Reflecting on teaching writing as a process

Better Learning Through Better Reading and Reflecting Macalester College, Karl Wirth and Hamline University, Fahima Aziz Summary Learning from texts is an essential skill for college success, and in an increasingly complex and interconnected world it is ever more important that students develop the intellectual and practical skills for lifelong learning. The aim of this project was to evaluate the impact of reading reflections on student reading, learning, and self-awareness as learners.

Reflecting on teaching writing as a process

Choosing an Area of Focus One of the most important steps in the process of writing a research paper for the English discipline is choosing an interesting, engaging topic.

An instructor may offer students a range of topics from which to choose or allow students to choose their own areas of focus.

If the teacher does provide a list of possible topics, students may respond by feeling either reassured or stifled by the narrowed topic choices. If you find yourself feeling stifled or have a specific interest in another topic not listed, approach your teacher and express your reservations. He or she may very likely allow you to investigate a topic not on the list.

Issue #63, How We Teach

If the instructor does not offer a list of topics and you are having difficulty choosing your own, consider adressing the teacher for more guidance. Most importantly, take your time and don't feel rushed to choose a specific topic.

Your choice of topic will influence both the effort you invest in your research and the degree to which you enjoy the process. Choose a topic you find challenging and interesting. Don't shy away from controversial topics. Be aware of how much research is available on your topic of choice.

Although it is important to offer readers a new interpretation or perspective of the work under investigation, you need not be deterred if your area of focus is widely discussed. It is useful to learn how to incorporate the insights and ideas of other scholars within your own personal findings.

Before narrowing your focus to a specific claim or interpretation, conduct research in order to gain an understanding of what other individuals have said about the topic. Most students find it useful to examine a wide range of sources before deciding on a specific area of focus.

Select a topic you feel equipped to handle. Avoid topics that are: Seeking Instructor Guidance Before beginning in-depth research, consult your instructor. He or she may be knowledgeable about the research available on your topic and different scholars you may be interested in investigating.

Reflecting on your teaching outside the classroom | TeachingEnglish | British Council | BBC

In addition, your instructor may well suggest your topic is too general or specialized and be able to aid you in the process of refining or reworking your topic of choice. Conducting Research This is perhaps the most important step in the research paper writing process.

Your research not only provides you ethos as a writer by revealing your knowledge and understanding of the topic, but also will very likely shape both your understanding and interpretation of the topic. Listed below are several important tips for conducting research and notetaking: In order to avoid later confusion, begin each section by recording the author's name, book or article title, and page numbers if relevant.

As you examine each source, record important or unique notions which you may wish to incorporate within your paper. Make certain to outline the general arguments of each source by including a descriptive heading after the citation.

This will aid you in more quickly and easily distinguishing between sources in the future. Additionally, it may be useful to group sources into categories based on more refined topics. In order to diminish the risk of plagiarizing, do NOT directly lift phrasing or entire segments of the text from sources without properly indicating that you have done so.Teachers need to understand at least the following in order to be excellent at teaching writing as a process: The relationship between features of finished writing and the actions writers perform.

What writers of different genres say about their craft.

reflecting on teaching writing as a process

(speaking, listening, reading, writing, or practicing vocabulary)? 3. What do you like best about this class? The Process of Reflective Teaching I. Recollect or map the event (collect evidence) II. Inform, question, and evaluate But do not act before reflecting. . Student reflection and learning through peer reviews over a period of time, and may involve students in developing the marking criteria as well as applying .

Teaching Strategies: The Value of Self-Reflection

Review this sample of component 4A: Reflecting on Teaching: this component encompasses the teacher’s thinking that follows any instructional event-an analysis of the many decisions made both in planning and implementation of a lesson.

Reflecting alone One of the most common modes of reflection cited in the survey results was ‘quiet thinking time.’ This takes various forms – a few introspective moments after class, making ‘hot notes’ in the immediate aftermath of a lesson, writing journal entries, or .

The writing process is circular; it does not end when you submit the paper to your instructor. In order to make progress with each assignment, you will need to optimize feedback, reflect on your strengths and weaknesses, and plan for improvement.

Reflecting on Lessons