From the Writing Process to the Responding Sequence: Incorporating Self? Assessment and Reflection in the Classroom

Teaching English in the Two-Year College Sep 1998

From the Writing Process to the Responding Sequence: Incorporating Self? Assessment and Reflection in the Classroom

Peggy O’Neill

Abstract

Argues that student self–assessment and reflection need to be central components of writing instruction and that the response sequence between teacher and student should routinely include them. Offers examples of this sequence with two students, and presents nine specific classroom strategies that put self-assessment and reflection at the center of the writing process.

Journal: Teaching English in the Two-Year College
Published: 1998-09-01
DOI: 10.58680/tetyc19981804
Open Access: Closed
Topics: writing pedagogy multilingual writers

Citation Context

Cited by in this index (1)

Colombini et al. (2017)

Integrating Quantitative Literacy into Technical Writing Instruction

Technical Communication Quarterly

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 2 View in citation network →

From the Writing Process to the Responding Sequence: Incorporating Self? Assessment and Reflection in the Classroom

Abstract

Citation Context

Cited by in this index (1)

Cites in this index (0)

Related Articles