中学英语写作中的元认知策略(1)(6)
2015-11-21 01:03
导读：We apply planning strategies to the process of writing, in other words, we develop a plan of this article. Students should ask themselves the following questions: What in my prior knowledge will help
We apply planning strategies to the process of writing, in other words, we develop a plan of this article. Students should ask themselves the following questions:
What in my prior knowledge will help me with the title in the lesson?
In what direction do I want my thinking to take me?
What should I do first?
How much time do I have to complete the task?
(ⅱ) Monitoring strategy in the process of writing
It is important and necessary to review attention to an ongoing task, monitoring comprehension for information that should be remembered, and monitoring production while it’s occurring. For instance, when students are writing, they could find what your attention is. Another example, students could design some questions by themselves for an article before students answer those given questions. This is self-questioning. The third example, when students are taking part in an exam, students could monitor the speed and the time of the writing. These strategies make students care of the possible problems about their own attentions and comprehension.
Monitoring strategy run through all writing process. “White and Arntd say that focusing on language errors’ improves neither grammatical accuracy nor writing fluency’ and they suggest instead that paying attention to what the students say will show an improvement in writing.” [6]P33
We apply monitoring strategies in the process of writing, in other words, we control the process of writing. Students should ask themselves the following question:
How should I going on my writing?
Do I insist on the right direction of the theme?
What information is important to use in the writhing?
Should I have to adjust the direction of the whole article when facing difficulties?
(ⅲ) Evaluating strategy in the process of writing
Reviewing comprehension after completion of a receptive language task, or evaluating language production after it has taken, the cycle is repeated. It refers to appraising the products and efficiency of one’s learning. Typical examples include diagnosing one’s problems and re-evaluating one’s goals. Evaluating learning actions that happened already help to adjust the whole learning process. Once the problems were found, the learning actors would change the learning methods and adjust their own learning attitudes.
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After finishing the first draft, it does not mean the completion of the whole writing task. Evaluating strategy should be used to check all the parts of a composition as the same procedure of the first draft writing. It is a principal and necessary step required by evaluating strategy. Firstly, thinking over the theme, making an outline and doing writing plan. Secondly, checking paragraphs on the basis of a true structure. Finally, reviewing other small mistakes is also necessary.
We apply evaluating strategies in the process of writing; in other words, we evaluate the article, which we write. Students should ask themselves the following questions:
How well did I do?
Did my particular thinking of my article produce more or less than I had expected?
