Reflection, Feedback, and Revision
A written product might be seen as the end result of a class investigation. But reflection, feedback, and revising have roles in the development of good writing over time. By providing an opportunity for reflection, teachers can guide students through naming aspects of the writing process that are easy or challenging for them as well as the strategies they found useful in meeting particular challenges. This helps students become more aware of what aspects of writing they are working on and ultimately assists in the development of their meta-cognitive processes that support good writing. Another part of reflection that builds meta-cognition is giving students opportunities to use their insights about themselves as writers to set goals for their next steps.
Providing timely feedback can support the development of student writing—this doesn’t always necessitate reading and commenting on every single paper in its entirety. Rather, teachers can identify specific aspects of writing on which to focus their attention and use examples from a few papers to illustrate the feedback. This strategy may encourage students to work on aspects of writing without overwhelming them.
Additionally, a revision process can provide an opportunity for students to polish or extend their writing. Since good writers do not often produce their best work in a single sitting, it reasons that students will also need multiple instances of writing in order to achieve their best product. This again encourages a view of writing as a process that develops over time.