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<p>Foreword xi<br /><i>Laurent COSNEFROY</i></p> <p>Introduction xv</p> <p><b>Part 1 Metacognition and Writing: Theoretical Insights 1</b></p> <p>Introduction to Part 1 3</p> <p><b>Chapter 1 Better Understanding of Metacognition and Self-regulation of Learning 5</b></p> <p>1.1 Two theoretical perspectives 5</p> <p>1.2 On the contributions of a cognitive-centered approach to metacognition 6</p> <p>1.3 Metacognition seen from a sociocognitive perspective 7</p> <p>1.4 Conclusion 8</p> <p><b>Chapter 2 Knowledge about Oneself, Knowledge about One's Strategies of Learning 11</b></p> <p>2.1 Knowing more about metacognitive knowledge 11</p> <p>2.2 The development of metacognitive knowledge 14</p> <p>2.3 Review of research on the links between metacognitive knowledge and success in learning 17</p> <p>2.4 Conclusion 19</p> <p><b>Chapter 3 Self-regulation in Written Production 21</b></p> <p>3.1 Self-regulation of writing: mapping processes and understanding their dynamics 21</p> <p>3.2 Profiles of self-regulation of writing 28</p> <p>3.3 Links between self-regulation and performance 30</p> <p>3.4 Conclusion 33</p> <p><b>Chapter 4 Measuring the Metacognitive Dimensions of Writing 35</b></p> <p>4.1 A plurality of methodological approaches for the study of metacognition 36</p> <p>4.2 Construction and validation of two questionnaires to measure metacognitive processes in writing 37</p> <p>4.3 Understanding effective writing practices: observation protocol for self-regulation of writing 40</p> <p>4.4 Methodological challenges of the necessary triangulation of data 42</p> <p>4.5 Conclusion 43</p> <p>Conclusion to Part 1 45</p> <p><b>Part 2 Metacognitive Dimensions and Writing: From the Study of Links to the Analysis of Effects 47</b></p> <p>Introduction to Part 2 49</p> <p><b>Chapter 5 Interactions and Determinants 51</b></p> <p>5.1 Studying the links between metacognition and success 51</p> <p>5.2 Seeking differences in ways of managing the constraints of academic writing 61</p> <p>5.3 Determinants of metacognition among students 63</p> <p>5.4 Overall conclusion 68</p> <p><b>Chapter 6 On the Characteristics and Benefits of Teaching Tools Targeting Writing Processes and Metacognition 69</b></p> <p>6.1 The principles of Self-Regulated Strategy Development (SRSD) 70</p> <p>6.2 On the effects of teaching writing strategies among students 72</p> <p>6.3 Teaching writing in higher education from a perspective based on cognitive processes 75</p> <p>6.4 Conclusion 81</p> <p><b>Chapter 7 Study of the Contributions of the SRSD Procedure in Higher Education 83</b></p> <p>7.1 Objectives, context and principles of the intervention 83</p> <p>7.2 Research methodology and phases of the didactic experiment 85</p> <p>7.3 Main results and discussion 86</p> <p>Conclusion to Part 2 93</p> <p><b>Part 3 Conceptions and Approaches for Teaching and Assessing Academic Writing 95</b></p> <p>Introduction to Part 3 97</p> <p><b>Chapter 8 Theoretical Insights 99</b></p> <p>8.1 Defining teachers' conceptions and other related terms 99</p> <p>8.2 Understanding the conceptions of higher education teachers 100</p> <p>8.3 Conclusion 102</p> <p><b>Chapter 9 Characterizing the Conceptions and Teaching Approaches of Higher Education Teachers 105</b></p> <p>9.1 Conceptions and approaches to teaching writing: describing their content and their interactions 105</p> <p>9.2 Variations in conceptions and approaches to teaching in higher education 108</p> <p>9.3 Conclusion 111</p> <p><b>Chapter 10 Three Studies to Better Understand the Teaching of Writing 113</b></p> <p>10.1 Analysis of the conceptions and pedagogical approaches of psychology teachers: a qualitative study 113</p> <p>10.2 Analysis of pedagogical approaches in the field of health 122</p> <p>10.3 Pedagogical approaches across different academic disciplines 129</p> <p>10.4 Summing up: a development and some resistance 133</p> <p>10.5 Conclusion 134</p> <p>Conclusion to Part 3 137</p> <p>General Conclusion 139</p> <p><b>Part 4 Appendices 155</b></p> <p>Appendix 1 157</p> <p>Appendix 2 159</p> <p>Appendix 3 161</p> <p>Appendix 4 163</p> <p>Appendix 5 165 References 167</p> <p>Index of Names 187</p> <p>Index of Ideas 191</p>

<p><b>Dyanne Escorcia</b> is University Professor in Education and Training at Clermont Auvergne University, France. Her research focuses on the learning and teaching of writing in the context of higher education.</p>

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