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Journal articles on the topic 'Writing and reflection'

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Published: 10 December 2022
Last updated: 19 February 2023

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1

Ono, Aya, and Reina Ichii. "Business students’ reflection on reflective writing assessments." Journal of International Education in Business 12, no. 2 (November 4, 2019): 247–60. http://dx.doi.org/10.1108/jieb-08-2018-0036.

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Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee. Findings The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required. Research limitations/implications A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education. Practical implications Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice. Social implications Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice. Originality/value This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.
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2

Herrick, Michael J. "Writing Requires Reflection." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 144–45. http://dx.doi.org/10.1080/00098655.1992.10114186.

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 96. http://dx.doi.org/10.18438/b8pd1g.

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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes. Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis. Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.” Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%), allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain. Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes. Main Results – Practising reflection demonstrated benefits for individuals and groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1) Nature of reflection (2) Reflection seen as useful in providing support for a career and professional development (3) Reflective writing – benefits (4) Reflective writing – potential in future employment and workplace (5) Encouraging others to use reflective practice (6) Reflecting positively (7) Reflection applicable to both individuals and groups (8) Reflection in support of personal awareness (9) Exploration of different methods of reflection (10) Difficulties in focusing enough to be able to reflect deeply Conclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further. Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.
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Wald, Hedy S., Shmuel P. Reis, and Jeffrey M. Borkan. "Reflection rubric development: evaluating medical students’ reflective writing." Medical Education 43, no. 11 (November 2009): 1110–11. http://dx.doi.org/10.1111/j.1365-2923.2009.03470.x.

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Timcheck, Phillip M. "Integrating Reflection in Writing." Nurse Author & Editor 28, no. 2 (June 2018): 1–8. http://dx.doi.org/10.1111/j.1750-4910.2018.tb00014.x.

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Wear, Delese, Joseph Zarconi, Rebecca Garden, and Therese Jones. "Reflection in/and Writing." Academic Medicine 87, no. 5 (May 2012): 603–9. http://dx.doi.org/10.1097/acm.0b013e31824d22e9.

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Cooper, David D. "Reading, Writing, and Reflection." New Directions for Teaching and Learning 1998, no. 73 (1998): 47–56. http://dx.doi.org/10.1002/tl.7306.

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8

Peñaloza, Anna Carolina, and Laura Camila Salamanca. "Writing from the Self: Reflecting on the Role of Creative Writing in the Academic Writing Classroom." Enletawa Journal 12, no. 2 (April 29, 2020): 97–121. http://dx.doi.org/10.19053/2011835x.10955.

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As academic writing teachers, we are often faced with the challenge of teaching writing as a system or emancipating from its structures. In this reflective paper, we begin by examining our own experiences with writing for academic and creative purposes using co/autoethnography as a method of self-reflection. In addition, we invited three modern language students at a public university in Tunja, Colombia to share their reflections about their writing processes and the role creative writing could play in the academic writing classroom. Our reflections were a first step in rethinking our classroom from a critical sociocultural model, which revealed that students’ individual writing processes, motivation, feedback, and creative writing could help boost students’ self-confidence when writing for academic purposes.
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Guleker, Rudina. "Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course." European Journal of Language and Literature 2, no. 1 (August 30, 2015): 78. http://dx.doi.org/10.26417/ejls.v2i1.p78-82.

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Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool.
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McKinney, Pamela, and Barbara A. Sen. "Reflection for learning: understanding the value of reflective writing for information literacy development." Journal of Information Literacy 6, no. 2 (November 26, 2012): 110. http://dx.doi.org/10.11645/6.2.1747.

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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.
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Adams, Jennifer L. "Writing Others’ Stories." Journal of Autoethnography 3, no. 1 (January 1, 2022): 4–18. http://dx.doi.org/10.1525/joae.2022.3.1.4.

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I use autoethnographic reflection to explore the personal and professional ethical challenges that have emerged over twenty years working with a set of one hundred historic love letters found discarded in an attic. Concerns of representation, narration, and authorship of the Other(s) by historic researchers are explored. Bakhtin’s concept of answerability is then elucidated as a means of reflecting upon choices writers make in researching of the lived experience of everyday people from the past. Issues including authorial responsibility, heteroglossia, polyphony, and the chronotope are explored.
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Cahusac de Caux, Basil Khalifa Costas Derek, Cho Kwong Charlie Lam, Ricky Lau, Cuong Huu Hoang, and Lynette Pretorius. "Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice." Reflective Practice 18, no. 4 (May 12, 2017): 463–73. http://dx.doi.org/10.1080/14623943.2017.1307725.

