Reflection in writing studies is now entering a third generation. Dating from the 1970s, the first generation of reflection focused on identifying and describing internal cognitive processes assumed to be part of composing. The second generation, operating in both classroom and assessment scenes in the 1990s, developed mechanisms for externalizing reflection, making it visible and thus explicitly available to help writers. Now, a third generation of work in reflection is emerging. As mapped by the contributors to A Rhetoric of Reflection, this iteration of research and practice is taking up new questions in new sites of activity and with new theories. It comprises attention to transfer of writing knowledge and practice, teaching and assessment, portfolios, linguistic and cultural difference, and various media, including print and digital. It conceptualizes conversation as a primary reflective medium, both inside and outside the classroom and for individuals and collectives, and articulates the role that different genres play in hosting reflection. Perhaps most important in the work of this third generation is the identification and increasing appreciation of the epistemic value of reflection, of its ability to help make new meanings, and of its rhetorical power—for both scholars and students. Contributors: Anne Beaufort, Kara Taczak, Liane Robertson, Michael Neal, Heather Ostman, Cathy Leaker, Bruce Horner, Asao B. Inoue, Tyler Richmond, J. Elizabeth Clark, Naomi Silver, Christina Russell McDonald, Pamela Flash, Kevin Roozen, Jeff Sommers, Doug Hesse.
Author(s): Kathleen Blake Yancey
Publisher: Utah State University Press
Year: 2016
Language: English
Pages: 339
Tags: Rhetoric, Reflection, Media
Contents......Page 8
Acknowledgments......Page 10
1. Introduction: Contextualizing Reflection - Kathleen Blake Yancey......Page 14
I. Teaching and Assessment......Page 32
2. Reflection: The Metacognitive Move towards Transfer of Learning - Anne Beaufort......Page 34
3. Reiterative Reflection in the Twenty-First-Century Writing Classroom: An Integrated Approach to Teaching for Transfer - Kara Taczak and Liane Robertson......Page 53
4. The Perils of Standing Alone: Reflective Writing in Relationship to Other Texts - Michael Neal......Page 75
5. Reflecting Practices: Competing Models of Reflection in the Rhetoric of Prior Learning Assessment - Cathy Leaker and Heather Ostman......Page 95
II. Relationships: Reflection, Language, and Difference......Page 114
6. Reflecting the Translingual Norm: Action-Reflection, ELF, Translation, and Transfer - Bruce Horner......Page 116
7. Theorizing the Reflection Practices of Female Hmong College Students: Is Reflection a Racialized Discourse? - Asao B. Inoue and Tyler Richmond......Page 136
III. Reflection and Media......Page 158
8. From Selfies to Self-Representation in Electronically Mediated Reflection: The Evolving Gestalt Effect in ePortfolios - J. Elizabeth Clark......Page 160
9. Reflection in Digital Spaces: Publication, Conversation, Collaboration - Naomi Silver......Page 177
IV. Reflective Conversations outside the Writing Classroom......Page 212
10. Toward Defining a Social Reflective Pedagogy for ePortfolios - Christina Russell McDonald......Page 214
11. From Apprised to Revised: Faculty in the Disciplines Change What They Never Knew They Knew - Pamela Flash......Page 238
12. Reflective Interviewing: Methodological Moves for Tracing Tacit Knowledge and Challenging Chronotopic Representations - Kevin Roozen......Page 261
V. Reflection and Genre......Page 280
13. Problematizing Reflection: Conflicted Motives in the Writer’s Memo - Jeff Sommers......Page 282
14. Reflection and the Essay - Doug Hesse......Page 299
VI. In Conclusion: Reflection as Rhetorical......Page 312
15. Defining Reflection: The Rhetorical Nature and Qualities of Reflection - Kathleen Blake Yancey......Page 314
About the Authors......Page 332
Index......Page 336
