RUNNING HEAD: Monitoring and Writing Self-Monitoring Support in Learning to Write

This study examined the role of self-monitoring support for writing skill improvement in a reciprocal peer review of writing system called SWoRD (Cho & Schunn, 2007). Because self-monitoring has been identified as a critical component in self-regulated learning (Butler & Winne, 1995; Cresswell, 2000; Zimmerman & Risemberg, 1997), students were provided with opportunities to self-monitor their writing through selfevaluations and peer evaluations on both their own and peer writing. With 601 graduate and undergraduate students from 16 courses in three U.S. universities, we found that although not all the students developed successful self-monitoring skills, the students who did drastically improved their writing compared to those who did not. Finally, we discuss future research in self-monitoring of writing.