Positioned within our field's work on supporting transfer of writing-related knowledge through careful course design, this article describes the development of a pedagogical intervention designed to help students identify knowledge gaps and pose questions about rhetoric and genre. Below, I tell the story of a 2012 teacher research study that…

Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW courses that is informed by Gregory Schraw's model of…