Table Of ContentA RhetoRic of Reflection
A RhetoRic of Reflection
Edited by
KAthleen BlAKe YAnceY
UtAh StAte UniveRSitY PReSS
Logan
© 2016 by the University Press of Colorado
Published by Utah State University Press
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ISBN: 978-1-60732-515-4 (paperback)
ISBN: 978-1-60732-516-1 (ebook)
Library of Congress Cataloging-in-Publication Data
Names: Yancey, Kathleen Blake, 1950– editor.
Title: A rhetoric of reflection / edited by Kathleen Blake Yancey.
Description: Logan : Utah State University Press, [2016] | Includes index. | Includes bib-
liographical references.
Identifiers: LCCN 2015044251| ISBN 9781607325154 (pbk.) | ISBN 9781607325161
(ebook)
Subjects: LCSH: English language—Rhetoric—Study and teaching (Higher) | Reflective
learning. | Reflective teaching. | Transfer of training.
Classification: LCC PE1404 .R4965 2016 | DDC 808/.042071—dc23
LC record available at http://lccn.loc.gov/2015044251
Cover photograph © littlesam/Shutterstock
A brief but heartfelt thanks to all the contributors within and to our
students and colleagues. This is a story that belongs to all of us.
contentS
Acknowledgments ix
1 Introduction: Contextualizing Reflection
Kathleen Blake Yancey 3
i teAching And ASSeSSment
2 Reflection: The Metacognitive Move towards Transfer of Learning
Anne Beaufort 23
3 Reiterative Reflection in the Twenty-First-Century Writing
Classroom: An Integrated Approach to Teaching for Transfer
Kara Taczak and Liane Robertson 42
4 The Perils of Standing Alone: Reflective Writing in Relationship to
Other Texts
Michael Neal 64
5 Reflecting Practices: Competing Models of Reflection in the
Rhetoric of Prior Learning Assessment
Cathy Leaker and Heather Ostman 84
ii RelAtionShiPS: Reflection, lAngUAge,
And diffeRence
6 Reflecting the Translingual Norm: Action-Reflection, ELF,
Translation, and Transfer
Bruce Horner 105
7 Theorizing the Reflection Practices of Female Hmong College
Students: Is Reflection a Racialized Discourse?
Asao B. Inoue and Tyler Richmond 125
iii Reflection And mediA
8 From Selfies to Self-Representation in Electronically Mediated
Reflection: The Evolving Gestalt Effect in ePortfolios
J. Elizabeth Clark 149
viii CONTENTS
9 Reflection in Digital Spaces: Publication, Conversation,
Collaboration
Naomi Silver 166
iv Reflective conveRSAtionS oUtSide the
WRiting clASSRoom
10 Toward Defining a Social Reflective Pedagogy for ePortfolios
Christina Russell McDonald 203
11 From Apprised to Revised: Faculty in the Disciplines Change
What They Never Knew They Knew
Pamela Flash 227
12 Reflective Interviewing: Methodological Moves for Tracing Tacit
Knowledge and Challenging Chronotopic Representations
Kevin Roozen 250
v Reflection And genRe
13 Problematizing Reflection: Conflicted Motives in the Writer’s
Memo
Jeff Sommers 271
14 Reflection and the Essay
Doug Hesse 288
vi in conclUSion: Reflection AS RhetoRicAl
15 Defining Reflection: The Rhetorical Nature and Qualities of
Reflection
Kathleen Blake Yancey 303
About the Authors 321
Index 325
AcKnoWledgmentS
In Reflection in the Writing Classroom, I observed that it was a gift to have
a scholarly project that was so personally meaningful; my observation
today about reflection and reflective practice as a focus of scholarship,
curriculum, and pedagogy is much the same, although in the interval
between then and now, my thinking on reflection has continued to ben-
efit from the contributions of many.
I begin by thanking the many, many students I’ve had the pleasure
of teaching and learning from, students whose reflections have always
taught me—whether informing, surprising, and/or puzzling me—and
whose reflective practices and verbal/visual texts collectively constitute
a curriculum in reflection.
I thank as well the colleagues and friends at the institutions where I’ve
taught. I began articulating a theory of reflection when I was on the fac-
ulty at the University of North Carolina at Charlotte, where my work was
supported by many, especially the Department of English, our site of the
National Writing Project, and friends and colleagues Jim McGavran, Meg
Morgan, and Greg Wickliff. At Clemson University, I continued learning
about reflection with National Writing Project colleagues, particularly in a
semester-long seminar dedicated to the topic. At Florida State University,
my departmental colleagues offer an intellectual banquet situating this
work: thanks particularly to Eric Walker, Andrew Epstein, Leigh Edwards,
Ned Stuckey-French, Elizabeth Stuckey-French, David Gantz, David Kirby,
Stan Gontarski, Diane Roberts, and David Johnson. My thinking about
reflection has also been especially enriched by readings and discussions
with members of our Rhetoric and Composition graduate program,
including the participants in a one-credit reading course on reflection;
the three intrepid graduate students—Bruce Bowles, Joe Cirio, and Erin
Workman—with whom I studied reflection in an independent study; and
my colleagues and friends Deborah Coxwell-Teague, Kristie Fleckenstein,
Tarez Graban, Stephen McElroy, Rhea Lathan, and Michael Neal. Friends
and colleagues elsewhere have likewise informed my thinking: thanks to
