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By Kathleen Yancey

Yancey explores mirrored image as a promising physique of perform and inquiry within the writing school room. Yancey develops a line of analysis in response to thoughts of thinker Donald Schon and others regarding the position of deliberative mirrored image in school room contexts. constructing the options of reflection-in-action, confident mirrored image, and reflection-in-presentation, she bargains a constitution for discussing how mirrored image operates as scholars compose person items of writing, as they growth via successive writings, and as they intentionally evaluation a compiled physique in their work-a portfolio, for instance. in the course of the booklet, she explores how mirrored image can improve scholar studying in addition to instructor reaction to and evaluate of scholar writing. mirrored image within the Writing school room can be a beneficial addition to the non-public library of school at present educating in or administering a writing software; it's also a average for graduate scholars who train writing classes, for the TA education software, or for the English schooling software.

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The observations made by Sondra Perl and Nancy Sommers are most germane to reflection-in-action. Perl constructed what we're calling reflection-in-action by dividing composing into two components, almost like two selves, calling the one retrospection, the other projection, calling them together the "alternating mental postures writers assume as they move through the act of composing" (Perl, 369). Retrospection, Perl and Egendorf say, refers to the way in which the writer turns back to lay hold of and take forward the sense, however, inchoate, of what is already there to say.

Pragmatically and ironically, what this means is that students are not responsible at all for knowing their own texts: teachers will do that-come to know the texts-in the process of judging them. Rather than know their own texts, then, students are distanced, even alienated from their own work (which if you think of school as factory and about what Marx said about the alienation of workers from the product of their labor makes a certain amount of sense). Through reflection, students are asked to know their own texts, to find in them what is likeable, then to critique those texts, then to revise, not in the linear fashion I've just outlined, but like writing itself, recursively, and within a social setting.

Reflection asks that we explain to others, as I try to do here, so that in explaining to others, we explain to ourselves. We begin to re-understand. Reflection-in-action is thus recursive and generative. It's not either a process/or a product, but both processes and products. <><><><><><><><><><><><> To a certain extent, Schon's reflection-in-action seems to be composing process research, only dressed in new language. It seems to be what researchers of composing processes used to call the processes of "reviewing" and "monitoring" and revising as a single text is written.

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