Summary: Phelps reflects on her history as a writer and teacher and interweaves responses and narratives (as a musician, I'd term them "riffs") from other teachers in the Syracuse writing program. In addition to telling Phelps's and her colleagues' stories, the essay also addresses the role and power of reflection in composition, teaching, and community. Phelps identifies reflection as "polysemous" (143), or a concept that contains many interpretations and definitions that are contextually defined. Phelps posits that her colleagues regard the multiple meanings of reflection as "a cluster of skills and attitudes related by the fact that they develop in relationship to one another over time" (145). Teachers set up situations for students to engage in and develop reflection as they learn to write--indeed, reflection is central to Phelps's view of learning to write. She also argues that it is central to the development of a professional community like a writing program--the teachers reflect on their own practice, on the program, etc., and they talk with each other about these reflections (and reflect communally).
Response: This piece connects not exactly with the structure of a writing program, but with its heart. It emphasizes the importance of community and dialogue and synergistic learning. It reminds me of how our part-time faculty at my school have said again and again that the most valuable thing they get from our departmental meetings is the time to share with each other--not just teaching ideas, but experiences. This strengthens our community and provides, I think, a sense of identity and shared work.
Uses: What to encourage/support in a program.
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