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Tri Setyaningsih and Nurhandayani. "THE CONTRIBUTION OF SELF-REFLECTION IN PORTFOLIO TOWARD STUDENTS’ WRITING SKILLS." ELLTER Journal 1, no. 1 (April 14, 2020): 47–55. http://dx.doi.org/10.22236/ellter-j.v1i1.4908.

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Writing is considered to be a sequence of complicated process in which the students need to organize their ideas and develop them into a systematic order. Due to its complexity process, students often find problems in writing, such as idea organization, sentence arrangements, punctuation, and capitalization. Consequently, this study examined the essay writing class students of the undergraduate program to find out whether or not self-reflection in portfolio gives contribution in improving their writing skills. A questionnaire, observational field notes, and document of students’ self-reflections were used to collect data about the students’ awareness about self-refection, portfolio and writing based on their perspectives. The findings reveal that the self-reflection in portfolio indeed has given contribution toward students’ writing through a set of guided questions so that the students become more aware about their strengths and weaknesses in every draft of their writing. Knowing those things will eventually help students to produce better writing on their own that lead them to be autonomous learners.
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Yilmaz, Gamze, and Leah LeFebvre. "The Effects of Self-Awareness and Self-Reflective Writing on Online Task Performance." International Journal of Cyber Behavior, Psychology and Learning 6, no. 2 (April 2016): 39–55. http://dx.doi.org/10.4018/ijcbpl.2016040103.

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This study examined self-awareness and self-reflective writing effects on performance in an online task environment. Participants (N = 98) were randomly assigned to one of four conditions: self-awareness (private vs. public) and self-reflection (reflection vs. no-reflection). They were instructed to complete two successive online survival tasks that required analytical thinking and problem-solving skills. Findings demonstrated that participants in the private self-awareness condition performed better after writing a self-reflection than the no self-reflection condition. However, participants in the public self-awareness condition performed worse in the second task upon completion of their self-reflection compared with those that did not write a self-reflection. Additionally, a post-hoc linguistic analysis of the self-reflections illustrated that high-performers discussed their task completion using more cognitively complex language compared to low-performers.
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Ritunga, Imelda, and Etha Rambung. "REFLECTION TO GUIDE MEDICAL STUDENTS’ SELFINTROSPECTION AND DEVELOPMENT: A QUALITATIVE REPORT." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 1 (March 31, 2020): 52. http://dx.doi.org/10.22146/jpki.47540.

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Background: Reflection is needed by the doctor in interpreting his experience, realizing its limitations so that it will be lifelong learning. In medical learning, self reflection can motivate students to realize their limitations and learn better. The purpose of this study is to explore the experiences of students in reflection learning. Methods: the research method uses a qualitative type with the research subjects being 15 first-year medical students. Reflection is taught at the beginning of education and is practiced in innovation design courses by providing weekly writing self-reflection assignments. The experience of writing self reflection was explored through group interviews (FGD) and in-depth interviews. Open questions are given to students, the results of interviews are verbatim and coding. This study has obtained ethical clearance.Results: the results of the study were divided into 5 themes: perception, self-awareness, future improvement, rules, and other. Participants expressed pleasure in self-reflection, useful for self-reflection, and future improvement. Future improvements vary from no change to the change in perspective and even change in action, which is more disciplined. Rules for a minimum number of words in self-reflection assignments are things are not fun to participants and can make writing blindly. The frequency of writing self-reflection carried out every week is felt to burden the participants. Other draw on participants' statements regarding activities to write reflections that are felt to be useful as part of learning as a writer.Conclusion: learners' perceptions of reflection learning are fun and useful, but students complain about the rules for reflection assignments so design reflection should relevant and contextual.
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Lee, Yeonjeong. "A Case Study on the Self-Conspecting Essay Teaching of the Process Centered in University Writing Education." Korean Society of Culture and Convergence 44, no. 7 (July 31, 2022): 15–24. http://dx.doi.org/10.33645/cnc.2022.7.44.7.15.

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The purpose of this study was to examine the self-searching and reflection process through self-reflection class cases for college freshmen, and to examine the process in which the results lead to writing. The effectiveness of self-reflection writing and the effectiveness of self-reflection writing through actual class examples are summarized. First, reflection writing provides a chance to reflect on life and express it in writing to students who become college students but have difficulty adapting. Second, reflective writing is effective for college freshmen who are burdened with writing to take the first step in writing. Third, we realized that writing is also a tool for communication by generating the contents of a sentence through oral writing. Fourth, through peer feedback, we realize the importance of articulating impressions and enlightenment from the reader's point of view. This self-reflection writing case is meaningful in that it faithfully fulfilled its original role in writing education.
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Adeani, Ikin Syamsudin, R. Bunga Febriani, and Syafryadin Syafryadin. "USING GIBBS� REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS." Indonesian EFL Journal 6, no. 2 (August 11, 2020): 139. http://dx.doi.org/10.25134/ieflj.v6i2.3382.

