Academic Position Paper Proposal
Defining the question:
The debate of metacognition was identified as one that includes all levels of argument. All the authors that take place in the debate tend to agree at the level of conjecture. Their debate enters a stasis in the next level involving definition. Metacognition is an aspect that has many influencing factors because the human brain tends to have many processes and external stimuli that might influence the thought process. There is a significant connection between metacognition and my English Literature major. Research shows that ‘high achievement in English use more metacognitive strategies than students of low achievement in that language.’ The focus of my paper is to determine how metacognition can be used to enhance learning ability. In the debate about how metacognition is used, should metacognition be used to transfer skills across multiple disciplines to enhance their sensory abilities in the classroom context?
Debate and Stance
This debate is about the applicability and of metacognition in the school environment. Some of the rhetors involved in the debate presume metacognition positively, while others perceive it negatively. For example, Jay Jayclaims that writers should be aware of how they think, which could be helpful for them to learn how they can be the most influential writers. Steven Handel claims that too much awareness negatively affects humans by hurting the ability to focus on what one is doing.The question guiding my research is how might students’ metacognitive reflection of their literacy learning in reading supports students in using literacy strategies and skills across multiple subjects. My stance is that metacognition has a positive impact on one’s thinking because it allows for evaluatingthe outcomes of thought processes, which is an action practiced through metacognitive learning.
Identifying the Audience
The intended audience is English Literature students, as well as educators in this discipline. Primarily it could be for the group of the two who are primarily interested in supporting the use of literacy skills in non-literacy-based subjects.
Claim and Purpose
The claim I want to make in this paper is howusing metacognitive practices might support students’ abilities to transfer skills, which would support their learning as a whole. This is a claim of definition because I intend to show how metacognition enhances the process of knowledge acquisition. My rhetorical purpose is to show that when students learn to use metacognitive skills as they control their own learning because theycan make connections between subjects and learning. This information is relevant to academic readers because it is focused on reading skills and how they might be supported based on metacognitive strategies to support learning and application of reading skills transferred across multiple subjects.
My connection to this topic is based on my background. My parents are English teachers, and I often hear them talking about differences in learning abilities among students and what might be some of the factors that contribute to these differences. Now that I have learned aboutmetacognition, I realize that it has a significant impact on the learning abilities of students. Conducting research will offer more insight into the correlation between the two.
Examine the research
One aspect that I need to find out to make this argument is on the assessment of metacognition. Although each student inhibits metacognition, their abilities to utilize it differ significantly. Therefore, I need to conduct more insight into this aspect to come up with a solid argument. The possible counterarguments that I expect are those that come from the point of view that metacognition negatively affecting thinking, which might affect the process of learning adversely.
Bryce, D., Whitebread, D., &Szucs, D. (2015). The relationship among executive functions, metacognitive skills, and educational achievement in 5- and 7-year-old children. Springer Science & Business Media. 10, 181-198. doi:10.1007/s11409-014-9120-4
Carretti, B., Caldarola, N., Tencati, C., &Carnoldi, C. (2014). Improving reading comprehension in reading and listening settings: The effect of two training programmes focusing on metacognition and working memory. British Journal of Educational Psychology. 84, 194-210.
Leopold, C. &Leutner, D. (2015). Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies. Metacognition & Learning. 10(3), 313-346. doi:10.1007/s11409-014-9130-2
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