Demonstrates that students who attempt graphically to represent their own writing process increase their involvement and self-awareness while validating their new writing behaviors and come to understand their role in managing the unique complexities of their own composing process. (SR)

Presents a longitudinal study of six basic reading and writing students at the University of Florida that traces student progress. Demonstrates that several students experienced progress over a more than three-year span, although improvement was neither linear nor extensive. Identifies growth of metacognitive awareness among students. (HB)