Author mentors
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1. The document discusses the benefits of using authors as mentors for peer critique groups and fostering mentoring relationships in the classroom. 2. Effective critique involves starting with compliments, providing constructive feedback, and ending with more compliments. It should not involve personal attacks and should remain constructive. 3. The panel discusses their experiences with critique groups and how critiquing the work of others has helped them improve their own writing.
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Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process:
What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing,
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classroom, and is published through Parlor Press.
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is available at the bottom of the first page of the chapter.
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Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1
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191
Re!ective Writing and the Revision
Process: What Were You "inking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer
to any activity that asks you to think about your own thinking.* As
composition scholars Kathleen Blake Yancey and Jane Bowman Smith
explain, reflection records a “student’s process of thinking about what
she or he is doing while in the process of that doing” (170). In a writ-
ing class, you may be asked to think about your writing processes in
general or in relation to a particular essay, to think about your inten-
tions regarding rhetorical elements such as audience and purpose, or
to think about your choices regarding development strategies such as
comparison-contrast, exemplification, or definition. You may be asked
to describe your decisions regarding language features such as word
choice, sentence rhythm, and so on. You may be asked to evaluate or
assess your piece of writing or your development as a writer in general.
Your instructor may also ask you to perform these kinds of activities
at various points in your process of working on a project, or at the end
of the semester.
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Reflective writing and the revision process what were you thinking
This summary provides a high-level overview of the key points in 3 sentences:
The document is a chapter from an open textbook that discusses reflective writing and the revision process. It describes the author's experience taking a life writing class where they had to write reflective notes on their writing process. Through this experience, the author learned the benefits of reflective writing for developing intentions, understanding one's audience, and making effective revisions.
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process: What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
Reflective Writing and the Revision Process: What Were You Thinking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester.
A Writer’s Experience
The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a
* This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Response Groups SCCTE
The document discusses implementing response groups in the classroom to provide peer feedback on student writing. It includes initial student responses expressing concerns about peer editing, such as not wanting others to judge their writing or lack of helpful feedback. The document then provides tips for setting up effective response groups, such as using descriptive rather than evaluative feedback, modeling the process, and participating alongside students. Suggestions for response group activities and ways to address challenges are also presented.
Strategic Writers Twin Rivers 2014
This document discusses various approaches to teaching writing in the classroom. It begins with a quote emphasizing children's innate desire to write from an early age. It then outlines different types of writing instruction from independent to more teacher-supported, including writer's workshop, guided writing, shared writing, and modeled writing. The rest of the document provides tips and strategies for effectively implementing writing instruction, such as modeling writing, teaching the writing process, using rubrics and peer reviews, and celebrating students' work.
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The student reflects on their experience in an English course and how it helped develop their skills as a critical writer and thinker. Their first essay was poor due to writing it the day it was due and not asking for help, but meeting with the professor helped. Discussing readings with classmates exposed them to new perspectives and ideas, strengthening critical thinking. While nervous at first, throughout the semester the student gained a better understanding of critical writing and thinking and applied it to improve their work.
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This document discusses encouraging authenticity in student writing. It describes the author's teaching experience and contends that nurturing authenticity is critical for helping students become capable writers by articulating their own thinking for particular audiences. The author prompts students to identify story topics from their own lives and models sharing personal stories. Key practices discussed for developing writing skills include using writer's notebooks, selecting personally important topics, and ensuring students have authentic audiences for their writing.
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Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process What Were You T.docx
Reflective writing and the revision process what were you thinking
Reflective writing and the revision process what were you thinking
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You Thinkin.docx
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