Data Analysis

       A table was created for each student that represented scores within each category of the

 Metacognitive Awareness Inventory. The table included pretest and posttest scores for students’

knowledge about cognition. Within this broad category, students’ procedural knowledge, declarative

knowledge, and conditional knowledge were assessed. Students’ regulation of cognition scores 

were displayed. This category included assessment of planning, information management strategies,

comprehension monitoring, debugging strategies, and self-evaluation.

     For the 6+1 Traits rubric scoring categories of idea development and organization, a table was

created for each student and included scores for five essays. The first table presents students’

baseline scores for an in-class timed essay. The next three essay scores represent essays that had

moved through the planning and drafting process. A final posttest essay presents scores for an in-

class timed essay formatted like the writing prompt in the pretest at the beginning of the semester.

              Finally, the rough drafts of three student graphic organizers were assessed for idea organization

         and development, and a table for each student illustrated these scores. Also, pre and posttest graphic

        organizer development was included in the information analyzed so that research from this study can 

       show whether planning behavior increased significantly for each student.