Using Reflection to Promote Students' Writing Process Awareness

Abstract

In this article, I demonstrate how the use of reflective writing assignments in first-year composition facilitated students’ understanding of their own writing process strategies. I first discuss the theoretical roots from which reflective practice among student writers grows. Next, I employ my students’ voices to demonstrate that reflection allowed these students to become aware of and to make decisions about their own writing processes. Finally, I offer tips for teachers who wish to bring reflective writing into their classrooms.