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Revising with Metacognition to Promote Writing Achievement: A Case Study

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Title: Revising with Metacognition to Promote Writing Achievement: A Case Study
Language: English
Authors: O'Sullivan Sachar, Cassandra
Source: Journal of the Scholarship of Teaching and Learning. Dec 2020 20(3):49-63.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Revision (Written Composition), Metacognition, Writing Strategies, Writing Improvement, Writing Achievement, Basic Writing, Essays, Scores, Undergraduate Students, Minority Group Students, Disproportionate Representation, Public Colleges, Writing Attitudes, Positive Attitudes, Self Efficacy, Feedback (Response)
ISSN: 1527-9316
Abstract: This study examined the relationship between metacognitive revision and writing achievement in one instructor's developmental writing courses. Since American students often have had little strategic writing instruction in high school, they frequently come to college as non-proficient writers. By focusing on self-improvement rather than agonizing over the quality of the final product, struggling writers' fears and lack of confidence can be mitigated, allowing growth. Requiring students to revise their essays and explain these revisions may influence the likelihood of completing the stages of the writing process, including using feedback. Results indicated that students who received high scores in revision explanations often received higher scores on the final essays than their peers. Additionally, from the pre- to post-intervention attitudinal survey, student responses showed more positive feelings about writing, increased confidence in ability and self-efficacy, and greater interest in providing feedback to classmates. Despite these gains, fewer students at the end of the semester felt that feedback, revision and reflection affected their writing performance, suggesting feelings of frustration at the multi-faceted process.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1283760
Database: ERIC
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  Data: Revising with Metacognition to Promote Writing Achievement: A Case Study
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. Dec 2020 20(3):49-63.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: This study examined the relationship between metacognitive revision and writing achievement in one instructor's developmental writing courses. Since American students often have had little strategic writing instruction in high school, they frequently come to college as non-proficient writers. By focusing on self-improvement rather than agonizing over the quality of the final product, struggling writers' fears and lack of confidence can be mitigated, allowing growth. Requiring students to revise their essays and explain these revisions may influence the likelihood of completing the stages of the writing process, including using feedback. Results indicated that students who received high scores in revision explanations often received higher scores on the final essays than their peers. Additionally, from the pre- to post-intervention attitudinal survey, student responses showed more positive feelings about writing, increased confidence in ability and self-efficacy, and greater interest in providing feedback to classmates. Despite these gains, fewer students at the end of the semester felt that feedback, revision and reflection affected their writing performance, suggesting feelings of frustration at the multi-faceted process.
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      – Text: English
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      Pagination:
        PageCount: 15
        StartPage: 49
    Subjects:
      – SubjectFull: Revision (Written Composition)
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Writing Strategies
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Basic Writing
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Writing Attitudes
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Feedback (Response)
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      – TitleFull: Revising with Metacognition to Promote Writing Achievement: A Case Study
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              Type: published
              Y: 2020
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