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In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs� reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students� reflection artefacts. The students� reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs� reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.Keywords: reflective writing; Gibbs� reflective cycle framework; literary works; literary analysis.
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Chan, Yee Cheun, Chi Hsien Tan, and Jeroen Donkers. "Impact of reflective writings on learning of core competencies in medical residents." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 65–79. http://dx.doi.org/10.29060/taps.2021-6-4/oa2447.

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Introduction: Reflection is a critical component of learning and improvement. It remains unclear as to how it can be effectively developed. We studied the impact of reflective writing in promoting deep reflection in the context of learning Accreditation Council for Graduate Medical Education (ACGME) competencies among residents in an Internal Medicine Residency programme. Methods: We used a convergent parallel mixed-methods design for this study in 2018. We analysed reflective writings for categories and frequencies of ACGME competencies covered and graded them for levels of reflection. We collected recently graduated residents’ perceptions of the value of reflective writings via individual semi-structured interviews. Results: We interviewed nine (out of 27) (33%) participants and analysed 35 reflective writings. 30 (86%) of the writings showed a deep level (grade A or B) of reflection. Participants reflected on all six ACGME competencies, especially ‘patient care’. Participants were reluctant to write but found benefits of increased understanding, self-awareness and ability to deal with similar future situations, facilitation of self-evaluation and emotional regulation. Supervisors’ guidance and feedback were lacking. Conclusion: We found that a reflective writing programme within an Internal Medicine Residency programme promoted deep reflection. Participants especially used self-reflection to enhance their skills in patient care. We recognised the important role of mentor guidance and feedback in enhancing reflective learning.
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Herrington, Anne J., and Martha L. A. Stassen. "Intersections of Writing, Reflection, and Integration." Across the Disciplines 13, no. 4 (2016): 1–11. http://dx.doi.org/10.37514/atd-j.2016.13.4.21.

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Dahlia, Anum. "GROWING STUDENTS’ WRITING FLUENCY USING FREE WRITING ACTIVITY." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 2, no. 1 (April 6, 2020): 16–22. http://dx.doi.org/10.37742/jela.v2i1.22.

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For most EFL students especially novice writers, writing English was hard to do. They were often stuck with a lot of obstacles. The obstacles were not only about students’ knowledge in linguistic elements, such as grammar, structure, vocabulary, spelling, punctuation, capitalization but also about students’ attitudes toward writing. Writing was not easy and not fun for students. To solve this hardship, students required a particular activity which helped them improve their writing ability and change their attitudes. Free writing was the activity chosen to overcome this case. It was done in series over five times with time limit, and after that students did reflection on their five results of free writing. The purpose of this study was to examine the beneficial effects of using free writing activity toward students’ writing fluency and writing ability. The method used in this study was descriptive qualitative. This method described how effective free writing activity on students’ writing. Data were taken from students’ free writing samples as primary data, and the reflection as the secondary data. There were 75 free writing samples and 60 reflection samples. This study revealed that free writing made students get used to writing, improve linguistic elements, and be confident and comfortable in writing. Finally free writing gave beneficial effects for learners, it could make learners write more, write easier and write better.
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Paré, Anthony. "The Once and Future Writing Centre: A Reflection and Critique." Canadian Journal for Studies in Discourse and Writing/Rédactologie 27 (March 31, 2017): 1–8. http://dx.doi.org/10.31468/cjsdwr.573.

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Despite nearly four decades of teaching and studying writing, including many years as a writing centre instructor and director, I really don’t know what will happen to Canadian writing centres, and I am also uncertain about what should happen. However, I have some reflections on our past, some concerns about how we got here, and some thoughts about how we might move forward. I should acknowledge that the criticisms I offer here began in self-reflection: looking back over my work in a writing centre, I recognize that I have been guilty of all that I describe in the following pages. But I haven’t been alone.
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Rigolizzo, Michele, and Zhu Zhu. "Motivating reflection habits and raising employee awareness of learning." Evidence-based HRM: a Global Forum for Empirical Scholarship 8, no. 2 (March 31, 2020): 161–75. http://dx.doi.org/10.1108/ebhrm-11-2019-0102.

