Conclusions and Further Implications
And, if instructors ask students to write works in this genre, they should identify specific markers to define it.
What is currently wrong with how we treat critical reflective writing?
- The scholarship has not yet established a cohesive definition of the genre.
- Textbooks underrepresent metacognition and reflection writing.
- Consequently, students have little idea how to write a critical reflection when assigned.
To solve this problem, I recommend that when reflections are assigned, instructors should define appropriate genre markers for students. If reflections are treated like other assignments (with expectations outlined on assignment sheets and etc.), students can engage in more meaningful metacognitive activity.
