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ERIC Number: EJ916692
Record Type: Journal
Publication Date: 2011-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-0013-8274
Research for the Classroom: The Power of Reflective Writing
Greene, Katie
English Journal, v100 n4 p90-93 Mar 2011
Structured opportunities for reflective writing allow students to polish their writings and to reflect actively on their written creations, while encouraging clearer and more honest writing products. In addition, the use of reflective writing can transform students as they begin to incorporate metacognition, or thinking about their thinking, into their writing processes as they simultaneously learn the curriculum. Although reflective writing allows students to engage authentically in the writing process, pressures toward step-by-step approaches to writing and a one-size-fits-all English language arts curriculum may prevent many students from participating in authentic reflection about their processes of writing as well as their written products. In this article, the author shares the successful outcome of an action research project which she introduced to her students during their unit study of short stories. Through a reflective writing activity, she intended to achieve three goals: (1) to help students become writers who examined their writing more deeply; (2) to connect the students to their writing and create a sense of ownership through the process of reflection; and (3) to create a "productive problem" for students stemming from a "surplus" of high-quality pieces that would result from the process of reflection and from which students could choose for inclusion in their writing portfolios.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A