Finding Comfort in Reflection
Theory
Sometimes, it's hard to look back on our work. Other times, it's difficult to face the blank page in front of us -- whether it's for a new environment or for familiar territory. Writing is difficult, even for those of us who find comfort in its skill, theory and practice. The more we write, though, the more we find ways to break free from our comfort zone and find new spaces and avenues of writing to explore. After finishing "Naming What We Know", I was able to find ways to strengthen my writing, as well as my writing process. With that being said, let's dive in to the last chapter of NWWK: "Writing is a Cognitive Process".
By now, most of us are aware that writing, as a rhetorical art and theory, involves "cognition" in order to be seen as a "social" and "rhetorical act (Dryer 71). As writers, we are not only familar with the idea of rhetoric, but also cognition -- "the mental action or process of acquiring knowledge and understanding through thought, experiences, and the senses" ("Cambridge Cognition"). Essentially, cognition affects our writing process. It allows us to formulate our thoughts, form new ideas, think critically, be analytical, and, in my case, inspires and incites my creative process as an aspiring author, poet, businesswoman and teacher. I have many interests, but no matter where I work, or where I write, cognition will always be a part of the process.
In the dark age of composition, teachers pushed for perfection and a specific student "mold" -- a mold that most writers and aspiring scholars struggled to fit into. Now, we are already well involved in the "social turn" -- a rejection of past unhealthy (and unrealistic) standards and beliefs. The social turn also led to exploration in composition; researchers and writers found ways to understand the complexity of our brains and inner systems (Dryer 72). After all, the way that we write even affects our nervous system.
Bazerman and Tinberg explained how writing affects our nervous system; "writing is a full act of the mind, drawing on the full resources of the nervous system" (Bazerman and Tinberg 74). When writers learn to draw from their inner emotions and passions for a subject, or for their field, it makes for effective writing; as a result, the writing process allows us to use cognition.
I have always loved watching the YouTube series "Crash Course". John and Hank Green do a really nice job of explaining certain topics, studies, books or cognitive processes without it being dense or hard to understand. I plan on using a few of their videos in my English 1101 and English 1102 class.
I found their video on "Cognition" to be interesting as well, especially since we learned more about cognition and meta cognition this week. Watch the video here.
Kara Taczak focuses on what makes reflection troublesome and why students and writers fail to look back and reflect on their work. Sometimes, writers are not even "developementally ready" to reflect on their work, or they're not sure where to start in their reflecting process. Here are some tips and tricks for students and educators who struggle with reflection in their personal work.
Practice
Let's face it: reflecting on the past is difficult. Whether it's a grade, a job, a past relationship, creative work or academic work; it's hard for us to accept our faults and errors and move on in the process in which we call life. So how can we encourage our students (as well as ourselves) to reflect on their work, as well as their information processes? How can we change the mindsets of students who are too afraid to look back, even though they want to move forward?
In terms of revision, students may regret not taking advantage of many of the free opportunities on our campus. Kennesaw State University's Writing Center, Library Services and the Smart Center are all excellent resources for studens and teachers to use. These tools can help students with "fine-tuning" their revision and writing processes. All of these resources (and more!) can be accessed through the KSU website, which can be found here. For educators, we may try out a new activity or an idea in the classroom, and it doesn't go as planned. It's important to focus on the process of invention to reflect, find ways to be cognitive, and to lead in the classroom.
Finding Comfort in Reflection
Reflection can also be seen as reflective writing -- taking into account our past mistakes and working to finish and improve our work. The blog, Library Guides, encourages writers to not only reflect on their written work, but to also reflect on your learning, growth, and writing process ("Library Guides"). This can be seen in the classroom through pre and post-writing activities, where students are asked to find ways to improve their work or writing practices. Sometimes, reflection can be a change in a student or educator's mindset.
Works Cited
Adler-Kassner, Linda, and Elizabeth Wardle. Naming What We Know: Threshold Concepts of Writing Studies. Utah State University Press, 2015.
"Cognition - How Your Mind Can Amaze and Betray You: Crash Course Psychology #15." YouTube, uploaded by CrashCourse, 19 May 2014, www.youtube.com/watch?v=R-sVnmmw6WY.
"Reflective Practice - Tips and Resources." Library Guides, 14 March 2022, www.lit.libguides.com/reflective-practice-tips/writing.
"What is Cognition?" Cambridge Cognition, 19 August 2015, www.cambridgecognition.com/blog/entry/what-is-cognition.