"Functional Automaticity" in Children's Writing: A Problem of Metacognitive Control  

Oleh:

McCutchen, Deborah

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 5 no. 3 (Jul. 1988), page 306-324.
Fulltext: Written Communication-1988-McCUTCHEN-306-24.pdf (1.8MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/WRC/5 Non-tandon: tidak ada Tandon: 1

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Isi artikel

An argument is presented for distinguishing between fluency and automaticity of procedures in writing. Writers must develop a certain level of fluency in some of their writing subskills, but skilled writing necessitates that automaticity not be absolute, not be "modular" to use Fodor's (1983) terminology. Various empirical results are presented suggesting that a prominent difference between skilled and less skilled writing is the extent of metacognitive control over writing subprocesses. It is this metacognitive control, not increasing encapsulated automaticity, that enables the processes that characterize skilled writing, such as directed search, critical examination, and revision. Educational implications of this premise are explored.

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