After Reading Reflection, Writing, And The Revision P 146930 ✓ Solved

Fter Reading Reflection Writing And The Revision Process What Were Y

After reading “Reflection Writing and the Revision Process: What Were You Thinking?” respond to the following questions. Giles explains the ways in which her understanding of reflective writing shifted as a result of having “to write those darned process notes” (193). In 3-4 sentences, describe her original approach to reflective writing and the specific ways in which her perspective and actions changed. According to the section of the reading titled “How It Works,” what are 2 specific benefits of engaging in reflective writing? How can reflection help us become stronger and more effective writers and communicators? Consider which of the benefits from your response to question 2 connects the most to you and your experiences as a writer. In 4-5 sentences, explain which one(s) you feel like you’ve experienced in your own writing journey or which one(s) you feel like you could benefit the most from and why. On page 200, Giles writes, “My students often resist writing about their composing processes, but it’s good for them to see and analyze how they did what they did, and it also helps me know what they were thinking when they made composing decisions.” She then goes on to explain the specific ways in which reflective writing can help not only the student, but also the instructor. According to Giles, what are at least 3 specific ways in which reflective writing can help the instructor more effectively respond to and understand student writing? Relatedly, is this recognition that reflective writing can help the instructor more effectively respond to their students a new idea for you, or is this an idea you had previously considered/experienced? Explain your response. On page 202, Giles writes, “Teachers don’t want you to say certain things, we want you to think in certain ways.” How do you understand what she means here, and what are some specific ways that reflective writing can help us to get into the productive “habit of thinking reflectively?” Think about your own experiences with reflective writing. These might be experiences you’ve had in school on an assignment, writing in a personal journal/diary, at your job, or somewhere else. In 5-7 sentences, describe one specific experience you’ve had with reflective writing and make at least one specific connection to something Giles writes in this article. Here, you might respond to one of the following questions: Do your personal experiences with reflective writing agree with something Giles says? If so, what is the agreement? Do your personal experiences with reflective writing contradict something Giles says? If so, what is the contradiction? Do your personal experiences with reflective writing add to something Giles says, perhaps presents an additional perspective or an idea that she did not discuss? If so, what is this addition?

Paper For Above Instructions

In the reading “Reflection Writing and the Revision Process: What Were You Thinking?” Giles reflects on her journey into understanding reflective writing more deeply. She initially approached reflective writing with a simplistic understanding, viewing it primarily as a task to be completed rather than a critical thinking exercise. Specifically, she realizes that her perspective shifts when she engages more authentically in the process of writing reflections, especially through the act of writing process notes (Giles, 193). This shift allows her to comprehend the intricacies of her thought processes, leading to more meaningful improvements in her writing practices.

Engaging in reflective writing provides various benefits that enhance both writing and communication skills. According to Giles, two specific benefits mentioned under “How It Works” include the development of metacognitive skills, which help writers assess and regulate their writing processes, and the promotion of deeper learning, as reflection encourages individuals to connect their ideas and experiences meaningfully. Reflective writing serves as a mechanism through which writers can critically analyze their strengths and weaknesses, eventually becoming more effective communicators (Giles, 193). Personally, the benefit that resonates the most with my experiences as a writer is the enhancement of metacognitive skills, as I have often found that reflecting on my work clarifies my thought processes and improves my writing clarity.

In my own writing journey, I have experienced the profound impact of honing reflective skills. Reflection has allowed me to critically evaluate my work and understand the reasons behind my composing decisions. For instance, by regularly engaging in reflective practice, I have become more adept at identifying patterns in my writing and areas that require improvement. This introspective process mirrors Giles's assertion about the benefits of understanding one's compositional methods (Giles, 200). Therefore, I can connect with her viewpoint on the necessity of reflection in fostering growth and improved communication skills.

Giles articulates several ways in which reflective writing can benefit instructors' understanding of student writing. Firstly, reflective writing allows instructors to discern the reasoning behind students’ writing choices, revealing their cognitive processes. Secondly, it enables instructors to tailor feedback more effectively, as they gain insights into the areas where students feel confident or struggle. Thirdly, reflective writing promotes a dialogue between students and instructors, fostering a collaborative learning environment (Giles, 200). I found this idea particularly enlightening, as I had not previously considered how reflective writing could serve as a bridge for enhanced communication between students and educators.

Additionally, the notion that teachers wish students to think in certain ways rather than just recite information resonates deeply with me (Giles, 202). This concept emphasizes the importance of engaging students in deeper analytical thinking. Reflective writing encourages this productive 'habit of thinking reflectively' by guiding students to process their learning experiences and articulate them systematically. Through my academic journey, I have found that these practices contribute significantly to my growth as a writer.

Reflective writing has been an integral aspect of my educational experience. I recall a specific assignment in my creative writing class, where we were required to keep a journal documenting our writing process and the decisions we made along the way. This reflective task allowed me to see not only the evolution of my style but also the challenges I faced during the writing process. This experience aligns with Giles’s assertion that recounting the composing process can enhance our understanding as writers (Giles, 200). This practice both affirmed and expanded on her viewpoints by illustrating the tangible benefits of reflective writing firsthand, highlighting that self-analysis is crucial for personal and professional development.

In conclusion, reflective writing is a powerful tool for both students and instructors, as it fosters a deeper understanding of the writing process. Through metacognition and enhanced communication, reflective writing not only drives individual growth but also promotes collaboration in educational settings. By examining our experiences, we become more conscious of our methodologies and strategies, enabling us to evolve as writers.

References

• Giles, J. (n.d.). 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.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
• Angelillo, J. (2020). The Role of Reflection in Writing Instruction. Journal of Creative Writing Studies.
• DiGiovanni, M. (2018). The Importance of Metacognition in Writing. Journal of Education and Learning.
• Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass.
• Fukushima, H. (2019). Looking Back: The Role of Reflection in Learning and Teaching. Studies in Higher Education.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into Learning. Kogan Page.