![]() ![]() Reimagine material/experience for future personal or social benefit (p.Reflection allows students to make sense of material/experience in relation to oneself, others, and the conditions that shaped the material/experience.6)įurthermore, there are two purposes of reflection according to Ryan’s (2013) “The Pedagogical Balancing Act: Teaching Reflection in Higher Education”: When we reflect, we thus project and review, often putting the projections and the reviews in dialogue with each other, working dialectically to discover what we know, what we have learned, and what we might understand. Procedurally, reflection entails a looking forward to goals we might attain, as well as a casting backward to see where we have been. In method, reflection is dialectical, putting multiple perspectives into play with each other in order to produce insight. Nevertheless, the goal of reflection, according to Yancey (1998) in Reflection in the Writing Classroom, is as follows: Instructors can assign many different reflective activities, both guided and unguided (e.g., class discussion, journals, interviews, questioning, etc.). Reflection is a broad term that includes many different applications. Additionally, the Framework for Success in Postsecondary Writing-a collaboration between the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project-further supports the use of reflection as it is one of the eight habits of mind needed for student success. Writing transfer, according to forty-five writing researchers from the Elon Research Seminar, is defined as “the phenomenon in which new and unfamiliar writing tasks are approached through the application, remixing or integration of previous knowledge, skills, strategies, and dispositions.” In fact, two enabling practices within the Elon Research Seminar focus specifically on metacognition-i.e., thinking about thinking. In terms of writing studies, reflection has been tapped as an important skill for students’ abilities to transfer writing skills. ![]() Students, therefore, should be exposed to continuous reflective writing practices so that they become “producers” and not “consumers” of knowledge ( Costa and Kallick, 2008). ![]() As a result, reflective writing is one great method for students to reflect on their learning experiences in the English 106/108 classroom. Although often situated in the humanities and social sciences, reflection is an important practice across academic disciplines including nursing, business, the sciences, and more (see WAC Clearinghouse for a list of disciplinary reflection articles). A 2014 study by Harvard also confirmed that reflecting on one’s work improves job performance. However, reflection is an important practice for students to make sense of and grow from a learning experience, and it is a practice backed by scholarship (see List of Scholarship below). Reflection- a process where students describe their learning, how it changed, and how it might relate to future learning experiences (“ Learning and Leading with Habits of Mind,” 2008) -is a skill that often goes undervalued in classrooms that are packed with content. Why is reflection important in the writing classroom? ![]()
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