Sometimes the process of figuring out who you are as writers requires reflection, a “looking back” to determine what you were thinking and how your thinking changed over time, relative to key experiences. Mature learners set goals, and achieve them by charting a course of action and making adjustments along the way when they encounter obstacles. They also build on strengths and seek reinforcement when weaknesses surface. What makes them mature? They’re not afraid to make mistakes (own them even), and they know that struggle can be a rewarding part of the process. By equal measure, mature learners celebrate their strengths and use them strategically. By adopting a reflective position, they can pinpoint areas that work well and areas that require further help—and all of this without losing sight of their goals.
You have come to this course with your own writing goals. Now is a good time to think back on your writing practices with reflective writing, also called metacognitive writing. Reflective writing helps you think through and develop your intentions as writers. Leveraging reflective writing also creates learning habits that extend to any discipline of learning. It’s a set of procedures that helps you step back from the work you have done and ask a series of questions: Is this really what I wanted to do? Is this really what I wanted to say? Is this the best way to communicate my intentions? Reflective writing helps you authenticate your intentions and start identifying places where you either hit the target or miss the mark. You may find, also, that when you communicate your struggles, you can ask others for help! Reflective writing helps you trace and articulate the patterns you have developed, and it fosters independence from relying too heavily on an instructor to tell you what you are doing.
Throughout the course, we will spend some time REFLECTING on our skills and progress.