After Reading Reflection, Writing, And The Revision Process ✓ Solved

After Reading Reflection Writing And The Revision Process

After reading “Reflection Writing and the Revision Process: What Were You Thinking?” respond to the following questions. Describe Giles' original approach to reflective writing and how her perspective and actions changed. According to the section titled "How It Works," what are 2 benefits of engaging in reflective writing? How can reflection help us become stronger writers and communicators? Explain which benefits connect to you in your writing journey. According to Giles, what are at least 3 ways in which reflective writing can help instructors respond to and understand student writing? Is this recognition of reflective writing's benefits for instructors a new concept for you? Explain. How do you understand Giles' statement that teachers want you to think in certain ways? Describe how reflective writing can cultivate this habit of thinking. Share one experience with reflective writing and connect it to Giles' ideas. The response should be 400 words.

Paper For Above Instructions

In her article, "Reflection Writing and the Revision Process: What Were You Thinking?", Elizabeth Giles discusses her evolving perspective on reflective writing. Initially, she approached reflective writing as a mere formality—a task that lacked urgency and depth. This changed when she recognized the value of “writing those darned process notes,” which prompted her to engage more profoundly with her thoughts and experiences during the writing process. This shift illustrates how reflective writing can evolve from a simple exercise to a meaningful exploration of one’s writing practices, ultimately leading to greater self-awareness (Giles, 193).

According to Giles, engaging in reflective writing offers several benefits. First, it fosters greater awareness of the writing process, allowing writers to pinpoint their decision-making and compositional choices. This self-awareness enables writers to identify strengths and weaknesses in their writing. Second, reflective writing serves as a tool for personal growth, helping writers develop their voices and styles over time. By reflecting on their work, writers can also adapt their techniques for future projects and become more effective communicators.

Reflection cultivates essential skills that enhance writing and communication. For example, it encourages critical thinking, allowing writers to analyze their work and the factors that influenced their decisions. This interconnectedness between reflection and writing aligns closely with my journey. I have experienced the benefits of self-awareness by documenting my writing process; it helped me acknowledge my repetitive patterns and ultimately improve my skills. The understanding that reflective writing can help both writers and instructors is not a new concept to me. I’ve often felt that articulating my process helped my teachers understand my choices and guided their responses to my work.

Giles' point that “teachers don’t want you to say certain things; we want you to think in certain ways,” highlights the intention behind reflective writing. It suggests that the focus should be on cultivating a mindset conducive to deeper learning and exploration rather than merely meeting certain academic expectations. Reflective writing facilitates this evolution by encouraging writers to think critically about their experiences and outcomes. In my experience, reflective writing has often been an integral part of my learning process. For example, during a college course, I was tasked with maintaining a reflective journal. This journal encouraged me to articulate what I learned from each writing assignment—not just what I produced but also how I felt during the process. Through this experience, I discovered similarities with Giles' perspective on the importance of analyzing our writing choices and decisions.

Giles emphasizes that reflective writing empowers both students and instructors. She notes that it offers instructors insights into students' thought processes, enhancing their ability to offer tailored feedback. Specifically, reflective writing helps instructors grasp the reasons behind the choices students make, recognize areas where students struggle, and identify strengths that can be further developed. These insights create a more constructive learning environment, fostering a dialogue that benefits all parties.

In conclusion, reflective writing is not merely an exercise in articulating thoughts; it transforms how we engage with our writing processes. By documenting and analyzing our choices, we foster self-awareness and develop critical thinking skills. Whether through journaling or structured assignments, reflective writing can catalyze growth for both students and instructors. This facilitation of deeper understanding and connection highlights the importance of reflective writing in educational contexts.

References

• Giles, E. (Year). Reflection Writing and the Revision Process: What Were You Thinking?
• Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into Learning. Kogan Page.
• Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
• Zeichner, K. & Liston, D. (1996). Reflective Teaching: An Introduction. Lawrence Erlbaum Associates.
• Sachs, J. & Clark, M. (2013). Reflective Teaching in Secondary Education. Routledge.
• Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century: A Community of Inquiry Framework for Online Learning. RoutledgeFalmer.
• Hatton, N., & Smith, D. (1995). Reflection in Teacher Education: Towards Definition and Implementation.  Teaching and Teacher Education, 11(1), 33-49.
• Ryan, M. & Ryan, M. (2005). The Student Experience of Reflective Learning. Journal of Further and Higher Education, 29(2), 125-136.