Reflection in the Writing Classroom - Chapter 1 Note Summary

Chapter One: On Reflection

The Importance of Reflection

• Lifelong exposure to the world requires individuals to seek understanding.

• Knowledge emerges from the relationship between experiences and personal insights.

• Reflection is critical; insights are not immediate but develop over time from within.

• Eudora Welty emphasizes that the strongest recognition is rooted in both empathy and shock, indicating human depth in observation.

• Walter Fisher highlights that writing occurs within a larger storied context, involving multiple characters over time.

Classroom Setting - A Narrative Assignment

• Three weeks into the fall term, students present diverse backgrounds in a college composition class.

• Despite anxiety, students show signs of relief, akin to athletes completing a race.

• Their first narrative assignment, though not graded, is still perceived as significant by them.

• Students engage actively with materials before writing, with one notably lively participant, Kelly.

• The following task requires students to produce a reflective piece, expanding on earlier narratives.

Historical Context of Writing Processes

• In the late 1970s and 1980s, research aimed at understanding how students learn to write was undertaken.

• There was a gap in knowledge about the learning processes despite numerous experiments in writing strategies and creativity.

• Janet Emig's work pointed out that writing studies often overlooked the actual writers (students).

Case Studies in Writing Processes

• Early studies, like Perl's, focused on observing students' composing processes, noting consistent methods in even flawed writing.

• The studies were primarily qualitative, valuing the individual writer's voice and experience.

• A second wave of cognitive research highlighted how experienced writers anticipate audience responses, leading to practical applications in teaching.

• Joseph Harris noted that both Emig’s and Flower’s work starts with an ideal text, dictating process and product.

• Both models inadequately addressed the dialogical nature of revision and interaction among writers.

The Evolution of Composing Processes

• New approaches to composition reflect the social context of writing and ongoing conversations that shape it.

• A notable link between reflection and composition was established in Sharon Pianko's work recognized since the late 1970s.

• Reflection during writing, apparent through writer's pauses and reconsiderations, distinguishes fluent writers from others.

Reflection - A Definition and Context

• Reflection, in this context, involves a discourse on one’s achievements, learning processes, and future goals.

• Involves a cycle of projection (goal-setting), retrospection (review), and revision.

• Reflection is integral for deep learning in both formal and informal settings.

• Teachers increasingly use reflection to inform teaching practices, enhance curricula, and improve assessments.

Dialogue in Reflection

• Reflection is depicted as a dialectical process involving collaboration between the reflective individual and varying perspectives.

• Promotes understanding how past writings shape current knowledge and practices.

Philosophical Underpinnings of Reflection

• John Dewey’s conception of reflective thinking as goal-oriented, process-driven and socially mediated indicates the depth of learning.

• Lev Vygotsky posits that reflective consciousness is formed through social interaction, necessitating both scientific and spontaneous concepts.

Practical Applications and Implications

• Reflection in educational contexts prompts students to articulate learning through various forms like narratives and dialogues.

• encourages students to engage actively in their learning processes by linking reflection with agency.

• Educators are encouraged to theorize and reflect on their practices collaboratively with students.

The Role of Reflection in Writing Instruction

• Teachers are seen as reflective practitioners who adjust their methodologies based on reflective insights.

• The classroom becomes a venue for shared inquiry, emphasizing both student and teacher agency in the learning process.

Concluding Thoughts on Reflection

• The book will explore various dimensions of reflection across different chapters, emphasizing reflection-in-action, constructive reflection, and reflection-in-presentation, enhancing both student and teacher engagement in the writing process.