In addition to teaching writing, we have designed the course to support a self-regulated learning path. The various components help to evaluate the tasks and goals, instills a sense of self-believe, reflection and monitoring process to develop a positive and constructive approach to the writing process.
This means we ask students to:
set their own learning goals
reflect on content and their own writing context
invest time to practice
evaluate goals and realistic achievements
A process model of self-regulated learning (SRL; adapted from Schmitz & Wiese 2006; Zimmerman, 2002). The model focuses on SRL strategies and outcomes
