engleski

Cognitive and Metacognitive Writing Processes in Students of Different Educational Level

The aim of this paper is to describe cognitive and metacognitive processes in the Flower and Hayes model of cognitive procedures of writing (1983). We also examine text quality (essays by students who are future teachers and for whom writing is a crucial ability) and how students use two most important writing strategies (planning and revising) to achieve quality of writing text. Our results show that text quality is better for students from fourth year than students from first year (t=4.135 ; p<0.05). It is concluded that students from fourth year have more practice in writing than students from first year, and that this contributed to improvement in writing. When we analyse the results graphically, we see that there isn’t much different in use of writing strategies between student groups (first and fourth year students). We see some differences in the area of planning in that fourth year students produce better written plans than 1st year students. Focus group outcomes tell us that students know relatively little about writing processes and writing strategies. However, they showed interest in this topic, and considered knowledge of writing processes to be very useful for improving writing. They indicated that they would like to have some lectures and training in the writing processes and on writing strategy use during their education.

writing processes; essays by students; writing strategies; text quality

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