Abstract
Scholarship on metacognition in the composition classroom shows how asking students to create reflective texts can help cue, analyze, and assess transfer. By following the composition processes of 13 students doing a remixing assignment, this project examines how genre mediates reflection. I use Rhetorical Genre Studies’ conception of uptake—focusing on the selection process of choosing a genre and the eventual genre production—to examine students’ reflective practice within this assignment. Tracing the students’ uptake selection processes and comparing them to what students reflect about in their reflective texts reveals how reflection is mediated through genre. I argue that reflective practice should take place through a variety of genres throughout the composition process, rather than just retrospectively on the finished product. Asking students to do multi-genred reflective writing throughout the composition process could allow students to map their uptake selection processes more effectively when moving across multimodal genres.
- Journal
- Composition Forum
- Published
- 2017
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related Articles
-
Pedagogy Oct 2025modern rhetorical theory rhetorical criticism genre theory cultural rhetorics first-year composition writing pedagogy advanced composition creative writing writing across the curriculum graduate education two-year college service learning teacher development technical communication professional writing labor and working conditions archival research multimodality artificial intelligence literacy studies race and writing gender and writing disability studies literary studies editorial matter
-
Pedagogy Apr 2025Chloe Leavings; Carly Braxton; Jessica Ridgeway
-
Rhetoric & Public Affairs Mar 2022Yishan Wang
-
Composition Forum 2021Remediation that Delivers: Incorporating Attention to Delivery into Transmodal-Translingual Approaches to Composition ↗Tait Bergstrom
-
Rhetoric Society Quarterly May 2018Carolyn R. Miller; Amy J. Devitt; Victoria J. Gallagher