PDP requirement. The program’s goal isn’t simply to make extra work for students. No, the reflective essay is your opportunity to actually reflect on your experiences, to try and make some clear, unified sense of the many experiences you have had in college. This reflection on who you are, on who you have become, should be enormously valuable to you as you leave here and go forward into your future.

The reflective essay isn’t a cover letter for potential employers. That is not to say that future employers couldn’t read it or wouldn’t want to read it. It is just to say that the reflective essay is intended as a document for you to explore your own growth and development as you come to the end of your college experience. It is not merely a place to promote your skills or to highlight your resume. Of course, when you do, at some point, write a cover letter for your resume, the reflective essay will likely become an invaluable tool since it documents the most important aspects of your education and experience. It could also be a useful tool as you prepare for professional interviews, helping you remember and articulate various facets of your life.

The reflective essay isn’t merely a listing of activities and growth in four discrete areas. Instead, the reflective essay should be a unified and coherent vision of the person you have become. Yes, you will discuss your development in the four distinctive areas of your life that have been identified in the PDP program — intellectual growth, emotional maturity and physical health, ethical and spiritual growth, and citizenship and community responsibility. But you shouldn’t discuss these areas in some kind of mechanical, checklist fashion. Remember that growth and maturity aren’t the result of doing activities in discrete categories and checking items off a list. Growth and maturity result from changes in perception, and it’s these changes in perception that you are trying to document.

The reflective essay isn’t a personal confessional. While it is true that the document you write is personal, it need not be overly confidential. The expectation is that you will write something that describes your maturity and growth — and sometimes that may mean saying things that are not intended to be common knowledge. That’s fine. It is even expected to some degree. But the essay should also reflect enough maturity to understand basic social boundaries when discussing your own life in a public forum such as this.

Some Ideas and Strategies for Discussion in the Various Dimensions

Below are several suggestions for writing about each of the PDP dimensions to prompt your thinking as you decide the sorts of things to include in your essay. Remember, however, that your essay will be evaluated as a coherent and unified vision of how you’ve grown and who you’ve become. Answering these prompts in a rote fashion willnot be sufficient in developing your essay:

• Identify the two most meaningful courses you took at Bridgewater and explore how they prompted you to think in new ways, excited you, or “opened your eyes” to unfamiliar aspects of the world around you.
• Examine any two courses you took at Bridgewater and discuss how ideas presented in one course applied to or were useful in the second.
• Discuss what you think it means to be graduating from a “liberal arts” college.
• Discuss how your coursework connected to the co-curricular activities you engaged in, or to your service learning experiences, or to other aspects of your life.
• Discuss how your growth and development has been influenced by your own self-initiated inquiries through such activities as leisure reading, cross-cultural or travel experiences, visits to museums or historical sites, or attendance at concerts and theatrical or operatic performances.
• Respond directly to a specific idea that troubles or intrigues you, or respond directly to a work of art or a novel or a scientific concept which had an influence on your thinking.
• Respond to a specific public figure who troubles or intrigues you, examining the qualities that you admire or qualities that you find abhorrent, and discuss how your judgment relates to your overall education.
• Examine the relationship of your education to your intended or desired career path, looking at such issues as preparation and suitability to the job. Explain in what ways you hope your education will enhance your performance on the job.
• Discuss the methods you used to examine and evaluate your emotional and physical health over the past four years.
• Discuss the various aspects of your education which facilitated growth in terms of emotional or physical maturity and health.
• Identify any areas of your behavior which needed modification and discuss how you achieved or did not achieve the desired behavior.
• Describe your sensibility as a person — what are your feelings about things and what role do those feelings play in your decision-making and thought?
• Examine and discuss how you’ve changed over the past four years in terms of handling situations involving other people, either personally or socially.
• Examine and discuss the way you’ve changed over the past four years in terms of how you relate to the larger community, looking at the adult role you hope to play in that community.
• Examine how your spiritual beliefs and attitudes changed during your college years. Ask yourself whether the changes surprised you, discomforted you, or satisfied you.
• Discuss the most significant ethical challenge or dilemma you confronted during the last four years. Explain what you learned about yourself and others from this experience.
• Discuss which curricular and co-curricular activities most contributed to your ethical and spiritual awareness and development.
• Examine how attending a worship service outside of your own faith or reading the sacred texts of another religion influenced your ethical and spiritual growth.
• Describe your sensibility as a person in terms of your values. Examine how your values have changed in the past four years, looking at the ways your education has facilitated or prompted that change.
• Examine how your values have been shaped in ways other than those we associate with religion. For example, discuss your political values or your thoughts about human rights and examine how your education has helped to shape those values.
• Discuss the courses you took which contributed most to your efforts to become a more aware, involved, and effective citizen. Identify at least two courses that contributed to these efforts and specify how they were meaningful.
• Discuss any co-curricular activities that contributed to your efforts to become a more aware, involved, and effective citizen. Identify at least two activities that contributed to these efforts and specify how they were meaningful.
• Discuss how you spent your 40 hours of service learning. In what ways were those experiences meaningful to you?
• Discuss how your leadership experiences benefited the group or groups in which you developed and exercised leadership abilities. Discuss what you learned about yourself and others from these leadership experiences that will help you become a more responsible citizen and community leader beyond graduation.
• Discuss the ways (beyond service learning) that you participated in community action and the political process, for example, by voting, participating in an election campaign, engaging in organized protest, attending political rallies or information sessions, attending a meeting of a governmental body, or working with relief or civic organizations. Examine how these activities have influenced your understanding of citizenship, leadership, community, and community responsibility.

