Professional Literature Summary

Article #11

Bib. Information Jabr, Rania. (2014). Student self-reflection on academic writing. TESOL Arabia
(APA Formatting): Perspectives, 22(2), 28-30. Retrieved from
http://web.b.ebscohost.com.proxy-
wcupa.klnpa.org/ehost/pdfviewer/pdfviewer?sid=d43a4fd4-5cf2-441e-
af72-d789aa5a9293%40sessionmgr103&vid=0&hid=115

Author(s) Affiliation: Rania Jabr is a senior instructor at the American University in Cairo in Egypt.

Type of Resource: This article is a trade article featured in the journal TESOL Arabia Perspectives.
(Scholarly
/Trade/Other)

Summary of essential o reflection can be assessment for and as learning

information: o reflection can be done multiple times throughout writing
opportunities
o students say this helps to make them aware of their weaknesses and
strengths
o students can self-reflect on process and on overall performance
o students focus on grade, yet don't always take feedback into
consideration for future performance
o carefully crafted questions by teacher for reflection can enhance
outcomes
o include a before and after reflection for comparison
o reflect first, then teach and discuss, then reflect on task
o list of reasons for grade on self-assessment and how to improve on
overall self-reflection task
o questions for reflection include the following:
o are you surprised by your grade? why/why not?
o how can you prepare for your next writing task?

Potential relevance to This article is relevant to my research topic because it provides a way for
your research topic students to actually complete the self-reflection. The article provides a possible
and study: template for reflection, as well as specific questions crafted to elicit students'
thoughtfulness about their work. Although they are specifically geared for
higher grades, these are questions I can use to guide my own self-assessment
procedures in my second grade classroom.