Using Reflection to Promote Students' Writing Process Awareness

Authors

  • Ann N. Amicucci Indiana University of Pennsylvania

Keywords:

reflection, writing, composition, process

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.

Author Biography

Ann N. Amicucci, Indiana University of Pennsylvania

Ann N. Amicucci is a doctoral candidate in Composition and TESOL at Indiana University of Pennsylvania. Previously, she was an adjunct faculty member at Duquesne University in Pittsburgh, where she taught first-year writing and led teaching workshops for the Center for Teaching Excellence and creative writing workshops for Writers’ Room. Ann can be reached at anamicucci@yahoo.com.

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