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PurposeWhile research has shown reflection is a valuable part of individual learning, developing reflection habits has remained notoriously difficult, particularly for working adults. We explore whether an intervention of being able to review previous reflections will affect employee engagement in future reflection activities and raise their awareness of learning opportunities at work.Design/methodology/approachWe conducted a large-scale field experiment, including 136 employees from an international bank in Europe, in which participants were asked to reflect twice a week for eight weeks. Participants were randomly assigned to either a group that was given access to their previous reflections, or a group that was not.FindingsWe found that individuals who were able to see their previous reflections wrote significantly more subsequent reflections than the other group. In addition, those who could see their previous reflections used more words related to learning and cognition.Practical implicationsOften employees may feel they are only learning when they attend formal trainings. However, this paper provides concrete guidance for how human resources management (HRM) managers can boost employees’ informal learning and awareness of the learning opportunities inherent in challenging work.Originality/valueThis study furthers research on using HRM interventions to facilitate informal learning activities, in particular, methods to motivate systematic reflections and raising awareness of learning opportunities. Our findings suggest that developing habits of reflection and improving awareness of learning opportunities encompasses more than simply writing reflections, but should include processing previous writings.
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Yaghjian, Lucretia B. "Teaching Theological Reflection Well, Reflecting on Writing as a Theological Practice." Teaching Theology and Religion 7, no. 2 (April 2004): 83–94. http://dx.doi.org/10.1111/j.1467-9647.2004.00196.x.

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Gully, Tim. "Reflective writing as critical reflection in work with sexually abusive adolescents." Reflective Practice 5, no. 3 (October 2004): 313–26. http://dx.doi.org/10.1080/1462394042000270646.

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Riley‐Douchet, Cheryl, and Sharon Wilson. "A three‐step method of self‐reflection using reflective journal writing." Journal of Advanced Nursing 25, no. 5 (May 1997): 964–68. http://dx.doi.org/10.1046/j.1365-2648.1997.1997025964.x.

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Cheng, Michelle W. T., and Cecilia K. Y. Chan. "An experimental test: Using rubrics for reflective writing to develop reflection." Studies in Educational Evaluation 61 (June 2019): 176–82. http://dx.doi.org/10.1016/j.stueduc.2019.04.001.

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Farahian, Majid, Farnaz Avarzamani, and Yusef Rajabi. "Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing?" Thinking Skills and Creativity 39 (March 2021): 100759. http://dx.doi.org/10.1016/j.tsc.2020.100759.

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Moghaddam, Rokhsareh Ghorbani, Mohammad Davoudi, Seyyed Mohammad Reza Adel, and Seyyed Mohammad Reza Amirian. "Reflective Teaching Through Journal Writing: a Study on EFL Teachers’ Reflection-for-Action, Reflection-in-Action, and Reflection-on-Action." English Teaching & Learning 44, no. 3 (December 17, 2019): 277–96. http://dx.doi.org/10.1007/s42321-019-00041-2.

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Ducasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context." Languages 7, no. 1 (January 29, 2022): 26. http://dx.doi.org/10.3390/languages7010026.

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This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.
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Fishman, Rachel. "How Sincere?: A Rhetorical Analysis of Reflections on Service." Undergraduate Journal of Service Learning & Community-Based Research 4 (November 22, 2015): 1–9. http://dx.doi.org/10.56421/ujslcbr.v4i0.197.

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Reflection through writing is an integral element of service learning courses. As Bringle and Hatcher say, “Service learning deliberately integrates community service activities with educational objectives” (1999, 113), and “writing is a special form of reflection through which new meaning can be created, new understanding of problems can become circumscribed, and new ways of organizing experiences can be developed” (1999, 115). Reflection can be defined as the “intentional consideration of an experience in light of particular learning objectives” (Hatcher and Bringle 1997, 153). As a freshman at The George Washington University, I enrolled in a service learning themed writing course. As part of the curriculum, each student kept a blog of reflective posts that are public to the rest of the class. As the course content developed and as I had my own experiences with my community organization of choice, I began to think about the sincerity of the discourse of some of my peers’ reflections.
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Quinn, James. "Reflecting on reflection: Exploring the role of writing as part of practice-led research." Journal of Writing in Creative Practice 13, no. 2 (February 1, 2020): 243–58. http://dx.doi.org/10.1386/jwcp_00007_1.

