A proposed metacognitive model for writing acquisition in the mozambican university teaching
DOI:
https://doi.org/10.5216/sig.v33.65797Keywords:
Metacognition. Metacognitive strategies. Stages of the writing process. Metacognitive teaching model.Abstract
Metacognition has always been present in procedural models of written production (ROHMAN, 1965 FOWER; HAYES, 1980 BEREITER; SCARDAMALIA, 1987), with emphasis on the presence of learning strategies (metacognitive) that help textual production, through frequent monitoring and self-regulation of cognition in textual production. This research proposes a metacognitive model to address text production, taking into account that the learning of writing is also limited to university teaching and assuming that a great producer of writing is the one who makes use of metacognitive strategies in the development of written production, which is not operated by the less efficient writing producer.
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