Metacognition in writing has stimulated much research and teaching interest in the past decade. The 1980s saw a shift of attention from product to process, marked by the publication of the Flower and Hayes cognitive process model of writing (Hayes & Flower, 1980) and Bereiter and Scardamalia’s (1987) comprehensive research program. Both research initiatives emphasized the differences between the composing processes of experts, or more experienced writers, and novices, or their less experienced counterparts.