How to write a Reflective essay
Reflective essay rubric
Reflective essay Outline
Reflective essay Structure

Reflective essay Format
Reflective essay Ideas and Topics
Reflective essay samples

How to write a Reflective essay?

This type of essay is aimed to reflect a personal event or experience of the essay author. The main condition is that it has to be a certain personal experience on which the author has his very own perception. This experience or even is revealed in the essay in order to demonstrate its importance for understanding social relations and the essence of people. It may be said that a reflective essay possess the traits of a philosophical analysis of different experiences we face in our everyday life. This type of essay reveals the creativity of the students and their ability to change standard perception to a unique one, to their own unique perception of social issues.

Writing a Reflective essay

In order to produce an excellent reflective essay it is vital to remember that the reflective is to have a personal character and to relate to certain philosophic categories. This implies a wide range of possible understanding of the topic of the essay. One of the widespread topics for a reflective essay is “What is love?” in which the author shares his own reflective of this term through the prism of his experience and the common attitude to this social phenomenon. The majority of the questions in such essays are rhetoric

Reflective essay Outline

This rubric is a condensed treatment of the Reflective essay writing, this Outline is just a description of the main facts and rules about how to write this type of essay. One should practice as much as possible to become good in writing a Reflective essay.

Reflective essay structure

Reflective essay do not have a certain structure because cannot be written according to a standard essay scheme. This is due to the fact that the thesis statements and the conclusions of reflective essays are often blurry.
Here is a probable scheme of a reflective essay:

• The aim of the opening paragraph is to get the reader involved in the author’s story including interesting details, personal experiences. The style must be very vivid and therefore to appeal to the reader as if it was a tete-a-tete conversation on the meaning of life or love.
• The middle part reveals a good variety of the author’s ideas on the topic.
• The concluding sentences summarize the main ideas and experiences of the essay. The author makes a reflective of his general perception of the given topic.

Reflective essays topics and ideas.

Reflective essays can be written on many different topics which base on the reflection of a personal event or experience of the essay author. Delicate approach to the choice of a topic or keen understanding of the one topic is the key element of good essay writing.
If you hesitate either on choosing the essay topic or the idea for Reflective essay please feel free to contact us and we gladly help you any time you need assistance.

Reflective essay format

This type of essay like all others could be formated in MLA, Chicago/Turabian, APA, AMA. That depends on your essay topic, subject area and the assignment requeirements. Please be consistent following the one style of format of all the essay elements: Title, headings, paragraphs Text pages, Fonts, Indents, Justifications, Spacing, Page numbers, Emphasis, Footnotes, reference list etc.

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