We cannot verify your location
Browse Book and Journal Content on Project MUSE

Reflection In The Writing Classroom

Kathleen Blake Yancey

Publication Year: 1998

Yancey explores reflection as a promising body of practice and inquiry in the writing classroom. Yancey develops a line of research based on concepts of philosopher Donald Schon and others involving the role of deliberative reflection in classroom contexts. Developing the concepts of reflection-in-action, constructive reflection, and reflection-in-presentation, she offers a structure for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work-a portfolio, for example. Throughout the book, she explores how reflection can enhance student learning along with teacher response to and evaluation of student writing.

Reflection in the Writing Classroom will be a valuable addition to the personal library of faculty currently teaching in or administering a writing program; it is also a natural for graduate students who teach writing courses, for the TA training program, or for the English Education program.

Published by: Utah State University Press


pdf iconDownload PDF (16.6 KB)
pp. v

read more


pdf iconDownload PDF (108.4 KB)
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 ...

read more

ONE On Reflection

pdf iconDownload PDF (1.4 MB)
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, ...

read more

TWO Reflection-in-Action

pdf iconDownload PDF (1.7 MB)
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? ...

read more

THREE Constructive Reflection

pdf iconDownload PDF (1.3 MB)
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. ...

read more

FOUR Reflection-in-Presentation

pdf iconDownload PDF (1.8 MB)
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 ...

read more

FIVE Reflective Reading, Reflective Responding

pdf iconDownload PDF (1.8 MB)
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 ...

read more

SIX Reflection and the Writing Course

pdf iconDownload PDF (1.2 MB)
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? ...

read more

SEVEN Reflection and Assessment

pdf iconDownload PDF (1.6 MB)
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. ...

read more

EIGHT Literacy and the Curriculum

pdf iconDownload PDF (994.2 KB)
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. ...

read more

NINE Reflective Texts, Reflective Writers

pdf iconDownload PDF (1.3 MB)
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. ...


pdf iconDownload PDF (406.0 KB)
pp. 207-212


pdf iconDownload PDF (437.0 KB)
pp. 213-215

E-ISBN-13: 9780874213140
Print-ISBN-13: 9780874212389

Publication Year: 1998