Document Type
Report
Publication Date
6-1-2018
Keywords
writing, composition, threshold, reflective
Abstract
This study examines the ways in which a low-stakes meta, reflective, and reflexive writing assignment has the potential to help students better understand the writing that they do in the classroom. This assignment allows students to think through threshold concepts in the course, to question course concepts, and to think through the areas they are struggling with. Additionally, students are encouraged to think through their own writing process and how the skills they learn in the course might transfer to other courses. Finally, it allows the course instructor to examine their course curriculum and to adjust lesson plans based on student ability.
Recommended Citation
Runyan, Michelle, "Using Reflective and Meta Writing Practices in English 101" (2018). Backward by Design Mini-Studies. 27.
https://cedar.wwu.edu/wis_backwardsbydesign/27
Subjects - Topical (LCSH)
English--Composition and exercises; Critical thinking--Study and teaching; Report writing--Study and teaching
Genre/Form
reports
Type
Text
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Language
English
Format
application/pdf