Looking Ahead Before Looking Back: Using Pre-Flection and Reflection Strategies in Writing-Focused Courses Speakers: Dr. Stephanie B. Conner & Dr. Jennifer P. Gray, College of Coastal Georgia Asking students to reflect on their learning experiences during a writing-focused class may not be a radical idea; however, asking them to pre-flect and then reflect on their experiences with various writing assignments such as peer review is an approach that can help to set the scene for an effective writing experience and build student agency. We often rely on reflection to help solidify learning outcomes and deepen thinking about the writing process, but pre-flection is a concept that may not be used as often. In our session, we will detail an activity used in a first-year composition course that encourages students to think and reflect first, prior to a peer-review activity, which contributes to a more thorough learning experience that can guide revisions that happen during peer review. This approach moves away from relying on a prescriptive peer review activity, such as completing a worksheet or responding to sentence-level issues, to a more thoughtful and reflective experience with multiple drafts in the classroom community. Our activity casts peer review as more of a thoughtful conversation rather than a robotic response to a worksheet or disconnected activity for a grade.