Reflection-in-Motion considers how reflective practice is embedded in daily course happenings, centering the experiences of students and teachers in Minority Serving Institutions to amplify
underrepresented viewpoints about how reflection works in the writing classroom. Jaclyn Fiscus-Cannaday examines how its availability is subject to teacher/student power dynamics, the literacies welcomed (or not) in the class, the past and present pedagogies that students are engaging with and attending to, and the interactions among humans, materials, and emotions within the rhetorical context. She adopts an intersectional feminist perspective for an inclusive view of how practitioners name, identify, and practice reflection in the everyday moments of writing classrooms.
 
Fiscus-Cannaday invokes a Black feminist qualitative research method that Venus Evans-Winters calls a “mosaic.” When researchers collect both traditional and nontraditional texts to create a full view of students’ and teachers’ interviews at three institutions (a Hispanic Serving Institution, a Historically Black College and University, and an Asian American Native American Pacific Islander Serving Institution), she finds that practitioners often build definitions from past experiences with reflection—and then use those definitions as terministic screens to decide if an activity can be named, identified, and practiced as reflection. These definitions hold different rhetorical effects: reflection-for-introspection, reflection-for-learning, reflection-for-mindfulness, and reflection-for-awareness.
 
Reflection is used for these different rhetorical effects, but because classrooms so often focus on the Westernized view and its emphasis on growth, reflection has the underused and undertheorized potential rhetorical effect of helping students investigate their identities and positionalities, acknowledge deep-rooted ideologies, and consider new perspectives so they can better work across difference. Reflection-in-Motion will inspire teachers and writing program administrators to listen to how students define and practice reflection and why—thus making room for more capacious definitions of reflection and student-centered practices of what reflection can do and be.
 

With its emphasis on both rhetoric and reflection, Rethinking Your Writing foregrounds the inquiry and decision-making processes that help writers succeed in today's writing task—and transfer that learning to the next one. Students are invited to move beyond “just do it” writing to more deliberately predict, problem-solve, and reflect throughout their process.

Created from the start as an online book, Rethinking also helps support instructors as they engage students with many kinds of writing tasks, from typical first-year assignments like narratives and research-based arguments to writing that happens in response to more complex rhetorical situations, such as community-based writing, writing in multiple genres, and writing across disciplines:

• The modular, cross-linked design helps faculty assign and students locate information needed for any writing situation.
• In-depth, student-friendly sections guide students’ thinking on vital but less visible elements of writing, such as threshold concepts, rhetorical analysis, reflective practice, peer review, writers’ dispositions, critical reading, research processes, and questions of equity.
• A book-wide focus on how writers choose their approaches based on their goals, resources, and constraints supports learners who are exploring new genres and audiences, and lays the groundwork for discussion of how writers use tools like Generative AI.
• More than 70 innovative writing exercises help writers explore and practice relevant strategies.

In Rethinking Your Writing, E. Shelley Reid provides a versatile guide that can be tailored to the needs of almost any course or classroom. Whether you select a single module to supplement your current resources or use the text throughout your course, this book is designed to help you engage your students and deepen their understanding of how writers learn and succeed in school, their careers, and beyond.