Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering

What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation metacognition in genre pedagogy, this study adopts a qualitative approach illustrate what have common, across disciplines and levels expertise, dynamic interplay knowledge learning research. 24 STEM (science, technology, engineering, mathematics) were recruited from subsequent runs genre-based course interviewed within 2-year period submitted an article publication, 3 11 months after completion. Over time disciplines, students’ converges on four main themes: analysis as “tool” read write, audience readers’ mind, rhetorical strategies, process. Furthermore, these themes extensively combined thinking, confirming conceptualizations expertise integration types. Metacognition invoked increased perceived confidence control over writing, suggesting key areas where intervention may be promising.