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Kutztown University of Pennsylvania The Ethics of Reviewing Discussion

Kutztown University of Pennsylvania The Ethics of Reviewing Discussion


Several times throughout this semester, you will be asked to reflect on your writing, research, and learning process. Depending on the specific assignment, you might be asked to look back at your writing and reflect on the choices you made as you were creating a text, perhaps explaining how why you decided to reference certain sources or use particular examples to support your point. Or, you might be asked to reflect on what you’ve learned while completing a project and explain the specific ways in which your understanding of a topic changed or evolved. You could also be asked to compare different drafts of a single project and reflect on the ways in which your drafts evolved over time and in response to peer and instructor feedback. Put simply, reflection is an important part of ENC 1102. There are three main reasons for this:

  • Reflection can help you identify what worked well in your writing, research, and/or learning process so you can continue that practice.
  • Reflection can help you identify what might need to be improved as you move forward.
  • Reflection can help explain to your audience the choices you made so that they can better understand and appreciate the work you’ve created.

However, as you will see when you read “Reflective Writing and the Revision Process: What Were You Thinking?” by Sandra Giles, reflective writing is more than just restating what you’ve already written, and it might not align with your preconceptions of “academic writing.” Therefore, the purpose of this assignment is to help us gain a deeper understanding of what reflection really is, why it is important, and how we might effectively do it.

After reading “Reflection Writing and the Revision Process: What Were You Thinking?” respond to the following questions. You will upload your responses as a Microsoft Word doc or docx file.

  1. 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.
  2. 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?
  3. 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.
  4. 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?
  5. 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.
  6. 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?” (202)
  7. 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 add to something Giles says, perhaps presents an additional perspective or an idea that she did not discuss? If so, what is this addition?

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