Chapter 8. Cultivating Constructive Metacognition: A New Taxonomy for Writing Studies

Gorzelsky, Gwen; Driscoll, Dana Lynn; Paszek, Joe; Jones, E. J.; Hayes, Carol

doi:10.37514/per-b.2016.0797.2.08

Cited by 9 publications

(13 citation statements)

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“…In our study, students were encouraged to bridge past experiences to present and future work (Schön, 1987, p. 29) and Salomon and Perkins’s (1989) concept of forward-reaching knowledge. As we developed codes from the data, we relied upon Scott and Levy’s (2013) and Gorzelsky et al’s (2016) theorizing of metacognition into knowledge of person, task, and strategy. All instructors with classes enrolled in the study assigned uniform reflective and homework assignments with both educational and research value; thus, all assignments were part of their regular classroom content.…”

Section: Methodsmentioning

confidence: 99%

“…Nevertheless, we note that students’ recognition of key features of genres and the processes for composing them, like understanding the purpose of a grant application in terms of an opportunity to persuade readers to fund one’s desired project or opening a text with the crux of one’s argument, entails what researchers studying metacognition define as a metacognitive understanding of task (Negretti, 2012). Such understanding involves identifying the affordances and constraints associated with a particular task and its context (Gorzelsky, Driscoll, Paszek, Jones, & Hayes, 2016). However, these studies do not discuss where this genre knowledge comes from or how this knowledge develops.…”

Section: Literature Reviewmentioning

confidence: 99%

“…We collected data from 2012 to 2014 and have conducted multiple analyses (Driscoll et al, 2017; Gorzelsky et al, 2016; Gorzelsky, Hayes, Jones, & Driscoll, 2017; Hayes, Jones, Gorzelsky, & Driscoll, 2018). In this analysis, we delve more deeply into the role of genre knowledge as it relates to students’ improvement in key aspects of writing.…”

Section: Study Context and Curriculamentioning

confidence: 99%

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Genre Knowledge and Writing Development: Results From the Writing Transfer Project

Driscoll

Paszek

Gorzelsky

et al. 2019

Written Communication

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Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Study Context and Curriculamentioning

confidence: 99%

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Genre Knowledge and Writing Development: Results From the Writing Transfer Project

Driscoll

Paszek

Gorzelsky

et al. 2019

Written Communication

Self Cite

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“…Rather than centering on specific components of metacognition (cf. Gorzelsky et al, 2016; Karlen, 2017; Lee & Mak, 2018), it examines the common themes or “kinds of knowledge” (Beaufort & Iñesta, 2014, p. 146) that are the object of doctoral students’ metacognition: the aspects of writing-related knowledge that are metacognitively salient for doctoral students. This approach allows us to address the important question that, to paraphrase Bazerman (2018), we need to ask first: in authentic situations—across conditions, scientific disciplines, languages, and levels of experiences—what are doctoral students metacognitive about, when it comes to writing for publication?…”

Section: Introductionmentioning

confidence: 99%

Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering

Negretti

2021

Written Communication

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What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic interplay of genre knowledge and metacognition in learning to write for research. 24 doctoral students in STEM (science, technology, engineering, and mathematics) were recruited from subsequent runs of a genre-based writing course and were interviewed within a 2-year period when they submitted an article for publication, 3 to 11 months after course completion. Over time and across disciplines, doctoral students’ metacognition converges on four main themes: genre analysis as a “tool” to read and write, audience and the readers’ mind, rhetorical strategies, and the writing process. Furthermore, these themes are extensively combined in the students’ thinking, confirming conceptualizations of expertise as an integration of knowledge types. Metacognition of these themes invoked increased perceived confidence and control over writing, suggesting key areas where metacognitive intervention may be promising.

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“…The learning goal activities in this module include qualities most important for successful goal setting, reflection, and transfer: (1) focus on rhetorical reading and writing (Gorzelsky, Driscoll, Paszek, Jones, and Hayes, 2016), (2) give students a sense of purpose for learning (CAST, 2018), and (3) have students personalize the goal setting experience to help them cultivate their writerly identity (Berns et al, 2019; CAST, 2018). Before students get to the first learning goal activity, they have been introduced to key concepts and anticipated the trajectory of two readings.…”

Section: Methodsmentioning

confidence: 99%

Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback

Crisco

Porterfield

2022

J Adolescent & Adult Lit

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Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for not teaching these strategies more than any other aspect of the curriculum, as well as highlight the strategies of teachers who made learning goals meaningful. We ultimately offer the cycle for cultivating expert learners as a possible solution for professional development to better support goal setting through curricular planning.

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Chapter 8. Cultivating Constructive Metacognition: A New Taxonomy for Writing Studies

Cited by 9 publications

References 0 publications

Genre Knowledge and Writing Development: Results From the Writing Transfer Project

Genre Knowledge and Writing Development: Results From the Writing Transfer Project

Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering

Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback

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