Understanding Students' Metacognitive Reflections About Their Writing

• In Event: Roundtable Session 129
  In Roundtable Session: Writing

Abstract

This study describes results from an intervention in which 32 high school sophomores reflected on their writing through “metacognitive reflections” over one school year. After they completed analytical essays, students wrote reflections in which they were asked to describe their process, explain what they did well, and identify two areas for improvement. Through qualitative analysis of student interviews, the study identified eight themes and attempted to develop an analytic measure of student reflection. The researchers applied that measure to 96 reflections and compared the results to student essays to determine which themes correlated with student writing. Further analysis is planned. The study concludes with suggestions for improving instruction to enhance students’ metacognitive awareness of their own writing processes.

Authors

• Michael Harten, Boston University

• Mary H. Shann, Boston University