A study investigated one dimension of metacognition--the knowledge of cognition--in first language (L1) and second language (L2) writing. Subjects were 20 students (10 L1 and 10 L2) in a first level college writing course. A questionnaire elicited subjects' definitions of good writing, their notions of the constituent features of the writing process, and their attitudes and knowledge about writing. Writing samples were then gathered and graded both holistically and for compositional and grammatical proficiency. Results showed that all writers, L1 and L2, have metacognitive models of writing, and that these models cluster around three types: (1) grammar and correctness; (2) communications/audience sensitive; and (3) personal voice/self-expression. In addition, students had either one template (a single focus model) or two templates (a complex focus model) for planning, composing, and writing. Nine of 10 L1 writers and 8 of 10 L2 writers had complex focus models. L1 writers were served well by any of the models, or any combination. However, results showed that for L2 writers, complex models containing a grammar/correctness element present conflicting demands in writing which they are often unable to resolve, and which work against their writing performance. Results suggest that the communication model may have a positive impact on L2 writers' performance, and thus, that L2 writers may be helped by instruction with a focus on audience-aim-purpose. (One table of data and a handout on the study's methods are included.) (SR)