Summary Of Sandra Giles's 'Reflective Writing And Revision Process'

The Norton Field Guide to Writing covers topics about writing and composing. Several of which I was already familiar with. In chapter 2, Bullock and Weinberg express how “Many readers find it helps to annotate as they read…” (16). I have become very familiar with annotating over the years. I often use this writing method to help me understand and summarize text I come across.

In the 2011 article “Helping Students Meet the Challenges of Academic Writing”, educators Linda Fernsten and Mary Reda offer innovative self-reflective writing exercises that post-secondary instructors can employ to help students improve writer self-image and academic writing. The authors’ rationale for reflective and practical writing strategies were developed from direct classroom experience, and are based on four (4) assumptions. Their claim that self-reflective writing can aid student writers in overcoming conflict (due to dominant culture, upbringing, former writing experiences, gender, and other marginalizing factors) to improve writer self-identity is plausible. However, their argument that cross-curriculum academic writing can be improved through self-directed, self-reflective writing requires further investigation.

I was so thrilled to be accepted to Frontier Nursing University. I had this burning passion for over 13 years. To become a midwife, to become a part of one of the most rewarding professions. My chance was finally here! I had a sense that Frontier would be the right school for me. I had no idea when I set out for Frontier Bound; the sense of belonging I would feel after completion. During Frontier Bound; I connected with fellow students, interacted with faculty, learned more about the remarkable history of our school, and got a sense of what it really meant to be a Frontier University student.

[1] How do I . . . Write a Reflection? [Online] Available from: http://www.trentu.ca/academicskills/documents/Reflectivewriting.pdf [12/01/15]

This reflection learning log and essay guide is a helpful learning tool for you to access when you are completing your learning log and also your reflection essay. It provides you with an introduction to the purpose for setting a reflective piece of work and the benefits this produces for you. It provides activities to help you along the way (see separate guide “ACCG 399 Developing a Reflective Capacity Guidance”) and clearly sets out the requirements that are expected of you, including what you will need to hand in at the end of the semester.

Effective reflection helps the practitioner to see the situation from an outsider's perspective, so that they can develop a better way to respond to a similar scenario in the future. Reflection is meant to achieve a change in practice, rather than simply repeating the same mistakes (Schon, 1983). Many different models exist for structuring the reflective process. Regardless of the framework used, the reflection models are meant to accomplish three things. They are supposed to promote reflecting on events, self-evaluation and analysis, and a plan to change actions in the future. This Reflective essay will utilize Driscoll's 'The What?' model as its structure (Driscoll, 1994). This model has three components"

Reflective writing is evidence of reflective thinking, which is a beneficial learning tool as it allows me to critically think about my personal employability skills. This self-reflection mode of writing allows me to recognise and identify my current skills, strengths, weaknesses, progress and achievements.

Kottkamp and Osterman (1993) write in Reflective Practice for Educators: Improving Schooling through Professional Development that reflective practice is essential for behavioural change and improvement. They go on to eloquently describe what is needed to reflect effectively: “To gain a new level of insight into personal behaviour, the reflective practitioner assumes a dual stance, being, on one hand, the actor in a drama and, on the other hand, the critic who sits in the audience watching and analysing the entire performance. To achieve

Reflection at its most basic principle "provides us with an opportunity to review our decisions and decision-making processes" however, in practice, reflection is a far broader and contextual concept, it is about understanding a person’s life and the actions they have taken throughout their lives. (Nussbaum 1997).Reflective practice first emerged from the work of a man called Donald Schon, having found that there appeared to be a gap between theory and putting it into practice (Fook 2006a: 441). He went on to state that reflective practice is a way of improving professional practice, through critically evaluating how we respond to practice situations and being self-aware (Mezirow 1991). Whereas reflection is applicable in all aspects of living (Fook 2006a).

More than a tool, reflective writing is a state of mind that invites the author to work towards a better exposition of his ideas. The attention to reflection is the key to successful encounter either big or small problems within the written text, allowing the author to rethink and discover a rhetorical solution for it. The process, regularly used, builds inside the author a need that can only be satisfied by its application, I would add, in almost everything he or she writes. Once regularly used, it transforms itself also into a learning tool, by creating the attraction of opening new horizons for every single piece of the work at hand. This action can and must be projected to other projects as Sandra L. Giles pointed out in “What Were You

Writing a reflection is an increasingly essential component of experience-based learning that encourages students to draw connections between theoretical and practical knowledge and experiences (Barnes and Caprino 2016). Critical reflections can be submitted in several reflective forms, i.e. blog, journal, or summative essay. Some service-learning programs let the students choose which reflective mode to submit. There is no one form that has been proven to work better than the others; however, the rule of thumb on reflections is best summed up by Barnes and Caprino (2016) “instructors need to have an explicit purpose for the reflections they ask students to write and students may need to be informed more explicitly about the components of an effective reflective piece” (p. 572). Properly writing a critical reflection allows the student and teacher the ability to identify what specifically about the project that led to the

There has been an increasingly large amount of interest around the areas of reflective practice and critical reflection. This interest has led to an increasing amount of literature around reflective practice and critical reflection.

This fall semester in ESL 91has been pretty interesting, and so far successful. The main object of this semester was to improve our essay writing. We were taught various lab techniques that helped us to improve our English writing skills, such as using appropriate verb tense and how to write a research paper with a works cited. Through my work on the research paper I have learned how to write in an academic style, how to find appropriate sources from an academic database, and how to cite my sources. Most of all, I can say that my reading skills have improved because the research for our papers required me to do a lot of critical reading.

Warren Bennis took this discussion as an opportunity to look beyond the exemplars that have existed in leadership positions to a more personal view of the individual and the mistakes that are made. Leadership leads individuals into fascinating careers but often we wonder, “Where have things gone wrong?” Bennis focused on three areas that he considered to be the most common and most fatal mistakes that individuals make in leadership roles. First, he referred to what an individual knows or doesn’t know, then to their contextual intelligence and finally, he speaks of the concept of knowing one’s self.

The process of writing differs between writers, which can influence writing style— as I have experienced first hand. At first writing poetry was an obstacle for me because I haven’t done it since high school, so to refresh my mind I’ve made numerous Google searches, usually about how to write poetry or at least how to make it stand out and not become cliche— especially if we’re doing a particular type of poetry, such as the metaphors and similes unit. On a piece of paper I’ll usually write a basic outline stating my theme and the format of the poem, with ideas written everywhere, even if they’re just key words I want to somehow incorporate.