Metacognition

Metacognition refers to the ability to think about one’s own thinking—specifically, to plan, monitor, and evaluate learning strategies and decision-making processes. In writing instruction, metacognition involves reflecting on one’s rhetorical choices, composing habits, and learning from feedback or revision. Within First-Year Composition (FYC), metacognitive practices are essential for helping students become self-aware, flexible writers capable of transferring their skills to new contexts. When students reflect on how they write and why they are more likely to adapt their strategies for different genres, audiences, and purposes. Research by scholars such as Driscoll, Anson, and Taczak shows that metacognitive reflection enhances both writing performance and long-term knowledge transfer. Structured reflection prompts, iterative writing assignments, and digital portfolios are effective tools for fostering metacognition in FYC classrooms.

References

• Driscoll, D. L., & Wells, J. (2020). Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions in Fostering Metacognition. Composition Forum, 44. Available on Composition Forum

• Anson, C. M., & Moore, J. L. (2017). Speaking of Writing: Metacognition in a First-Year Writing Program. The Journal of Writing Assessment, 10(1). Read online

• Taczak, K. (2020). Reflection Is Critical for Writers’ Development. In Writing Spaces: Readings on Writing, Vol. 4. WAC Clearinghouse. PDF link

• Yancey, K. B. (2016). A Rhetoric of Reflection. Utah State University Press. Publisher link

• Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry. American Psychologist, 34(10), 906–911. DOI link