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The phrase ‘writing up’ is often framed as the point where a research project is nearing its end, with only a summarizing thesis between a student and their completion. This text seeks to interrogate this dichotomy between research practice and writing. Instead, the text engenders reflective writing as a constant undercurrent of dialogue that continually shapes research through reflective thought. The text implements concepts from two key texts to meet these ends: Kamler and Thompson’s Helping Doctoral Students Write: Pedagogies for Supervision and Bolt and Barrett’s Practice as Research: Approaches to Creative Arts Enquiry. The first of the texts problematizes the notion of a formal ‘writing up’ stage often cited by students and supervisors in research study, arguing instead for a shift towards a more dynamic role for writing in research, or indeed writing as research. The second of the contributing texts presents Barbara Bolt’s notion of the ‘exegesis’ as ancillary to this thought – outlining written practice in arts research as an intrinsic, generative process, married to any practical outcome. Using the rhetoric outlined in these two references, this article then summarizes with an application of the notion of the ‘exegesis’ to an assortment of personal written texts, such as reflective journal entries and assessed written works across three years of postgraduate study. Herein lies the key claim of this article – that exegesis permeates every meaningful or developmental step of practice-led research, forming a crucial reciprocal relationship between visual and written work not unlike other hybridized methodologies outlined by authors such as Mieke Bal in her text, Travelling Concepts in the Humanities: A Rough Guide.
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Kasmidawati, Kasmidawati. "Application Of Conference Writing Methods Can Improve Short Story Writing Skills." Jurnal Ilmiah Pendidikan Scholastic 2, no. 2 (October 28, 2018): 87–96. http://dx.doi.org/10.36057/jips.v2i2.270.

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To learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do it", that is to describe something in their own way, to show their example, to try to practice their skills and to do tasks that demand the knowledge they have gained. Problems to be studied in this research are: a. How to improve learning result of Indonesian language especially about writing short story? b. Steps taken in improving learning outcomes Indonesian language ?. The approach of this research uses a qualitative approach with classroom action research design, which is carried out cyclically. Cycle I with planning, action, observation, and reflection. Likewise the next cycles. In PTK as well as teachers can examine their own activities on their own done in its own class. By involving their students through planned, implemented and evaluated actions, TOD can be performed without interrupting other learning and will not burden the work of the teacher in performing daily tasks. PTK can be done in an integrated manner with daily activities. Precisely with PTK teachers can improve the quality of learning processes and products. The study considers the results or impact of classroom action research from various criteria based on reflections for revision. Reflection is a re-application of the lessons learned. The reflections are evaluations that have been made and suggestions for future learning. Based on the description of researchers draw conclusions as follows: The ability of students to write short stories in class IV before using the method of writing (writing together) is categorized enough with the average value: 6.90 (unfinished). There is an increase in the ability to write short stories with the method of writing writing (writing together) grade IV students are categorized both with an average value of 7.69 (complete). This capability increases in cycle II and cycle III reaches an average value of 8.46 (complete). Matched material for writing short story experiences for students SDN 07 Pasar Salido is a material that suits the conditions, desires, experiences, and the ability to write short stories.
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Leggette, Holli R., Tobin Redwine, and Brytann Busick. "Through Reflective Lenses: Enhancing Students’ Perceptions of Their Media Writing Skills." Journalism & Mass Communication Educator 75, no. 1 (June 6, 2019): 81–97. http://dx.doi.org/10.1177/1077695819852256.

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Many national reports have documented students’ writing deficiencies and the need to develop rigorous writing curricula that moves the needle forward in training young professionals to write. The quasi-experimental study described herein explains the effect reflection had on journalistic writing students’ media writing self-perception scores. We found that students who participated in metacognitive reflection exercises after each major journalistic writing assignment scored significantly higher on the writing self-efficacy construct and the overall media writing self-perceptions scale. Reflection was one way the students in the study began to perceive themselves as media writers and transform from novices to professionals.
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Spalding, Elizabeth, and Angene Wilson. "Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing." Teachers College Record: The Voice of Scholarship in Education 104, no. 7 (October 2002): 1393–421. http://dx.doi.org/10.1177/016146810210400704.

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Reflection is a mysterious concept to many of the students who enter our graduate-level, secondary teacher education program at a large, Southeastern university. Although all already hold degrees in their subject areas and many have extensive life and work experience, few have written—or perhaps even thought—reflectively during their academic careers (King & Kitchener, 1994). The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the 1st semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. We present brief case studies of four preservice teachers who met our criteria for growth in reflection and report their views of how and why they became more reflective over the course of the semester. We found that no single pedagogical strategy was best and that students responded differently to different strategies. These preservice teachers benefited from spending class time on defining, discussing, and viewing models of reflection. Overall, personalized feedback on their journals and their relationships with their instructors were most important in helping them grow. We must actively teach and model reflective skills in a variety of ways if we are to demystify reflection.
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Wardana, Ketut, and I. Nengah Astawa. "TEACHING WRITING SKILL THROUGH CONCEPTUAL NETWORK ON THE NINTH GRADE STUDENTS OF SMP NEGERI 3 KUTA SELATAN IN THE ACADEMIC YEAR 2009-2010." Jurnal Santiaji Pendidikan (JSP) 1, no. 1 (January 26, 2011): 1–13. http://dx.doi.org/10.36733/jsp.v1i1.456.

