Reflection In The Writing Classroom

CONTENTS

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pp. v-

PREFACE

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pp. vi-vii

THIS VOLUME GREW OUT OF A FOCUSED INQUIRY: WHAT CONVERSATIONS, I wanted to ask, could we have around texts in order to foster reflective habits of mind? What you'll read in the following pages constitutes my attempt at an extended answer. Because it is a book-length volume, I've taken the luxury of ...

ONE On Reflection

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pp. 1-22

WE'RE THREE WEEKS INTO THE FALL TERM. IT'S STILL HOT AND SUNNY here in Charlotte, and today is Friday: the day when the first formal assignment, a narrative, is due in this course in first-year college composition. We've been writing (continuously, it seems) since the day the class started, ...

TWO Reflection-in-Action

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pp. 23-48

IT'S FRIDAY; I'VE PICKED UP A SET OF ARGUMENTS FROM MY FIRST YEAR comp class. How do I read them? Relative to an ideal text in my head: how/do their texts compare with what I think is the model text for this assignment? Relative to each other: how does one student perform compared to the person he or she worked with? ...

THREE Constructive Reflection

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pp. 49-68

IN "BETWEEN THE DRAFTS," NANCY SOMMERS TELLS THE STORY OF how she became a writer, through a kind of unconscious imitation of others' voices, through resistance, through encouragement, ultimately through force of will: between and among and beside and even in spite of the drafts. ...

FOUR Reflection-in-Presentation

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pp. 69-96

IRONICALLY, THE REFLECTION THAT IS BEST KNOWN-WHAT I'VE called reflection-in-presentation—is the least well understood and the least well theorized. It's (also) the reflection that we are most familiar with, regardless of the form it takes: the introductory "Letter to the Reader" that fronts the writing portfolios ...

FIVE Reflective Reading, Reflective Responding

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pp. 97-124

SOMEWHAT SURPRISINGLY, GIVEN THE TEACHING, READING, AND writing that English faculty do for a living, we don't talk very much about a philosophy of reading student work, or a philosophy of responding to student work, or even a philosophy of evaluating student work.¹ ...

SIX Reflection and the Writing Course

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pp. 125-144

HOW HAVE I TAUGHT? HOW DO I UNDERSTAND MY OWN TEACHING? when I say that a writing class—a first-year writing class at my comprehensive urban university—went well, that the students learned, that I think they're becoming good writers (some of them, at least), what do I mean? ...

SEVEN Reflection and Assessment

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pp. 145-168

REFLECTION-IN-PRESENTATION IS, OF COURSE, A KEY COMPONENT OF portfolios, as it can be of cumulative reflective essays, and increasingly it is being included as the second text in holistically scored impromptu essays.¹ In other words, reflection-in-presentation is becoming a more regularized component of assessment practice. ...

EIGHT Literacy and the Curriculum

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pp. 169-184

HOW DO WE USE REFLECTION TO HELP US UNDERSTAND THE CURRICULUM that we think we offer to students? And what is that curriculum? The curriculum in English studies, we seem to agree, focuses on literacy: reading and writing and thinking, presenting all those in multiple kinds of text. ...

NINE Reflective Texts, Reflective Writers

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pp. 185-206

Bothand is the correct answer, I still think, but here I'll take the opportunity to elaborate more fully. Such elaboration teaches something else we need to know about reflection. After that, I'll over/view the larger argument about reflection, issue some cautions, and articulate some questions. ...

WORKS CITED

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pp. 207-212

INDEX

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pp. 213-215