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- W4311883203 abstract "Many writing theorists, researchers, and writing instructors agree that metacognition plays a fundamental role in writing development. Although the construct of metacognition may not always be explicitly mentioned in models of writing, these models often identify cognitive processes that can be appropriately placed within the construct of metacognition: self-monitor, self-control, self-generate, self-evaluate, self-instruct, to name a few. Self-regulated learning also has been described using these same metacognitive processes, and perhaps because of these commonalities, domain-general models of self-regulated learning have been used to model more domain specific self-regulated writing. Although much understanding of self-regulated writing has been gained from this approach, the argument forwarded in this chapter is that the complexities of writing, which differentiate it from other domains, require an approach to self-regulation that is uniquely contextualized within models of writing. Any model of writing should be able to describe all the processes of writing, including self-regulation, within the givens of that model. Therefore, the focus of this chapter is to describe several cognitive models of writing and identify the metacognitive processes within each that can provide the bases for self-regulated writing. By examining a variety of cognitive models of writing, the goal is to develop a more comprehensive understanding of self-regulated writing." @default.
- W4311883203 created "2023-01-02" @default.
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- W4311883203 date "2022-12-19" @default.
- W4311883203 modified "2023-09-26" @default.
- W4311883203 title "Self-Regulation of Writing" @default.
- W4311883203 doi "https://doi.org/10.4324/9780429437991-18" @default.
- W4311883203 hasPublicationYear "2022" @default.
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