Abstract

        This study sought to explore the effect of prewriting strategy instruction on the 

organization and ideas of college composition students. The intervention included the 

implementation of the Self-Regulated Strategy Development model, which incorporates 

instruction in writing with strategy instruction. Data from assessments of six college freshmen 

was analyzed.  Assessments included a writing rubric, graphic organizer rubric, and the 

Metacognitive Awareness Inventory (Schraw & Dennison, 1994). Students wrote an initial essay 

and took the Metacognitive Awareness Inventory to establish baseline scores. They wrote three 

essays as they moved through the recursive Self-Regulated Strategy Development model three 

times. Students then wrote a final essay as a post-intervention assessment. Students improved 

significantly in essay organization and idea development as a result of the strategy instruction.