[eng] Metacognition is the ability to be aware and in control of one’s own cognitive
mental processes, such as writing. Taking Flower and Hayes’ Cognitive
Process Model as the major theoretical framework, this master’s thesis main
objective is to demonstrate how the writing process is an integral part of the
final written task, and, as such, should be taken into deeper consideration by
both teachers and students. To deal with this issue, the didactic proposal aims
at creating tools (1) to serve the purpose of defining the rhetorical situation that
an opinion essay presents, (2) to help students monitor their own metacognitive
enterprises in order to adapt their writer-based prose (typical of novice writers)
into a reader-based prose (particular of expert writers), and (3) to foster different
revision strategies. The rubrics provided will also allow teachers evaluate their
students’ writing processes as part of the final task within the sphere of
formative assessment.