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This study is aimed to improve the studens’s writing ability during the teaching learning process. The Conceptual Network activities had been assumed to be able to improve the student’s ability in writing. Since the technique had been applied the students could increase their achievement both in terms of score and ability in writing aspects such as grammar, punctuation, spelling and vocabularies. The subjects of the present study was IX I of SMP Negeri 3 Kuta Selatan in academic year 2008-2009.The total of the subjects under study was 42 students which consists of 20 females and 22 males. The present study made use of a classroom action research design. There were two cycles applied and each of which covered three session and involved four steps namely planning, action, observation, and reflection. There were three instruments used in this study; test, questionnaires, and observation sheet. This study was carried out based on the results of pre- test which revealed that students’ writing ability was unsatisfying. From the writing assessment scale used, it was proved that achievement of pre-test of subject under study was only 4.83 which were considered very low. The finding showed that there were continuous improvements on the students mean score after being given treatment in two cycles. In cycle I, the score of reflection 1 was 5.47 in reflection 2, the score was 6.09, the score in reflection 3 was 6.83.It was calculated that the grand mean score of cycle I was6.13.and it proved that student’s writing ability was considered fairly satisfactory by using Conceptual Network strategy. Next, three reflections were applied in cycle II to anticipate unsatisfied reaction from the researcher. It showed that the score in reflection 4 was 7.47, reflection 5 was 8.21 and reflection 6 reached up to 8.76. The grand mean of cycle II was 8.14 which meant the student’s writing ability were considered much better according to the rate description. The difference between grand mean cycle I and cycle II was 2 points. The result of questionnaire showed that item A was 59.25% which meant they liked writing with Conceptual Network strategy very much, Item B was 32.43% they liked it, and item C was 8.31%, that means they were not sure and none of them chose D or 0. From the result of the study, this indicated that Conceptual Network strategy could help the students of SMP Negeri 3 Kuta Selatan improve their writing ability.
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Tay, Hao Yue, Chengen Yu, Chen Sung Wong, and Kususanto Ditto Prihadi. "Expressive writing during the COVID-19 pandemic: themes of mixed expressive writing." International Journal of Public Health Science (IJPHS) 11, no. 1 (March 1, 2022): 195. http://dx.doi.org/10.11591/ijphs.v11i1.21101.

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In order to curb the depression levels among youth during the coronavirus disease 2019 (COVID-19) outbreak, we examined the recurrent themes of mixed expressive writing among undergraduates during the pandemic. Previous quantitative studies had emphasized on the effectiveness of expressive writing in reducing depressive symptoms, however, less qualitative studies were conducted in evaluating the content within people’s writings. As the pandemic had caused major disruptions among people, we implemented mixed expressive writing in capturing both positive and negative experiences during the pandemic. Ten participants were recruited to perform mixed expressive writing twice per week, for four consecutive weeks. Thematic analysis was used in analyzing their writings and forming the emerged themes. Five themes were formed, which included ‘school’, ‘relationships’, ‘reflection’, ‘work’, and “random incidents’. Future research should examine the effectiveness of expressive writing in writing specific themes on improving its respective psychological constructs.
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Bosco, Zelma Regina. "Notas sobre o nome próprio na aquisição da escrita." Cadernos de Estudos Lingüísticos 47, no. 1/2 (July 17, 2011): 99–108. http://dx.doi.org/10.20396/cel.v47i1/2.8637274.

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This paper proposes a reflection on the writings composed by letters of the child’s own name. It seems that fragments composed by the child’s own name show its writing constitution as an effect of the language. We entend to point out the necessity for discussing the statute of the proper name based on the relation between the child and its writing. These writings were produced by children aged 4 to 5 years.
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Zawojski, Piotr. "Writing of Light or Writing of Shade? Jacques Derrida on Photography." Przegląd Kulturoznawczy, no. 3 (53) (December 14, 2022): 421–44. http://dx.doi.org/10.4467/20843860pk.22.028.16617.

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The article presents Jacques Derrida’s reflections on photography. Although the philosopher himself declared his “lack of competence” in matters concerning visual arts and, more broadly, the image because his domain was word/text, he often spoke/wrote about the nature of the image, including the photographic one, as he was often provoked/invited to make such statements. Derrida did not create a coherent theory of the photographic image and it was never his ambition. However, scattered in several texts, his original reflections on the essence of photography – not in the commonly accepted thinking about this medium as the phenomenon of “writing of light,” but rather a medium that uses a kind of “writing of shade” (or sciagraphy) – force us to reflect and think critically. This article presents analyses and interpretations of Derrida’s texts in which the problem of photography is merely a context for broader philosophical considerations (The Postcard, Memoirs of the Blind, Aletheia, Rights of Inspection), as well as those in which photography becomes the basic material of reflection (The Deaths of Roland Barthes, Copy, Archive, Signature, Athens, Still Remains). Derrida’s thinking (even in darkness) turns out to be worth considering as reading his “amateur” texts on photography proves that his voice can be inspiring in this field as well.
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López-Serrano, Sonia, Julio Roca de Larios, and Rosa M. Manchón. "LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS." Studies in Second Language Acquisition 41, no. 3 (July 2019): 503–27. http://dx.doi.org/10.1017/s0272263119000275.

