The aphorism by Confucius (450 BC) "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand" is often referred to as being at the core of the experiential learning concept. It can equally be applied to the concept of service learning in which the student is involved in understanding purpose, actively participating, recording, and reflecting on engagement with the wider community. Research indicates that community partners see greater benefits to their organizations and constituents when faculty work directly with them over multiple quarters, semesters, or years (Sandy 2007). Establishing reciprocal relationships and deepening the commitment between partners and faculty result in more meaningful service learning experiences for students and real impact on communities (Jeandron and Robinson, 2010). Critical reflection is the key to connecting coherently these concepts with experiential and practical service learning experiences. This paper will present and discuss theories and methodologies for reflective writing in the context of ESP drawing on the experiences of teachers and students at the undergraduate level. It will be argued that critical reflection requires a distinctive protocol that integrates forms of personal narrative with intellectual inquiry. Of particular interest is how reflection on service learning experiences can be instrumental in enhancing knowledge of disciplines taught through the medium of ED.