An Autobiography of the Creative Writing Experience
How Metacognition in the Five Meta-Learning Domains Informs Creative Writing
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This book is a self-analysis of Shelley Robinson sown act of creative writing. In a (modified) think-aloud protocol, Robinson metacognitively reflects upon her own act of writing,working in three rhetorical forms of writing: 1) a poem(imaginative); 2) a journal entry (expressive); and 3) an article(transactional). During this research, she expands the concept ofmetacognition to become meta-processing in order to bettercommunicate her reflexive experience. She broadens metacognition(thinking) to include four other meta-learning domains: (meta-conative [motivational], meta-affective [feeling], m...
This book is a self-analysis of Shelley Robinson s
own act of creative
writing. In a (modified) think-aloud protocol, Robinson
metacognitively reflects upon her own act of writing,
working in
three rhetorical forms of writing: 1) a poem
(imaginative); 2) a
journal entry (expressive); and 3) an article
(transactional).
During this research, she expands the concept of
metacognition to
become meta-processing in order to better
communicate her
reflexive experience. She broadens metacognition
(thinking) to
include four other meta-learning domains: (meta-conative
[motivational], meta-affective [feeling], meta-spiritual
[inspirational]) and meta-kinaesthetic [body
connection]).
As well, there appear to be ideas about writing that are
representative of both process and post-process
writing (and
related) theories. These contrasting schools of
thought about
writing do not appear to be mutually exclusive in her
encounters
with text and in the writing and reflections of other
published
writers. This research is a work that considers many
theories of
writing and resonates with other writers.
own act of creative
writing. In a (modified) think-aloud protocol, Robinson
metacognitively reflects upon her own act of writing,
working in
three rhetorical forms of writing: 1) a poem
(imaginative); 2) a
journal entry (expressive); and 3) an article
(transactional).
During this research, she expands the concept of
metacognition to
become meta-processing in order to better
communicate her
reflexive experience. She broadens metacognition
(thinking) to
include four other meta-learning domains: (meta-conative
[motivational], meta-affective [feeling], meta-spiritual
[inspirational]) and meta-kinaesthetic [body
connection]).
As well, there appear to be ideas about writing that are
representative of both process and post-process
writing (and
related) theories. These contrasting schools of
thought about
writing do not appear to be mutually exclusive in her
encounters
with text and in the writing and reflections of other
published
writers. This research is a work that considers many
theories of
writing and resonates with other writers.
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