Abstract Critical reflection is considered a highly valued graduate attribute in higher education. Assignments that assess critical reflection skills often require students to focus on subjective and personal experiences, attitudes and dispositions. In addition to being typically less valued than objective and theoretical knowledge, reflective writing is often viewed as unstructured and ‘creative’, therefore challenging to teach and learn. This paper makes visible the means by which high-achieving students in social work and business successfully engage with subjective meanings in reflective writing. Drawing on the Appraisal framework from Systemic Functional Linguistics, this paper shows how successful students move from common sense understanding of problematic situations to demonstrating discplinary knowledge and values in their fields of study. The paper concludes with consolidating the findings to make visible successful critical reflection practices as well as associated ethical concerns in order to advance equitable outcomes in higher education.

中文翻译：

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解构社会工作和商业中的批判性反思：在反思性写作中协商情绪和意见

摘要 批判性反思被认为是高等教育中一个非常受重视的研究生属性。评估批判性反思技能的作业通常要求学生关注主观和个人经历、态度和性格。除了通常不如客观和理论知识更有价值外，反思性写作通常被视为无结构和“创造性的”，因此教学和学习具有挑战性。本文揭示了社会工作和商业领域成绩优异的学生在反思性写作中成功运用主观意义的方法。本文借鉴系统功能语言学的评估框架，展示了成功的学生如何从对问题情境的常识性理解转变为在他们的研究领域展示学科知识和价值观。