{"id":620,"date":"2018-08-13T15:27:50","date_gmt":"2018-08-13T15:27:50","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/olemiss-readinganthology\/?post_type=chapter&p=620"},"modified":"2019-01-11T19:05:01","modified_gmt":"2019-01-11T19:05:01","slug":"general-guidelines-for-effective-reflection","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/olemiss-readinganthology\/chapter\/general-guidelines-for-effective-reflection\/","title":{"raw":"General Guidelines for Effective Reflection","rendered":"General Guidelines for Effective Reflection"},"content":{"raw":"General Guidelines for Effective Reflection<\/strong>\r\n\r\nSince 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:\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

DO:<\/span><\/strong><\/h2>\r\n<\/td>\r\n

\r\n

DON'T:<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Pay close attention to reflective prompts<\/span><\/b>. 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\u2019s anything you find confusing.<\/span><\/p>\r\n<\/td>\r\n

Claim mastery of skills\u00a0<\/span><\/b>(e.g., \u201cI now know how to write the perfect essay,\u201d etc.). Good reflections involve careful discussions of successes and<\/em> struggles, so think in terms of ongoing development rather than mastery.<\/span><\/td>\r\n<\/tr>\r\n
\r\n

Be honest.\u00a0<\/span><\/b>Meaningful reflection must be\u00a0genuine<\/em>.<\/span><\/p>\r\n<\/td>\r\n

Engage in \u201cglow\u201d\u00a0<\/span><\/b>(general, inauthentic praise of the course) or \u201cschmooze\u201d<\/b>(general, inauthentic praise of the instructor)<\/span><\/td>\r\n<\/tr>\r\n
Be specific.\u00a0<\/span><\/b>Use direct examples from freewriting exercises, outlines, drafts, class readings, group exercises, class discussions, conferences<\/span><\/td>\r\nExpress utter despair\u00a0<\/span><\/b>(e.g., \u201cI\u2019ll never be a good writer\u201d or disinterest\u00a0<\/b>(e.g., \u201cI want to be an accountant so I\u2019ll never need to use writing\u201d)<\/span><\/td>\r\n<\/tr>\r\n
Make connections to previous projects and learning experiences in high school and college<\/span><\/b><\/td>\r\nTreat learning experiences as individually separate<\/span><\/b><\/td>\r\n<\/tr>\r\n
Remember your audience\u00a0<\/span><\/b>(YOU, and at times, your instructor)<\/span><\/td>\r\nSimply write what you think your teacher \u201cwants to hear\u201d<\/span><\/b><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n \r\n\r\n ","rendered":"

General Guidelines for Effective Reflection<\/strong><\/p>\n

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:<\/p>\n\n\n\n\n\n\n\n\n
\n

DO:<\/span><\/strong><\/h2>\n<\/td>\n

\n

DON’T:<\/span><\/h2>\n<\/td>\n<\/tr>\n

\n

Pay close attention to reflective prompts<\/span><\/b>. 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\u2019s anything you find confusing.<\/span><\/p>\n<\/td>\n

Claim mastery of skills\u00a0<\/span><\/b>(e.g., \u201cI now know how to write the perfect essay,\u201d etc.). Good reflections involve careful discussions of successes and<\/em> struggles, so think in terms of ongoing development rather than mastery.<\/span><\/td>\n<\/tr>\n
\n

Be honest.\u00a0<\/span><\/b>Meaningful reflection must be\u00a0genuine<\/em>.<\/span><\/p>\n<\/td>\n

Engage in \u201cglow\u201d\u00a0<\/span><\/b>(general, inauthentic praise of the course) or \u201cschmooze\u201d<\/b>(general, inauthentic praise of the instructor)<\/span><\/td>\n<\/tr>\n
Be specific.\u00a0<\/span><\/b>Use direct examples from freewriting exercises, outlines, drafts, class readings, group exercises, class discussions, conferences<\/span><\/td>\nExpress utter despair\u00a0<\/span><\/b>(e.g., \u201cI\u2019ll never be a good writer\u201d or disinterest\u00a0<\/b>(e.g., \u201cI want to be an accountant so I\u2019ll never need to use writing\u201d)<\/span><\/td>\n<\/tr>\n
Make connections to previous projects and learning experiences in high school and college<\/span><\/b><\/td>\nTreat learning experiences as individually separate<\/span><\/b><\/td>\n<\/tr>\n
Remember your audience\u00a0<\/span><\/b>(YOU, and at times, your instructor)<\/span><\/td>\nSimply write what you think your teacher \u201cwants to hear\u201d<\/span><\/b><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

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