Criminal minds Reflection
Based on this video http://www.smh.com.au/entertainment/music/why-robin-thicke-appears-a-creepy-stalker-in-get-her-back-video-20140626-zsm4y.html write a reflection
Please refer to links and additional material to write the essay.
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Writing in the Disciplines
Strategies for Reflexive Writing
1. Understand the role of self reflection in writing to learn/learning to write
In reflexive (self reflective) writing, you couple personal experience with careful observation
(Berens et al., 2007, p. 145) and/or critical thinking about an aspect of your experience. For
example, you might write about how you developed as a thinker, writer, or researcher; or how a
particular process or event unfolded for you. The key is that this writing engages you. As well
as sharing insights with readers, reflexive writing is increasingly becoming an important
component of intellectual work (p. 146). In many cases, self reflection is a means of
argumentation in which you use your experience to make a point about the importance of a
particular event, process, or form of knowledge.
Even though reflexive writing might look like a story, you do have to employ rhetorical strategies
to plan and structure it: clarifying your purpose, understanding your audience, and building in a
main point, stance, or thesis.
2. Take a subject position
Reflexive writing ¦ mandates that the student be aware of how he or she is affecting the
research. (From FieldworkingPurdue University:
). In disciplines that use qualitative
research methods (i.e. interviews, observations), as a writer you often acknowledge and
describe your role and your own experiences in the research process. This shows that you’re
aware of being part of the process, that it’s impossible to be a disembodied researcher
(Giltrow, 2005, p. 209), and that your choices of methodeven your presencecan and do
shape the outcomes of your research. The subjective research approach also exposes the
relevant social, political, and cultural elements that make up everyone’s experience (p. 210).
3. Write as a subject
As a reflexive writer taking a subject position, it’s best to use a personal narrative style.
However, two preconceptions about academic writing sometimes act as obstacles:
Obstacle 1: Seldom or never include personal opinion or experience.
At times, personal experience can serve as a very powerful form of proof or evidence in
academic writing. Deciding whether to use it depends on the discipline or field you’re writing in,
as well as the topic and purpose of the assignment. When you do invoke personal experience,
make sure it’s helping you fulfill a larger academic purpose, such as supporting an argument or
helping to make an abstract theory more real. As for opinions, these are beliefs that haven’t
been proven, so by themselves they aren’t sufficient grounds for argumentation. But
articulating your opinion about an issue can be an excellent startingpoint for helping you
develop a workable, provable thesis.
Obstacle 2: Never use I’.
Professional academic writers can and do use the first person. I can make your style clearer
and your tone more assertive. If you have authority or expertise on a topic, the first person
allows you to claim that sense of authority. At times, using I helps you to position yourself
with respect to an argument or issue, or let you explain clearly how your work compares with
However, you must be careful not to use I unnecessarily or inappropriately. In some
disciplines, particularly the sciences, academics may consider I stylistically inefficient or
ethically biased. Instead of writing I designed an Lshaped container, you might need to say
An Lshaped container was designed. If you’re unsure about whether to use I, double check
the requirements and purpose of your assignment and your audience’s expectations.
For more information about the use of I and personal experience in academic writing, try the
University of North Carolina Writing Center:
4. Emphasize the first person/active voice
I eventually interviewed 14 women although, because of their changing
circumstances, I was not in the end able to interview all of the women during all of
the three years. I interviewed the women four times during the period of their
ACTIVE VOICE Ã
I (subject/agent/doer of action) ¦ interviewed (verb/action) ¦ 14 women (who/what?)
Subject or doer of action is most important.
Compare this with the passive voice
Fourteen women were interviewed over three years, although because of their
changing circumstances, it was not possible to interview all of the women over the
three years. The women were interviewed four times during the period of their
PASSIVE VOICE Ã
14 women (object) ¦ were interviewed (verb/action) ¦ [by whom? missing agent]
Object of action is most important. Passive verb takes form of TO BE + past participle.
Behrens, Laurence, et al. Writing and Reading Across the Disciplines. Canadian ed. Toronto: Pearson Longman, 2007.
Giltrow, Janet, et al. Academic Writing: An Introduction. Peterborough, On: Broadview, 2005.