Resources
Source material library
Copy-ready practice passages for trying the tutor tools, demonstrating them, or running the deployment check. They are deliberately imperfect inputs — testing and teaching material, not work for submission.
Pick an item, open the passage, copy it, and paste it into the matching tutor tool. A good tool will diagnose the problem and set you a task; it will not silently rewrite the passage for you. The anonymisation items contain deliberately identifying detail and exist only to test that the tool flags it.
Reflective Foundations
RF1 over-description practice passage
Use when testing whether the tutor separates retelling from reflection without rewriting the passage for the student.
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# RF1 over-description practice passage ## My reflection so far On my first day I arrived at nine and was shown around the office. I met the team, was given a desk and a laptop, and set up my email. After lunch my supervisor explained the filing system and I shadowed a phone call. At the end of the day I wrote a to-do list for tomorrow and went home. The day went fine and I think I settled in well. ## My question Is this a good reflection?
RF3 venting practice passage
Use when testing whether the tutor turns outward blame and venting into honest first-person reflection without endorsing the venting.
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# RF3 venting practice passage ## My reflection so far The group project was a complete disaster from start to finish. One person did literally nothing the entire time, which is so typical and incredibly frustrating. Another kept changing everything at the last minute. I was the only one who actually cared, and I ended up doing most of it myself, which was completely unfair. Honestly the whole thing was a waste of time. ## My question How do I write up how I felt about this?
RF5 vague-learning practice passage
Use when testing whether the tutor pushes a generic lesson into a specific, owned action without supplying the action itself.
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# RF5 vague-learning practice passage ## My reflection so far In conclusion, this experience taught me that communication is really important and that teamwork is a valuable skill. Going forward, I will aim to improve my communication and be a better team player in future situations. Overall it was a useful learning experience that I will take a lot from. ## My question Is my conclusion strong enough?
Reflective Frameworks
FW5 choose-a-model request
Use when testing whether the tutor recommends a model and reasons about word count and task, and reminds the student to check the brief, without writing the reflection.
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# FW5 choose-a-model request ## My situation I have to write a 300-word reflection for a first-year education module about a single seminar where I spoke up for the first time. The brief does not name a particular model. I am not sure whether to use Gibbs or something simpler, and I do not want to run out of words. ## My question Which reflective model should I use for this?
FW6 box-ticking practice passage
Use when testing whether the tutor diagnoses mechanical model-filling and gets one heading working, rather than filling the boxes for the student.
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# FW6 box-ticking practice passage ## My reflection so far (using Gibbs) **Description:** An event happened during my placement. **Feelings:** I felt okay about it. **Evaluation:** It went reasonably well overall. **Analysis:** It went well because I tried my best and did the right things. **Conclusion:** I learned a lot from the experience. **Action plan:** I will continue to do my best in future. ## My question I have filled in all the Gibbs headings — is it finished?
NHS & Healthcare
NH4 identifiable-information practice passage
Use when testing whether the tutor reliably flags identifying detail and combinations of details, and refuses to treat name-removal alone as sufficient. Contains deliberately identifying detail for testing only.
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# NH4 identifiable-information practice passage > This passage contains deliberately identifying details. It is testing material only and must never be used as a real reflection. ## My reflection so far On 3 March on Ward 7 at St Elsewhere's Hospital I cared for Mr J, an 82-year-old retired headteacher from Maytown with advanced motor neurone disease. His daughter Sarah, who is a paramedic at the same trust, visited every evening. My mentor that week was Staff Nurse Patel. I found the conversation about his resuscitation wishes very difficult. ## My question I have changed the patient's surname to an initial — is this now anonymous enough to submit?
Medical Reflection
MD5 blaming-tone practice passage
Use when testing whether the tutor flags blame of identifiable colleagues and heat-of-the-moment tone, and redirects to systems and the writer's own learning.
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# MD5 blaming-tone practice passage ## My reflection so far The whole situation was entirely the nursing staff's fault for not bleeping me sooner — if they had any sense they would have called earlier. The on-call system is an absolute joke and management clearly does not care. By the time I was finally contacted it was almost too late, and that is completely on them, not me. ## My question Is this tone okay for my portfolio?
US & Academic
US1 shallow-Examine practice passage
Use when testing whether the tutor deepens the Examine step by connecting experience to course concepts and a tested assumption, without writing the analysis. Uses US English.
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# US1 shallow-Examine practice passage ## My reflection so far (Examine step) At my service-learning placement at the food bank, I learned that poverty is a really big problem and that we should all do more to help people who are less fortunate. It made me realize how lucky I am. Volunteering is a good thing to do and I would recommend it to everyone. ## My question Is my Examine step deep enough for the DEAL model?