I just discovered that 97% of my mission as a writing teacher falls under a single category. That category goes by the unsexy name of “self-regulation.”

Self-regulation is the ability to set and coordinate . . . goals, to engage in deliberate processes to meet those goals, and to reflect on one’s performance in meeting them.

Self-regulation in the writing process is a multifaceted construct that has been characterized as consisting of three types of processes: environmental, behavioral, and personal.

Environmental processes have to do with organizing the task environment, such as location, materials, and resources. Do I have sufficient lighting and a comfortable chair? Do I work better while listening to music, or in a quiet space? Enough sharp pencils or pens with a comfortable grip? Have I installed Internet-blocking software on my computer?

Behavioral processes have to do with monitoring one’s performance, such as how many words have been written, and whether a particular task, such as revising a thesis statement or locating missing evidence to strengthen an argument, has been addressed.

Personal processes include time management, goal-setting, self-evaluating according to personal standards, and use of cognitive strategies.

Research has shown that explicitly teaching particular self-regulatory processes of setting goals, using cognitive strategies, setting standards for self-evaluation, and consulting resources such as tutors and books is associated with stronger writing performance.

A THINK-ALOUD APPROACH TO WRITING ASSESSMENT by Sarah W. Beck