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ERIC Number: EJ1212089
Record Type: Journal
Publication Date: 2019-Mar
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1554-8244
Writing into Awareness: How Metacognitive Awareness Can Be Encouraged through Contemplative Teaching Practices
Chaterdon, Kate
Across the Disciplines, v16 n1 p50-65 Mar 2019
According to a growing body of research, fostering a metacognitive awareness of the writing process is integral to the development of strong writers. Writing scholars (e.g., Driscoll & Wells, 2012; Yancey, Robertson, & Taczac, 2014; Gorzelsky, Driscoll, Pazcek, Jones, & Hayes, 2017) suggest that developing this awareness can improve rhetorical awareness and transfer of writing knowledge across disciplinary contexts. Many of these scholars also suggest that metacognitive awareness can be fostered through reflective (and--I argue--contemplative) writing practices. Informed by this research--as well as scholarship from the burgeoning field of contemplative pedagogy--I designed and taught an upper-division writing course at the University of Arizona (during the fall of 2014) titled "Writing Into Awareness." Students in this class (who hailed from a variety of disciplines across the arts and sciences) were encouraged to engage in contemplative writing practices in order to explore what Parker Palmer (1998) refers to as the "inner landscape," while also being mindful of the external expectations placed on a particular writing task. This essay argues that contemplative writing--as distinct from reflective writing--fosters simultaneous awareness of the internal and external factors at work in the writing process. In this course, such simultaneous awareness of author and audience developed students' meta-awareness, thereby improving transfer.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona