Metacognition in the Writing Lab: A Study of Theory and Practice

Abstract

The University of Wisconsin-Stevens Point Writing Lab requires new writing consultants to complete a semester-long, three-credit training class and practicum experience before beginning employment. The goal of the class is to expose prospective consultants to reading, writing, and learning theory so they are able understand learner needs and employ effective strategies in tutoring sessions. This study follows the fall 2013 class through the semester as they read and discuss scholarship while concurrently meeting one-on-one with learners. Student language is used to demonstrate that consultants understand how theory applies to practice and how their new knowledge is utilized with learners during tutoring sessions. Collaborative learning methods used in the training class inform collaboration in practice.