Resumo

ARCINIEGAS LAGOS, Esperanza. Socially shared writing at university: self-regulation. Leng. [online]. 2016, vol.44, n.2, pp.197-226. ISSN 0120-3479.

This article derives from the results of the project "Roles in the didactic contract of a writing course of metacognitive approach", which objective aimed to analyze both the change of roles in a class of metacognitive approach, and the characteristics of the process of shared regulation of some university students when writing an argumentative text. The results of this project allow me to show what happen in class during of the development of an exercise of socially shared writing to facilitate and promote self-regulation among students by favoring, as a consequence, their autonomy in writing and learning processes. It is important to highlight that the roles of both the teacher and students change in the process of socially shared writing to the extent that the teacher does not control the process any longer, but she gradually hands over control to students. Therefore, the teacher assumes the role of advisor, collaborator and commentator of the writings written by students

Palavras-chave : metacognition; socially shared writing; autonomy; roles; didactic contract.

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