Making Confident Changes: Using Metacognitive Revision as a Pedagogical Tool
Abstract
In the field of writing studies, many scholars agree that metacognitive reflection activities can impact the quality of students’ text and have also been correlated with increased writing self-efficacy. To expand on this preexisting relationship between metacognition and writing self-efficacy, my study explored the impacts of metacognitive reflection, specifically during the revisions stage of the writing process. I used two qualitative research methods to observe the effects of this intervention: field observations of peer review sessions and thematic, deductive coding of participants’ responses to an open-ended questionnaire. I found that the metacognitive revision questionnaire encouraged participants to consider revision choices that linked their purpose for writing to their identities and to the ways they appealed to their audience. Making linkages between purpose, identity, and audience through revision choices has implications for fostering writing self-efficacy.
Author Biography
Isabelle Lundin graduated from Oakland University with her BA in writing and rhetoric in 2023 and has since moved to Boston to pursue an MA in English at Northeastern University. Here, she is continuing her interests in rhetoric and composition and writing center studies. She hopes to be a writing center director someday.
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