NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1417823
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
EISSN: EISSN-2602-3717
Metawriting: Empowering Students to Discover Their Knowledge of Writing
Madeleine Mejia
Journal of Pedagogical Research, v8 n1 p83-105 2024
This qualitative study investigated the influence of Metawriting, or "writing about writing," on fifth-grade students' knowledge of writing and proficiency in composing informative essays. Using a Think-TalkWrite model, students explored their existing writing knowledge and experiences, analyzed their essays using genre-specific tools, and discussed their insights with peers. Students kept a Metawriting journal to document their self-assessment experiences, capture their observations and create writing goals. An analysis of the data revealed that the iterative process of the Think-Talk-Write model to teach Metawriting guides students through well-defined stages, enhancing their metacognitive declarative, procedural, and conditional knowledge of writing. By thinking, talking, and writing about their writing, students became more aware of who they are in the writing process, enhanced their knowledge of informative text structures, and exhibited increased self-regulatory skills.
Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles)
Grant or Contract Numbers: N/A