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AbstractThere has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an attempt to advance in this domain, and informed by models of L2 writing, and cognitive L2 writing research framed in the problem-solving paradigm, this study provides a comprehensive description of the language reflection individual writers engage in when solving the linguistic problems they face while completing writing tasks in their L2. The think-aloud protocols generated by 21 EFL learners while writing an individual argumentative essay were analyzed on the basis of a reconceptualization of language-related episodes as problem-solving strategy clusters. The result is a comprehensive, theoretically motivated, and empirically based coding system that is offered as a basis for future research in the domain. We discuss the methodological implications of our analytic approach and advance some theoretical implications for future debates on the language learning potential of individual writing tasks.
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Sjoberg, Craig A., David Slavit, and Terry Coon. "Improving Writing Prompts to Improve Student Reflection." Mathematics Teaching in the Middle School 9, no. 9 (May 2004): 490–93. http://dx.doi.org/10.5951/mtms.9.9.0490.

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Have you ever asked students for a written explanation of their thinking or how they solved a problem, and their responses did not meet your expectations? Because the teaching of mathematics continues to move away from a sole focus on correctness and a finished product to include a focus on process, context, and understanding (Miller 1991; NCTM 2000), students need opportunities to express their ideas. A writing task can be an ideal tool for supporting this important learning activity.
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Gerdes, Kendall, Melissa Beal, and Sean Cain. "Writing a Videogame: Rhetoric, Revision, and Reflection." Prompt: A Journal of Academic Writing Assignments 4, no. 2 (September 30, 2020): 3–12. http://dx.doi.org/10.31719/pjaw.v4i2.64.

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This essay reflects on a three-part assignment in which students plan, design, and reflect on a text-based videogame. Created originally for a composition course focused on rhetoric and videogames, the assignment lends itself to teaching about the writing process, especially invention and revision, teaching procedural rhetorics, and teaching technical communication concepts such as iterative design and usability. This essay is coauthored by the instructor with two students who took the course in different semesters, highlighting the collaborative nature of even solo-authored game design, as well as how making games can help students take up rhetorical concerns in other genres.
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Monalisa, Monalisa. "INTERACTION IN EFL WRITING CLASS: LECTURERS’ REFLECTION." IJEE (Indonesian Journal of English Education) 4, no. 2 (December 30, 2017): 144–55. http://dx.doi.org/10.15408/ijee.v4i2.8323.

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ABSTRACT In writing class, producing a well-polished text passes two main stages: pre writing and drafting. During these stages, interactions take place which can be in form of learners-learners and learners-lecturers interactions. Dealing with this, two main questions should be directed towhat practices of interaction conducted during writing class and how lecturers reflect them. The data were collected from four writing lecturers of English Education Program of State Islamic University Sulthan Thaha Saifudin Jambiwho have at least two years teaching experience. An interview conducted to each of them to explore what interactions were facilitating and less facilitating learners.The result showed that oral and written interaction were found from both learners-learners and learners-lecturers interactions.As reflected by the lecturers, both oral and written interactions made sense for the learners with particular assistances. Specifically, a long written comments on the learners’ drafts contributed better revision. ABSTRAK Untuk memproduksi sebuah teks yang terpoles dengan baik, ada dua tahapan utama yang dilalui di kelas Writing yakni tahapan pramenulis dan tahapan membuat draft. Selama tahapan tersebut, interaksi berlangsung antara mahasiswa dengan mahasiswa dan antara dosen dengan mahasiswa. Terkait dengan hal ini, ada dua pertanyaan yang diajukan yakni apa saja praktek interaksi yang terjadi di kelas Writing dan bagaimana dosen merefleksikannya. Data penelitian ini dikumpulkan dari empat orang dosen Writing di program studi pendidikan Bahasa Inggris UIN Sulthan Thaha Saifudddin Jambi yang memiliki pengalaman mengajar paling sedikit dua tahun. Interview dilakukan dengan mereka untuk mengetahui interaksi apa saja yang dapat memfasilitasi mahasiswa dalam menulis. Temuan menunjukkan bahwa terdapat interaksi secara oral dan tertulis dari mahasiswa dengan mahasiswa dan mahasiswa dengan dosen. Seperti yang direfleksikan oleh para dosen, kedua tipe interaksi tersebut bermakna bagi mahasiswa dengan asistensi khusus. Temuan spesifiknya adalah bahwa komentar panjang tertulis pada draft mahasiswa mampu membuat revisi draft mereka menjadi lebih baik.How to Cite: Monalisa. (2017). Interaction in EFL Writing Class: Lecturers’ Reflection. IJEE (Indonesian Journal of English Education), 4(2), 144-155. doi:10.15408/ijee.v4i2.8323
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Haverkamp, Andrea. "Engineering in Crisis – Critical Reflection Writing Prompt." International Journal of Engineering, Social Justice, and Peace 8, no. 2 (October 18, 2021): 117. http://dx.doi.org/10.24908/ijesjp.v8i2.15135.

