Revising with Metacognition to Promote Writing Achievement
Abstract: This study examined the relationship between metacognitive revision and writing achievement. Since American students often have had little strategic writing instruction in high school, they frequently come to college as non-proficient writers. By focusing on self-improvement rather than ag...
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
Indiana University Office of Scholarly Publishing
2020-12-01
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| Collection: | Journal of the Scholarship of Teaching and Learning |
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| Accès en ligne: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/28675 |
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