ABSTRACT
Reflection is one of the most important skills a pupil can apply to his writing. Its
value is often highlighted by its absence at this early stage of the writing process,
where pupils sometimes use the first idea that springs to mind simply because ‘it’s
there’. The problem is compounded by then snatching at other ideas that lead to
wildly implausible plots or, just as usually, to pupils painting themselves into a corner
plotwise and leaving themselves no way out.
