Breaking the Cycle: Using Reflective Activities to Transform Teacher Response

Main Article Content

Anthony Edward Edgington

Abstract

This article explores how reflection, especially reflection-in-action, can be useful to writing instructors as they respond to their students’ texts. Reflection-in-action, or the reflection that occurs while one is still in the process of completing a task, offers teachers and students the opportunity to reflect upon the value of written comments while still possessing the chance to use those reflections to create stronger texts and comments. After exploring how reflection can benefit response, experiences with two reflective activities will be offered as examples of how reflection-in-action can be introduced into a teacher’s response practices.

Article Details

How to Cite
Edgington, A. (2020). Breaking the Cycle: Using Reflective Activities to Transform Teacher Response. Journal of Response to Writing, 6(1). Retrieved from https://journalrw.org/index.php/jrw/article/view/165
Section
Teaching Articles
Author Biography

Anthony Edward Edgington, University of Toledo

Associate Professor

Director of the Composition Program