Identifying Components of Meta-Awareness about Composition: Toward a Theory and Methodology for Writing Studies
Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW cour...
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| Veröffentlicht in: | Forum - Conference on College Composition and Communication 2016, Vol.33 |
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| creator | VanKooten, Crystal |
| description | Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW courses that is informed by Gregory Schraw's model of metacognition and Anthony Giddens's theory of practical and discursive consciousness to outline four writing/rhetorical concepts within which meta-awareness about composition is observable. These concepts include: 1) process, 2) techniques, 3) rhetoric, and 4) intercomparativity, and they provide a preliminary framework for meta-awareness about composition that others might expand upon as we continue to build knowledge of how writers learn. |
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| source | ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | Case Studies Concept Teaching Content Analysis Educational Theories Electronic Publishing Essays Freshman Composition Interviews Literary Genres Metacognition Multimedia Materials Observation Qualitative Research Rhetoric United States (Midwest) Writing Processes Writing Strategies |
| title | Identifying Components of Meta-Awareness about Composition: Toward a Theory and Methodology for Writing Studies |
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