Rebecca Jones
English Department

Incorporating reflective writing in the classroom has value for both students and instructors. Asking students to reflect on daily classroom activities and especially on their own writing offers them the opportunity to critically consider their ideas as well as the content of the course. Reading reflective writing helps instructors better gauge a student’s understanding and involvement in the course. Simply, reflective writing is another outlet for fostering critical thinking skills. By asking students to think of writing as a tool for analysis and as something that can be revised, they will feel more control over their writing skills and begin see writing as a valuable instrument for thinking and communication.

Reflective Activities
 

• Before students turn in a paper, ask them to answer some or all of the following questions. What surprised you while writing this paper? What will you change in the next draft? What do you like best and least about this paper?  This kind of reflection allows students the opportunity to tell you what problems they had with writing the paper and helps them realize that they already know how to revise if given the chance.

• Once students become used to the rhythm of the your comments, ask them to anticipate what comments you will make on their paper. This question can accompany the above questions on the day papers are due. This kind of reflection not only allows students to open a dialogue with you about their paper, but can help them understand what is expected of them in the course. In addition, the you may discover a miscommunication in your comments or in the assignment.

• To generate more frequent and often more valuable class participation, it is useful to allow students at least 5-10 minutes at the beginning of class to think about the reading they have done. You may choose to ask specific questions or let the students reflect on any aspect of the reading before beginning the discussion. This kind of writing helps students gather their thoughts and feel more comfortable offering them publicly.

• At the end of an especially difficult or controversial class, students need the opportunity to voice their ideas, frustrations, or just additional comments. Have students respond to class discussion and ask them to hand it in or pass it around to the rest of the class or to their groups. It is important to tell students ahead of time that others will read this writing. Reflection, in this sense, allows more students a voice in the course and forces them to think through topics they may be struggling with.

• When students work in groups or after they meet with you in conference, it is valuable to ask for a reflection on the experience. This not only requires the student to consider her or his participation in the group or during the conference, but allows the instructor to monitor how groups and conferences are working pedagogically.

• Many instructors find it beneficial to require a weekly reading response or a daily log on class discussion. This can be collected often or just a few times per semester. This continuous reflection creates a habit of analytical thinking and engagement in the course.