Research Paper on Effective Writing Metaknowledge of Community College Writers

Description

Title: Effective Writing Metaknowledge of Community College Writers

Abstract: The current study used two open-ended questions to assess community college students’ procedural knowledge—their understanding of the steps involved in good writing—and declarative knowledge—their understanding of the characteristics of effective writing. In order to ascertain the extent to which they influenced the respondents’ writing, we also looked at the typical patterns of writing metaknowledge that they demonstrated. The outcomes of the Coh-Metrix analysis of their writing samples were used to do this. The study, which had 249 participants, was done at a big community college in the southwest United States.”According to a study of their data, “the participants acknowledged standard sharing views on the metaknowledge of effective writing regarding declarative and procedural knowledge. When addressing procedural knowledge of writing, students focused on goal-setting, planning, developing a purpose, writing, and revising. In contrast, they focused on clarity, audience, grammar, and spelling when discussing declarative knowledge of writing. The replies of 146 L1 English students in a smaller sample that underwent a Latent Class Analysis (LCA) showed that writing ability was unaffected by the students’ declarations of procedural and declarative knowledge. We questioned whether or not students consistently used or comprehended writing metaknowledge in this circumstance. The necessity to educate students to examine their knowledge of writing and how it connects to written output is one of the educational consequences. This is done to pinpoint potential errors or misunderstandings and concentrate schooling in those areas.

Keywords: Community college, Writing metaknowledge, Procedural and Declarative Knowledge in writing, Coh-Metrix

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Subject: ELT – English Language Teaching

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