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ERIC Number: ED463515
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Experienced Curriculum of the Contact Zone: An Examination of Metaphor in Students' Reflective Writing.
Holt, Linda E.
What astounds one writing teacher is what her students do with the reflective writing portion of a portfolio assignment, where they are instructed to use reflective writing to bring together their portfolio submissions into one cohesive unit. The class members first discuss the assignment, look at abandoned portfolios from previous semesters, and read a brief article on options for constructing reflective writing. But the teacher makes it clear to them that how they choose to tie together the elements of their portfolios is up to them. This paper aims to demonstrate that, while students may regard the reflective writing component of the portfolio as simply another assignment they must complete to pass the course, they are actually engaging in important processes that act to link classroom experience and life experience. The paper looks at the convergence of reflective writing, the contact zone, and metaphor to support the assertion that compositionists can benefit greatly by engaging in some reflective practices of their own. First, it briefly outlines the basics of contact zone principles and reflective writing, followed by an overview of the difficulties with the two. Then, it discusses metaphor because the teacher thinks that how students use metaphor can yield valuable information. Next, the paper examines some excerpts which demonstrate how one of the teacher's students used metaphor. It shares what the teacher has learned by looking closely at the student's reflective writing. And finally, the paper proposes what the teacher still sees as problematic in this area. (Contains a 12-item selected bibliography.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A