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Metawriting: Empowering Students to Discover Their Knowledge of Writing

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Title: Metawriting: Empowering Students to Discover Their Knowledge of Writing
Language: English
Authors: Madeleine Mejia (ORCID 0000-0002-0244-978X)
Source: Journal of Pedagogical Research. 2024 8(1):83-105.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Writing (Composition), Process Approach (Writing), Writing Instruction, Metacognition, Journal Writing, Self Management, Writing Strategies, Grade 5, Knowledge Level, Writing Skills, Essays, Self Evaluation (Individuals)
Geographic Terms: California (Los Angeles)
ISSN: 2602-3717
Abstract: This qualitative study investigated the influence of Metawriting, or "writing about writing," on fifth-grade students' knowledge of writing and proficiency in composing informative essays. Using a Think-TalkWrite model, students explored their existing writing knowledge and experiences, analyzed their essays using genre-specific tools, and discussed their insights with peers. Students kept a Metawriting journal to document their self-assessment experiences, capture their observations and create writing goals. An analysis of the data revealed that the iterative process of the Think-Talk-Write model to teach Metawriting guides students through well-defined stages, enhancing their metacognitive declarative, procedural, and conditional knowledge of writing. By thinking, talking, and writing about their writing, students became more aware of who they are in the writing process, enhanced their knowledge of informative text structures, and exhibited increased self-regulatory skills.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417823
Database: ERIC
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: This qualitative study investigated the influence of Metawriting, or "writing about writing," on fifth-grade students' knowledge of writing and proficiency in composing informative essays. Using a Think-TalkWrite model, students explored their existing writing knowledge and experiences, analyzed their essays using genre-specific tools, and discussed their insights with peers. Students kept a Metawriting journal to document their self-assessment experiences, capture their observations and create writing goals. An analysis of the data revealed that the iterative process of the Think-Talk-Write model to teach Metawriting guides students through well-defined stages, enhancing their metacognitive declarative, procedural, and conditional knowledge of writing. By thinking, talking, and writing about their writing, students became more aware of who they are in the writing process, enhanced their knowledge of informative text structures, and exhibited increased self-regulatory skills.
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      – Text: English
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        PageCount: 23
        StartPage: 83
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      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Process Approach (Writing)
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Journal Writing
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      – SubjectFull: Self Management
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      – SubjectFull: Writing Strategies
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      – SubjectFull: Grade 5
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Writing Skills
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: California (Los Angeles)
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      – TitleFull: Metawriting: Empowering Students to Discover Their Knowledge of Writing
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