Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

Abstract

Abstract This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.