Based on social cognitive theory, the ethnography sought to answer the following questions: What, specifically, did participants seem to be aware of as they monitored their thinking; what knowledge seemed to be produced as a result of that awareness; and how did the context for a writing task (purpose, audience, subject and ethos) appear to influence participants' engagement in metacognition?... to immediately result in increased metacognitive knowledge, enhanced metacognitive skills, and/or improved self-regulation. ... For example, Reflective Logs and interviews, which asked participants to comment upon specific activities such as plans for addressing readers, seemed to elicit more detailed reflection than assignments such as the aMy Writing Essaya or aFinal Reflective Essaya which simplyanbsp;...
|Title||:||Classifying and Characterizing Student Writers' Metacognition: A Social Cognitive Ethnography|
|Author||:||Rebecca Evon Hawkins|
|Publisher||:||ProQuest - 2007|