General Guidelines for Effective Reflection
Since reflection is such a uniquely personal endeavor, it’s sometimes easy to lose focus and/or fall into counterproductive traps. As you’re asked to reflect on your writing and learning throughout the semester, use this list of “Do’s” and “Don’ts” to help you stay focused:
DO: |
DON’T: |
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Pay close attention to reflective prompts. Instructors take time ask the types of open-ended questions that generate thoughtful reflective responses, so be sure to read reflective prompts carefully and let your teacher know if there’s anything you find confusing. |
Claim mastery of skills (e.g., “I now know how to write the perfect essay,” etc.). Good reflections involve careful discussions of successes and struggles, so think in terms of ongoing development rather than mastery. |
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Be honest. Meaningful reflection must be genuine. |
Engage in “glow” (general, inauthentic praise of the course) or “schmooze”(general, inauthentic praise of the instructor) |
| Be specific. Use direct examples from freewriting exercises, outlines, drafts, class readings, group exercises, class discussions, conferences | Express utter despair (e.g., “I’ll never be a good writer” or disinterest (e.g., “I want to be an accountant so I’ll never need to use writing”) |
| Make connections to previous projects and learning experiences in high school and college | Treat learning experiences as individually separate |
| Remember your audience (YOU, and at times, your instructor) | Simply write what you think your teacher “wants to hear” |