In Professor Tim Randell’s classes, metacognitive writing is used as a tool to help students engage in self-awareness, reflection, and critical thinking during their writing process. These slides provided by Professor Randell provide more detailed information related to the topic of metacognition.

One metacognitive writing assignment that Professor Randell assigns is a self-assessment letter that students turn in with their portfolio at the end of the semester. In this letter, students reflect on their writing process and development, and point to their own writing (in portfolio items) as evidence of proficiency. Students also have the opportunity to revise any elements in their papers that they address in the letter, and point to those revisions as evidence of progress.

Professor Randell explains how “by fostering self-regulation, critical thinking, and reflection, metacognitive writing assignments empower students to take charge of their writing process” and help them develop lifelong learning skills. The self-awareness and strategic thinking that are involved in metacognitive reflection are useful both in and beyond the classroom.