Reflection in Class: Experimenting with Text

Abstract

Methodological studies, as well as teaching practice attest to the central role of reflective thinking in class. As a fundamental skill, which once learned is applicable to any domain of knowledge, reflection is the prerequisite of critical thinking – a goal university education pursues too. The paper stresses the importance of practical assignments as part of the course of Text Linguistics and presents an experimental model involving verbalization of graphical texts and meta-cognitive awareness through guiding questions. With a focus on both individual and shared experience, the role of emotional response is viewed as a motivating factor.