Abstract

CAMELO GONZALEZ, Martha Judith. Using metacognitive processes to improve students' writing quality. Colomb. Appl. Linguist. J. [online]. 2010, vol.12, n.1, pp.54-69. ISSN 0123-4641.

This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students' interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students' everyday life through the "classroom project" where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increased significantly due to a reflective process about the importance of gradually improving drafts by taking into account guidance from the teacher and contributions of the students. Through this exercise, students identified the narrative, expository, argumentative texts and their characteristics through knowledge gained by reading, analyzing and writing texts within those categories.

Keywords : Cognition; metacognition; writing process; reflection; pedagogical approach; team work.

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