Doing this analysis teaches students to recognize and describe the strategies writers use. In addition to helping students develop the metacognitive awareness necessary for critical reflection on their own work, such activities can provide the basis for discussion of students' roles as peer readers and make students better able to support other writers in the classroom.
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Publication information: Book title: Hearing Ourselves Think:Cognitive Research in the College Writing Classroom. Contributors: Barbara M. Sitko - Editor, Ann M. Penrose - Editor. Publisher: Oxford University Press. Place of publication: New York. Publication year: 1993. Page number: 199.
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