I really jammed out with this reading, both because I love reflection as a writer and enjoy teaching thoughtful active re-envisioning of writing in my classes. I have experimented both with “revision plans” — a reflection after receiving peer and instructor feedback but before undertaking revision — and “revision reflections” on final (revised) drafts of assignments, and think there is value in both. But now this four-part framework really drives it home for me in terms of thinking and talking more explicitly about reflection:
“as a 360-degree, reiterative approach to give students a series of opportunities to make decisions and create some understanding of their writing as a means of engaging in reflective practice as a four-part schema: (1) look backward to recall previous knowledge… (2) look inward to review the current writing situation they are working in; (3) look forward to project how their current knowledge about writing connects to other possible academic writing situations; and (4) look outward to theorize how the role of their current identities as reflective writing practitioners connects to larger academic writing situations.”
This is all driven home for me by T & R’s recommendation to explicitly define and use reflection as a key term, practice reflection in the classroom, and encourage students to develop a theory of writing. Key terms!?! I know I define terms for my students, but I think I was raised through the osmosis style of education — bat a big term around long enough and finally you’ll look it up and try it out and start using it yourself. So yeah, making reflection something you define, practice explicitly, and encourage students to talk about in terms of looking backward/outward/inward/forward is a great way to encourage them to think explicitly about writing choices.
It’s like the Reflection Hokey Pokey.
T & R says, “this approach allows them to theorize about their own writing overall, and it allows them to evolve not just as writers but also as thinkers about writing.” If our students can become active thinkers about writing, then I think we are getting closer.