(Un)Complicating Planning and Revising: Metacognition and Problem-Based Tutoring
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Why do clients struggle with creating rhetorical plans and globally revising their texts, and how can peer tutors help clients cultivate effective planning and revision practices? Problems with planning and revising differ depending upon the student and the task. Nevertheless, many clients may struggle because they don’t view writing as a problem-solving process that involves addressing a particular audience, selecting and narrowing not only a “topic” but a thesis and support, establishing a purpose for the text, and creating a persona. Instead, clients come to writing with “ideas” for what they want to write about and begin producing text as soon as they feel they have “something to say.” Because clients have paid scant attention to audience, purpose, or persona, as their resulting products show, they have no starting point from which to review how or if their texts have successfully addressed an audience, achieved a purpose, or created an ethos.