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

O'Neill, Peggy. (1998) From the Writing Process to the Responding Sequence: Incorporating Self-Assessment and Reflection in the Classroom. Teaching English in the Two Year College, 61-70.

This article explores the idea of using reflection to assist students in becoming more directive of the writing and refinement process. O'Neill's article stands in contrast to a lot of literature about teacher reflections on student work, and suggests that feedback should become more like a conversation than a monologue. As she writes, "If we desire more effective conversation with students, we need to disrupt the one-way communication from teacher to student that characterizes the notions of response."

O'Neill presents her classroom practices and gives two examples of student writing, using a memo and directives to the teacher to guide teacher responses to writing. These examples are compelling, because it really demonstrates the level of thoughtfulness that students have about the process of their own writing.

She also includes several very applicable suggestions for making this kind of writing strategy useful in your own classroom. For example, giving time in class to constructing the memo letter, and also giving time in class for students to read the teacher responses. I appreciate the way that O'Neill frames this discussion, and found myself very intrigued by the uses of student memos on writing as a way of helping students assess their work.

She writes, "Learning to accurately self-assess their writing cannot only help students succeed within a writing classroom but beyond it as well." This quotation and practice strike me as very effective ways to help students concentrate on the process of writing itself, and become more aware of their audience, style, and organization.