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A framework and some additional reading.

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Applying EPT Research in our EPT Program

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Take a couple minutes to learn about neuroplasticity. Imagine your brain forming stronger connections as you learn a new skill. Dweck (2017) says shifting your focus from performance to growth will help you with motivation, persistence, and building new skills.

Dweck, C.S. (2017). Mindset: Changing the way you think to fulfil your potential (Updated ed.). Robinson.

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Metacognitive Awareness for Graduate Writing

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Metacognitive Awareness for Graduate Writing

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Negretti (2021) identified four key areas of metacognitive awareness for improving writing at the graduate level:

a. Genre analysis (GA): Structures, form, and rhetorical conventions as
tools for writing and reading.
b. Reader awareness (RA): Audiences and the reader’s mind, interest,
and engagement.
c. Rhetorical strategies (RS): Creating an argument, taking stance, adapting
to discipline.
d. Writing process (WP): Strategies, changes in the process, lessons
learned.

(p. 180)

Some questions to ask yourself as you're writing:

1. What type of piece should this be? Have I seen successful examples of this type of piece? What characteristics do they have?

2. Who will be reading my piece? What do they know and what do they not know? What are their expectations of the piece based on the genre and other qualities of the assignment?

3. What do I want to say and what is an effective way to say it? What does my reader need to know to understand my point?

4. When I enjoy writing and am successful, what do I do? What do successful writers do to plan their writing? What tools can I use to scaffold my process?

Negretti, R. (2021). Searching for metacognitive generalities: Areas of convergence in learning to write for publication across doctoral students in science and engineering. Written Communication, 38(2), 167-207. https://doi.org/10.1177%2F0741088320984796

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This tuning protocol is taken from the protocol library of the National School Reform Faculty. They also offer an overview of Critical Friends Groups, a consulting protocol, and other useful tools for groups. This protocol gives a strong framework for approaching feedback on our dissertations and other major classroom projects.