Robert M. Rowan imagines if writing instructors created a tool or method for the writing classroom that helps focus each student's mind on the experience by inviting students to slow down so they can explain, critique, and analyze their work before it is reviewed by their instructors. When the instructors respond, they can have a more fully engaged conversation about the total production of the document instead of simply dictating edits and corrections. This method can also preserve a record of the student's gradually changing perception of their own writing and research. In this article, he will explain the instrument he designed to encourage students to focus their reflection on specific learning outcomes or writing and research skills. Next, he will review the theories that contributed to this instrument's development, examine its compatibility with other pedagogical tools, and offer advice for creating and integrating a student's own version. He concludes with a consideration of benefits, advanced options, and a parting reminder of the motivation with which the instrument is best used.