[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595240-105":59,"doc-detail-595240-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","poetic-inquiry-as-a-reflective-method-for-instructors-of-academic-writing","Poetic Inquiry as a Reflective Method for Instructors of Academic Writing","","Poetic inquiry is presented as an alternative reflective method for instructors teaching academic writing, grounded in a found-poetry cluster built from personal reflections and literature on graduate writing. The article demonstrates how critical analysis and comparison of the cluster can surface connections and dissonances in teaching assumptions. A graduate academic writing instruction example shows how reflective poetic practice can strengthen both the writer’s writing process and pedagogical approaches, while encouraging challenge of biases and blocks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/poetic-inquiry-as-a-reflective-method-for-instructors-of-academic-writing/595240/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/poetic-inquiry-as-a-reflective-method-for-instructors-of-academic-writing/595240.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What reflective approach does the article propose for academic writing instructors?","Question",{"text":112,"@type":113},"It proposes poetic inquiry, using found poems created from instructors’ own written reflections and related literature to support critical reflection on teaching practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the found-poetry cluster used in the reflective process?",{"text":117,"@type":113},"The article organizes found poems into a cluster to identify connections and dissonances, then uses critical analysis and comparison to examine teaching assumptions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article focus on graduate academic writing instruction?",{"text":121,"@type":113},"It highlights graduate writing challenges and frames poetic inquiry as a way to improve how instructors understand and respond to graduate academic writers’ diverse needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595240,1792189245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Poetic Inquiry as a Reflective Method for Instructors of Academic  \nWriting  \nA journal of educational research and practice 2024 Vol. 33 (1) 103-124  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nDanielle A. Morris-O’Connor*  \nFaculty of Graduate Studies and Postdoctoral Affairs, Brock University  \nAbstract  \nIt is important for instructors to reflect on and develop their teaching practices and pedagogy. Using a poetic inquiry method, this article offers an alternative model for reflecting on academic writing and teaching practices using a found poetry cluster. My example focuses on graduate academic writing instruction. I create found poems from my own written reflections and literature on graduate writing and organize them into a cluster to identify connections and dissonances. I finish with a discussion of my critical analysis of the poetry cluster and how using poetic inquiry as a reflective method helped me to develop both my writing process and teaching pedagogy.  \nKeywords: reflective teaching, poetic inquiry, graduate students, academic writing  \n* [dmorrisoconnor@brocku.ca](dmorrisoconnor@brocku.ca)  \nAs a graduate academic writing support specialist, I see my work as helping students find their voice and write for clarity. This goal is connected to my personal experiences—and frustrations—with my own academic writing and the writing of others. My relationship with academic writing was affected by my mentors and instructors, and in turn I affect the students I support. Thus, it is important to create a reflective practice to unpack my approach to and conception of academic writing, so I can continue to grow as an educator by challenging my own biases and blocks to broaden those approaches and supports.  \nKnowing that my own experiences affect my pedagogical approaches to teaching academic writing led to three reflective research questions:  \n1. How does my understanding and experience of academic writing affect my approach to teaching it?  \n2. In what areas are the assumptions that guide my approaches to teaching academic writing valid and accurate? In what areas are they not?  \n3. What assumptions in my and others’ approaches to teaching academic writing fail to support graduate students?  \nThese questions came from my past research and teaching development in critically reflective teaching practices, which call on teachers to approach their pedagogy through different lenses and perspectives in order to discover unhelpful and harmful biases and assumptions (Brookfield, 2017; Pang, 2017) . We all come to teaching with our own assumptions based on our past experiences and we, in turn, need to examine our assumptions through critical reflection to check their validity (Brookfield, 2017) . I previously wrote a prose scholarly personal narrative (SPN) to reflect on and improve my teaching of writing and English literature. I critically analyzed my personal teaching and learning experiences using the reflection-onaction approach to evaluate and reframe my teaching by using new perspective s and lenses (Munby, 1989; Pang, 2017) , including literature on student well-being, universal design, accessibility, and flexibility in teaching and assessment. However, I believe that I could have learned more from the process. I was unable to be fully open and vulnerable in the narrative that I told, which meant I could not fully discover or assess my assumptions and biases. Thus, I searched for an alternate means to reflect on my teaching, assess my assumptions and biases, and learn from other voices and perspectives.  \nThis article represents my exploration of an alternative approach for reflective teaching, specifically in relation to teaching academic writing to graduate students. This reflective approach uses the method of poetic inquiry to improve my ability to express my own writing and teaching experiences, and in turn assess my assumptions of writing and teaching practices through","cbCaifC8uYte1NlO","https://ap.wps.com/l/cbCaifC8uYte1NlO","pdf",141415,22,"English","# Abstract\n# Graduate Writing and Development\n## Enculturation and Discussion of Intellectual and Emotional Effects\n# Reflective Research Questions","[{\"question\":\"What reflective approach does the article propose for academic writing instructors?\",\"answer\":\"It proposes poetic inquiry, using found poems created from instructors’ own written reflections and related literature to support critical reflection on teaching practices.\"},{\"question\":\"How is the found-poetry cluster used in the reflective process?\",\"answer\":\"The article organizes found poems into a cluster to identify connections and dissonances, then uses critical analysis and comparison to examine teaching assumptions.\"},{\"question\":\"Why does the article focus on graduate academic writing instruction?\",\"answer\":\"It highlights graduate writing challenges and frames poetic inquiry as a way to improve how instructors understand and respond to graduate academic writers’ diverse needs.\"}]","Poetic Inquiry as a Reflective Method for Instructors of Academic Writing | PDF",1792080691,55]