Metacognitive tools for writing

Firth, Jonathan William; Burns, Nathan, ed. (2024) Metacognitive tools for writing. In: Teaching Hacks. Sage, London, 7–18. ISBN 9781529627916

[thumbnail of Firth-TH-2024-Metacognitive-tools-for-writing] Text. Filename: Firth-TH-2024-Metacognitive-tools-for-writing.pdf
Accepted Author Manuscript
Restricted to Repository staff only until 20 July 2026.
License: Strathprints license 1.0
Download (681kB) | Request a copy

Abstract

Extended writing is important for students to communicate their ideas, and it is often necessary for assessed coursework or exams at school level, too. Whether such tasks consist of essays, scientific reports or creative writing, many students underperform. The focus of this chapter is to explore the metacognitive processes at work when students write, and to establish strategies for tackling underperformance. Writing is a highly complex skill, especially for more extended written tasks. It is cognitively demanding, because students need to gather together many thoughts and ideas before forming these into a persuasive and accurate piece of text. It is also metacognitively demanding, because they must assess and evaluate their knowledge, considering its relevance to the task at hand, and select strategies to help them communicate their ideas successfully (Flavell, 1976; Wischgoll, 2016). None of this is straightforward, and more could be done to develop the requisite skills among school students (Koster et al, 2015).

CORE (COnnecting REpositories)