Research on writing and transfer has shown that writers who have sophisticated rhetorical knowledge are well equipped to adapt to new situations, yet less attention has been paid to how a writer’s adaptability is influenced by their writing processes. Drawing on Zimmerman’s sociocognitive theory of self-regulation, this study compared the writing processes taken up by graduate student writers composing a research proposal for their final project in a tutor-training practicum. Findings from process logs, interviews, and drafts differentiated self-regulation strategies associated with varying degrees of success. The more successful writers framed problems in terms of potential solutions, used problems to set goals, and reacted to problems by creating a narrative of progress; in contrast, less successful writers avoided problems or framed them as dead-ends. Compared to the less successful writers, the more successful writers concluded the project with robust knowledge about research proposal writing. These findings suggest that self-regulation strategies may be linked to an ability to develop rhetorical knowledge and practices in the face of challenging writing situations.

中文翻译：

---

自我调节和修辞问题解决：研究生如何适应陌生的写作项目

对写作和迁移的研究表明，具有丰富修辞学知识的作家具有很好的适应新情况的能力，但对作家的适应能力如何受到其写作过程的影响的关注却很少。该研究借鉴了齐默尔曼的自我调节的社会认知理论，比较了研究生作家所采用的写作过程，这些写作过程为他们在导师培训课程中的最终项目提出了研究建议。从过程日志，访谈和草稿中得到的发现与不同程度的成功相关的差异化自我调节策略。比较成功的作家根据潜在的解决方案来构架问题，使用问题来设定目标，并通过创建进度叙述来对问题做出反应。相反，不太成功的作家避免出现问题或将其陷于死胡同。与不太成功的作家相比，比较成功的作家在研究计划书撰写方面拥有丰富的知识。这些发现表明，在具有挑战性的写作环境下，自我调节策略可能与发展修辞知识和实践的能力有关。