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Theoretical models of writing development stress the importance of knowledge about writing (Bereiter & Scardamalia, 1987; Graham, 2018). This study investigated fourth- and fifth-graders' writing metacognitive knowledge and whether it predicted writing outcomes across genres. 121 fourth- and fifth-graders from three schools were given a written writing knowledge survey and assessments in handwriting, reading and writing across genres. Results showed that students knew more about general characteristics of writing, emphasized form over substance in writing but lacked genre-specific knowledge. Multiple regression analysis showed that metacognitive knowledge was predictive of writing outcomes but its role lacked consistent patterns across writing outcomes and genres. The study extended previous research on writing knowledge and pointed to the challenges of measuring knowledge about writing.