This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an…

This paper starts from the premise that there is more to writing than simply skill, knowledge and ability, i.e. cognition. This is an important part of writing but is only one aspect of it. The paper discusses the idea of the affective domain and goes on to focus largely on the positive and negative attitudes and feelings of graduate students…

Background: When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy. The two most well-defined writing strategies that have been identified, are those of a…