Some comments on the essay extracts:

Extract A:

The writer identifies a problem area in their studies.
However, the student is not really specific about what the problem is and does not really reflect on potential causes and solutions. They need to ask themselves "why?" and analyse their own behaviour.
The student describes a process that leads to them feeling bad, but again it is not really clear what exactly they are feeling bad about.
The mention of a specific technique (Pomodoro) is helpful, but this needs to be referenced and explored much further.
The student would find it helpful to think about a range of steps that they could take to deal with this issue. There needs to be a sense of learning or self-development taking place as a result of reflection.

At present, the writing is still a draft. It needs to be developed into a coherent line of reasoning, leading up to suggestions for amendments to the writer’s own practice.

Extract B:

The writer reflects on the extent to which she and the other members of her group have unquestioningly trusted the evidence in journal articles.
She reflects that she has often noticed inconsistencies or contradictions in the articles she has read, and considers how that might affect her own practice.
She has read around the topic and discovered that what she has noticed is called “publication bias” and that other people have written about it. She quotes some of these people and effectively links their ideas to her own experiences.
She considers how this will impact on her, and also reflects that she should have shared her findings with the rest of her group.
She uses her reading and reflection to form a solution: a system for evaluating journal articles which will help her to make sure she is using reliable, non-biased evidence to inform her.

Overall, the essay has a good balance between personal experience and relevant literature, and makes strong links between the two. It is written in a structured, non-emotional way, but still uses the first person and has a clear reflective tone. It demonstrates how reflection and reading caused this student to adjust her own practice. An excellent example of a formal reflective piece.