In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to magnify one component of authorial control during the writing process. By compelling preservice teachers to critically reflect on strategies associated with their narrative decisions, teacher-educators provide a space for students to visualize how and why they are privileging patterns, gaps, overlaps, and intersections in their work—a visualization capable of illuminating the writer identities already embedded in how we write and teach.
"Teaching Writing as a Metacognitive Process,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
2, Article 5.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss2/5
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