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Writing Prompt sent to the International Engineering, Social Justice, and Peace community and other engineering education sub-communitiess (primarily in North America: Our objective is to capture your thoughts, experiences, and responses to intersecting crises of COVID-19, white supremacy, anti-blackness, police violence, late capitalism, technologies and engineerings, power formations, state violence, academia, and engineering education over the past year. We wish to break the mould and create a space for the entire engineering community - students, educators, and professionals to share varied perspectives. Being oral history, this project is free from the usual academic barriers or gatekeeping. No citations needed if you do not wish to do so. While we aim to keep editorial interference at a minimum, we do not intend to include entries that (in our aesthetic and axiological judgement) can cause significant structural, cultural, or emotional harm to marginalised communities. We recognise that such filtering is hard to fully specify. The "objectives" statement above could be a guide for providing you a sense for what we are looking for. Entries should align with IJESJP's focus on engendering dialog on engineering practices that enhance gender, racial, class, and cultural equity and are democratic, non-oppressive, and non-violent. We acknowledge that even this filter limits the expression of particular forms of knowing and being. Our commitments are available here: http://esjp.org/about-esjp/our-commitments We are inspired by the way stories are told and archived through oral history, and feel the need to capture these stories before they become lost in the flux of our ongoing crises. Such history can be a story, anger and frustrations through rant, back of the envelope ideas and theories, poems, prose, fiction, critiques. This history is anything and everything you wish to document in time. Instructions: Please provide the following information by August 15th, 2021. Entry. Title, optional File upload, optional. Name, gender pronouns, and affiliations of authors Do you want your submission anonymous?
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Rhee, Margaret. "MOSAIC: On Graduate Reflection, Body, and Writing." Cream City Review 41, no. 2 (2017): 92–95. http://dx.doi.org/10.1353/ccr.2017.0061.

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Brown, William S. "Power of Self-Reflection through Epistemic Writing." College Teaching 46, no. 4 (October 1998): 135–38. http://dx.doi.org/10.1080/87567559809596258.

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Lyall, David. "Heather Walton, Writing Methods in Theological Reflection." Theology 118, no. 3 (April 21, 2015): 238–39. http://dx.doi.org/10.1177/0040571x14566762aa.

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Cowser, Robert. "Writing in Jail: A Chance for Reflection." Adult Learning 14, no. 2 (March 2003): 25. http://dx.doi.org/10.1177/104515950401400207.

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Spalding, Elizabeth, and Angene Wilson. "Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing." Teachers College Record 104, no. 7 (October 2002): 1393–421. http://dx.doi.org/10.1111/1467-9620.00208.

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Wong, Ruth Mei Fen, and Khe Foon Hew. "The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing." International Journal of Web-Based Learning and Teaching Technologies 5, no. 2 (April 2010): 1–17. http://dx.doi.org/10.4018/jwltt.2010040101.

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Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.
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Anwer, Arshia. "Doing the write thing: Teaching public relations writing through philosophy of communication and media ecology." Explorations in Media Ecology 19, no. 2 (June 1, 2020): 211–23. http://dx.doi.org/10.1386/eme_00038_1.

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This article approaches the reflection on excellence in writing both philosophically and practically, through philosophy of communication and media ecology. It argues that the way to excellence in writing is through, first, learning and acquiring knowledge about the art and forms of good writing and appropriate media. The next stage is to perform the act of writing using appropriate forms and channels of dissemination. If done wisely, with care and reflection, the understanding and use of theoria and praxis can result in producing excellence in writing, or poiesis. Philosophical reflection on theoria, praxis, and poiesis, thus, enables one to understand a deeper sense of the why and how of the art and craft of writing. The specific form of writing considered in this article is public relations writing in a classroom setting; however, understanding the philosophical and media ecological underpinnings of rhetoric can also be useful in other forms of writing and communication.
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