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Reflection in creative writing
Reflection in creative writing
Reflection writing
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1. Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing? Reflective writing is a term which based on assignments when you have to think about your own thinking. There are many different kinds of topics for reflective writing. The main point of the topic is that it should be related to your own experience, emotions, thoughts and feelings. You have to describe something in your own words. 2. Have you ever been asked to do this type of writing? If so, briefly discuss your experience. Sometimes my professors asked me to write this type of essays. However, I do not think that I wrote them correctly. Because I did not know the structure of this essay. Also, I did not know how to discuss
about your own opinion. 3. Why does reflective writing help a student learn and develop as a better writer? How does it work? First of all, reflective writing helps student develop their intention. When you are working on this essays you have to demonstrate that you can clearly discuss and show your opinion about the topic. Moreover, reflective writing gives you an opportunity to understand what you really want to say, what you really want to write. 4. Draft a Letter to the reader for an essay you are working on right now. Analyze the letter to see what strengths or problems it uncovers regarding your essay. The topic of my essay is “Who I am story”. This essay will tell my audience some different facts about me. After reading the paper you will have a feeling that you know me pretty good. Because I am to write a lot of interesting facts about myself. The main effect what I really want to see on the readers is to make people understand that there are a lot of totally different persons who can do the same things, who may have the same hobbies and interests. I want to share some of my deep thoughts, that is why I believe that readers will think about their selves deeper.
6+1 Writing Assessment Traits and The Writing Process, Retrieved 23 Oct 2007 from the World Wide Web: http://www.nwrel.org/eval/writing/spiral.pdf
In the last few decades the concept of reflective practice has burgeoned throughout numerous fields of education and professional practice. Regardless of its prevalence there continues to be a considerable variance in the understanding of reflective practice (Fook et al, 2006). Even within the same theories, contradictory perceptions of how reflective practice should be executed are observed (Hébert, 2015).
The ability to reflect upon us is a valuable part of human life, insisted Taylor (2000). Reflection and reflective practice are claimed to enhance professional development, link theory and practice, promote critical thinking, lead to self-awareness a...
Reflective writing provides useful feedback that is relevant to the instructor and the students in their advances to achieve their careers education goals. Also, reflection provides valuable feedback that assists the students in establishing the independent learners helping to monitor as well as regulating their studies (Jisc, 2015). The tool identified to support assessment based on reflection should be easy to integrate into the various practices the student engage in their studies (Ming & Manaf, 2014). Will lead to more productive and efficient way of students giving the solution to the problem, with fewer
Reflective processes are the stages of thoughtful activity that we need to go through when we consciously decide to explore an experience or to reflect upon it.
Reflection is key to becoming an effective learner, to reflect on what has been learned and from this reflective period, plan for positive change. Developing reflective learning improves critical thinking, analytical skills and self-awareness. As a learner there are simple skills that will strengthen, build and improve a reflective style.
According to Jasper (2013) reflective learning is “the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective”. Reflective practice can be summarised as having three components; Things or experiences that happen to the individual; reflective processes that enable the person to learn and grow and action looking at the situation from a new perspective. Through self-enquiry, the individual learns to participate more fully with their environment and society overall (Moon, 2006). The application of the reflective process, is more than just a tool or device, is about implementing an ontological
A reflective practitioner is a reflective teacher who will reflect in action. By doing this they will have these skills: understanding, problem solving, and the responsibility for the choices they make in their classroom. When being a reflective practitioner they need to have a reason for every question that they ask themselves. The questions could include: What am I teaching and why? How is this going to better my students? How can I improve what I am teaching? How can I make this lesson more exciting? They must always have new ways to improve their students and teaching. My teacher told me that she does this after lesson she has taught. She puts in on a sticky note then moves it over to her lesson on how she could improve it and what the
Metacognition can be defined as knowledge about one’s cognitive states, processes and knowledge and the ability to consciously monitor and adjust these cognitive states, processes and knowledge (Papaleontiou –louca, 2008) that helps improve learning and memory. It is the higher-order of thinking of one’s progress towards achieving a desired goal. Metacognitive thinking are thoughts that helps in decision-making for students and help them practice metacognition. Metacognition is suitable for academic learning for students than other learning strategies because it helps students become an active learner (understanding), promotes problem solving and also helps students to be self-monitored.
From my writing collection, during this course, I have chosen three writing samples. The first report entitles "Reflection", demonstrate ideation strategies. It shows how I structured my writing process from brainstorming to come up with my thoughts. My second report "Memo" helps to develop skills in composing effective workplace documents. Lastly, my final report demonstrates how an audience analysis enhances your ability to connect with readers and listeners through persuasive writing.
Metacognition is when the ballet dancer looks into the mirror as they are learning how to position their body. The process of reflection on what we are doing, when we are doing it, is what allows us to understand what actions we take while we are thinking through problems. With the ballet dancer and the mirror, the dancer can see their performance as others might see it, allowing for improvement. However, it must we must acknowledge that cognitive learning is difficult to observe this way, as it is often invisible; cognitive learning is usually something we cannot observe directly. Metacognition requires practice in thinking about thinking until it
Reflection is a dynamic procedure whereby the expert can pick up a comprehension of how authentic, social, cultural and individual experiences have contributed to expert information and practice. I believe that reflective practice is a dynamic planned procedure of basically looking at practice where an individual is tested and empowered to embrace the procedure of self-inquiry to engage the specialist to acknowledge desirable and compelling practice within a reflexive winding of individual change.
Reflection is a vital component in the learning process. The reflective process enables individuals to analyze and evaluate personal experiences and personal reactions. Consequently, critical thinking, professional development, self-learning, and regulation are developed using the reflective process (Taib, Fakri, Mohd Hanafi, & Nor, 2016). Reflection can be defined as an active form of mental processing with the purpose of exploring perceptions and views of personal experiences resulting in continuous learning (Taib, 2016).
In this essay I will provide a reflective overview, an assessment of my experience in the writing process. I will provide a detail description of how I have become more aware of what I am writing about and how the overall experience has allowed my writing skills to evolve. I will further explain the writing areas of the writing components needed to produce the proper essay. In addition, you will also provide an analysis of the writing process with examples of how this process assisted the completion of my narrative and persuasive essays.
It is my belief that writing is a fundamental skill that can be inter-connected across all disciplines, that teachers must have a strong knowledge of content to be effective, that metacognition is an important aspect of learning and teaching, and that building self-efficacy is detrimental to the success of learners of all ages. This reflection paper will discuss new knowledge, theories, and strategies discovered thus far, a plan of action for integrating knowledge into teaching writing, issues teachers face in regards to writing including the strengths and challenges of observed middle school students, the development of my personal attitude about writing over time, my personal strengths and challenges as a writer, and other topics of interest.