deletions | additions       diff --git a/When_it_comes_to.tex b/When_it_comes_to.tex  index 1241a4c..c18f174 100644  --- a/When_it_comes_to.tex  +++ b/When_it_comes_to.tex 
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categorized reflective thinking into four processes. \emph{Reviewing  process} refers to the improvement in learning for which one looks at  the past and learns from it in order to avoid the same mistakes;  \emph{contemplative process} enables one engaged in self-observation or  introspection; \emph{comparing process} talks about a learner's  self-examination of the extent to which anticipated goals are fulfilled;  \emph{judging process} involves self-assessment on learning performances  and progress. On the other hand, Kember (1999) treated reflection as a  double-faced notion containing \emph{reflective} and  \emph{non-reflective action}; more specifically, reflective action is  made up for several subdivisions, such as \emph{content, process}, and  \emph{premise reflection}. According to Lin's (2004) categorization,  students' journals were generally characterized by \emph{affective,  self-aware}, and \emph{integrative} reflection. In the study of  vocabulary analysis, Avrramidou and Zembal-Saul (2002) identified a  four-stage trend that reflection authors shifted from being  \emph{descriptive} to being \emph{explanatory, reflective,} and  \emph{elaborative}. In conclusion, the essence of reflection lies in  one's knowledge, reasoning, conception and learning beliefs.