Final Reflection: Metacognitive Learning in Writing

While contemplating the activities that informed my learning throughout the course, one of the main highlights was the role metacognition played in my development as a writer and a learner. From the beginning, I learned that successful learning is not just based on the content learned but also on evaluating and modifying one’s learning approaches. Throughout the course, I completed several writing assignments and reflected on how they helped me evolve and adapt my methods: Final Reflection: Metacognitive Learning in Writing.

This ongoing process allowed me to recognize both my achievements and shortcomings, improving not only my academic performance but also my personal growth. In this reflection, I will analyze my achievements concerning the course learning outcomes, the metacognitive processes I undertook, and the changes I intend to make in my learning practices in the future.

Metacognitive Process

The metacognitive process began with careful planning. Early in the course, I analyzed the syllabus and learning outcomes, which enabled me to establish specific goals related to my writing practices. These goals focused on expanding my understanding of different genres while enhancing my communicative competencies in various contexts.

This initial planning stage laid a solid foundation for my learning path. As I progressed through the assignments, I engaged in monitoring my progress. I examined the feedback provided and approached my analysis with a self-critical mindset (Chung et al. 1903). For instance, after completing my formal letter of apology, I sought to strike a balance between professionalism and sincerity, which ultimately shaped the final version of my letter.

The final step in my metacognitive process involved evaluating my learning. I focused on how well I accomplished my set goals and recognized improvements in my ability to adapt my writing style according to my intended audience and purpose (Teng 239). Additionally, I became more aware of my learning strategies and processes, appreciating how self-reflection can facilitate growth.

Discussion of Learning Outcomes

Through this course, I gained valuable insights into various aspects of writing. Writing posts on my experiences with plagiarism in particular helped me to better understand the various writing contexts and the goals that authors have for each one. This understanding highlighted the importance of audience engagement.

The drafting process was equally helpful as I learned to accept the recommendations and comments offered by my peers, which considerably improved my essay’s introduction. Every draft was improved through constructive feedback, which enabled me to communicate my ideas and arguments more clearly.

With respect to the analysis of language and group identity, I analyzed the notion of identity at a personal level and in group projects. This was particularly noticeable during discussions of academic dishonesty, where the group spoke as one about the problem of unethical writing. I further mastered the ability to identify the specific features of different crafts.

For instance, I wrote a journal entry in need of a personal and reflective style, whereas a formal letter showed a need to be written in a respectful manner. Furthermore, I was able to shift my writing style to suit different audiences. Consequently, in this course, I learned more about writing and how to avoid plagiarism by using proper citations, which is an important skill for my future writing assignments.

Modifications and Adjustments

From reflecting on my learning outcomes, I consider procrastination to be a major challenge, especially in the earlier assignments. I will attempt to set clearer timelines for my assignments and projects as well as take time to think through and make the necessary changes to the work done.

Application Beyond the Course

The skills and the knowledge gained from this course will most certainly impact my future academic and work-related activities. I plan to implement metacognitive thinking across disciplines by assessing the level of my comprehension and the actions taken to achieve the set learning goals. Furthermore, with a focus on ethical concerns, I will strive to foster honesty in professional communication as I seek to maintain writing ethics in all my engagements.

Conclusion

In conclusion, this course has greatly changed my attitude towards learning for the better through being able to apply metacognitive thinking in all aspects of my work. The capability to think about my thoughts, monitor, and evaluate them in conjunction with the tasks to be accomplished for positive outcomes has improved my writing and developed my character tremendously. I will do my best to harness these abilities throughout my educational life and beyond in a bid to deal with the challenges of life as my optimum self.

Works Cited

Chung, Huy Q., et al. “The Impact of Self-assessment, Planning and Goal Setting, and Reflection Before and After Revision on Student Self-efficacy and Writing Performance.” Reading and Writing, vol. 34, no. 7, July 2021, pp. 1885–1913. https://doi.org/10.1007/s11145-021-10186-x.

Teng, Mark Feng, and Mei Yue. “Metacognitive Writing Strategies, Critical Thinking Skills, and Academic Writing Performance: A Structural Equation Modeling Approach.” Metacognition and Learning, vol. 18, no. 1, Nov. 2022, pp. 237–260. https://doi.org/10.1007/s11409-022-09328-5.

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MODULE 8 ASSIGNMENT PROMPT

Final Reflection:
In this module, you have been studying the concept of metacognition and learned that it is what separates successful learners from ones who may not be as successful in their learning. That is because to be successful, and in any task, for that matter, it is crucial to consider and evaluate the process of accomplishing that task.

So, in this assignment, you will be going back to the beginning of the course, when you first read the syllabus and the learning outcomes for the class, looking over all submitted assignments and acquired knowledge in the process of taking this class to then compose a written reflection based on your metacognitive process.

Compose a comprehensive reflection of your achievements in the course, specifically focusing on, but not limiting yourself to, the seven course learning outcomes. Talk about what you read, wrote, understood, learned, not only about the content of the course, but also about yourself.

Use all rhetorical strategies at your disposal and take advantage of all the textual artifacts you have created during this class and utilize the content of the Mini Reflections you composed throughout the course to piece together this comprehensive document.

The most relevant points of this written assignment will be also part of your multimodal oral presentation demonstrating your growth as a writer and a community member, thus showing your Personal Development and commitment to Excellence.

Final Reflection: Metacognitive Learning in Writing

Elements Required in the Reflection:
1. Discussion of all three stages of the Metacognitive process as they relate to your learning in this course.
2. Discussion of specific learning outcomes listed in the Syllabus (listed below) and your confidence in the learning of the content.
Student Learning Outcomes: Through successful completion of this course and its scaffolded assignments, students
will:

1. Assess and describe the situations surrounding various kinds of writing (WPA CT2) to understand how authors write to meet a variety of goals at once. Along the way, you will interpret that writing for intended and unintended meaning (UE CT1).

2. Write multiple drafts of a document (WPA P1) that incorporates feedback from peers, illustrate the creation of new ideas, and show re-thinking of your existing ideas.

3. Analyze the language and documents used by groups of people who come together, establish their identity as a group, and achieve their combined goals (WPA RK2).

4. Characterize various document types (WPA KC2 & KC3), known as genres, and identify trends and expectations in how those document types do the work—and reflect the thinking—of a writing community.
This will help you assess different points of view, assumptions, and/or arguments (UE CT2).

5. Use rhetoric to create artifacts that meet specific goals and address specific audiences (WPA RK4) based on a variety of situations that call for writing.  This will reflect the student’s ability to communicate effectively for a determined purpose (UE CC2).

6. Create documents that incorporate the collaborative, socialized aspects of writing yet avoid plagiarism by appropriately employing paraphrasing, summarizing, and quoting (WPA CT4) of credible sources. You will decide how to make those incorporations using rigorous arguments based on criteria and evidence (UE CT3).

7. Use writing to build expertise, navigate roles, and motivate others toward action (WPA CT2).

3. The reflection on any possible modifications, adjustments you will be making to your learning process.

4. The application of the learned content in this class to other classes you are or will be taking and to the life you have outside of academics.

PLEASE, BOLD YOUR THESIS STATEMENT IN THE ASSIGNMENT PRIOR TO UPLOADING IT.
Keep in mind that if you use someone else’s words, definitions, ideas, whether via quoting, or paraphrasing, or summarizing, you are required to cite them and follow the MLA format in doing so to prevent plagiarism.

This means that some of your writing in the document will include in-text citations and that your list of sources will be included within a Works Cited at the end of your writing

Resource:

• Lecture Material
• Course overview