Students need to be able to identify the key decisions that they make in their writing process, explain why they made those decisions, and evaluate the results of those decisions. The ability to say "this is what I wrote, this is why I wrote it, and this is what I believe is the effect of my writing" will help students to adapt and adjust their writing when they are faced with new and unfamiliar writing situations. Activities to promote this ability can be integrated throughout a course and at various points in the writing process to help writers become more aware of their choices and the effects those choices may have on their writing and the readers of that writing. Tools that can be used or adapted to address this outcome are located below.
Writer's Memo (PDF)
This resource explains how students can create a writer's memo to the instructor to discusses the processes they went through to get to the finished draft. A writer's memo template is included.
Metacognition & Writing (PDF)
Various teachable strategies that are metacognitive, or allow for learners to think about their own way(s) of learning or thinking, are explained in this resource.
Dialogic Journal (PDF)
This resource helps students map out their ideas and receive feedback from one another to help them better understand the goal of their writing.
Exit Slip (PDF)
This exit slips can be used as a means of formative assessment to monitor student learning on a given topic.
Writing Timeline (PDF)
This activity encourages students to map out their writing history and to discover more about what has shaped their writing process.
This activity allows students to see how their work is being interpreted by others as it provides an opportunity for writers to have their peers map out each others' work.