Reverse detail from Kakelbont MS 1, a fifteenth-century French Psalter. This image is in the public domain. Daniel Paul O'Donnell

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The Unessay and Metacognition

Posted: May 16, 2013 14:05;
Last Modified: May 16, 2013 14:05


In order to understand what the unessay attempts to do for writers one must understand the underlying philosophies that govern it. In my preliminary research for this project I attempted to dissect the unessay, revealing its structures, and then relating those structures to the larger theories of teaching writing.

So what is the unessay, and what principals underlie it? Using Dan’s description of the project as well as Ullyot’s blog, I came to several answers to this question: firstly the unessay is concerned with ideas, that is, what does the writer have to say about a particular topic, and just as importantly, how will the writer present these ideas? This asks the writer to be self-aware both of the subject upon which he/she will base her writing, and also with regards to form. The writer must come up with a method appropriate to the content to disseminate her ideas, which forces her to consider her ideas and how the conveyance of those ideas is effected by presentation. Self-aware and self-conscious writing seems to be the most important aspect of the unessay, as adherence to strict form is relegated to the background. In the larger educational literature this is referred to as METACOGNITION (thinking about thinking). This is where I would like to focus the crux of my research on the unessay project. The articles I have combed through so far all stress the importance of understanding why we make the decisions we make when we write. If you can answer these questions you are better able to correct mistakes and reinforce strengths.

The other common theme I found in teaching writing, one related to the unessay project, is the importance of viewing writing as a process. I think the weakness of the formal essay is a result of how it’s taught: students are given a list of rules they ought not to violate, a word count, and a list of topics. These are all useful guidelines, but they relate exclusively to the end-product. The articles I have read, which range from a kindergarten class to a university class, all stress the importance of workshops and the process of writing. What good does a word count do if you don’t know how to construct a proper argument? How does adherence to proper MLA format teach an individual how to edit in a way that higher level concerns are addressed (argument validity, evidence etc)? The unessay does some of these things as it forces the writer to become responsible for every aspect of the design process, instead of relying on the formal essay’s rigid framework. Finally, the articles focusing on younger students stressed the importance of writing without writing. Having students talk out writing, draw writing, or act out writing, gives different types of learners the opportunity to form ideas, which can then be translated into literal writing.

Works Cited:

Cleary, Michelle Navarre. “How Antonio Graduated on Out of Here: Improving the Success of Adult Students with an Individualized Writing Course.” Journal of Basic Writing (CUNY) 30.1 (2011): 34–63. Print.

Cummins, Sunday, and Ruth E. Quiroa. “Teaching for Writing Expository Responses to Narrative Texts.” Reading Teacher 65.6  (2012): 381–386. Print.

Jacobs, Geralyn M. “A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarten Children Through the Writing Process.” Early Childhood Education Journal 32.1 (2004): 17–23. Print.





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