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

博士生撰写研究论文发表时会对写作的哪些方面产生元认知？这项研究采用定性方法来说明学生在跨学科和专业水平上的共同点，以及在学习写作研究中体裁知识和元认知之间的动态相互作用，从而为最近在体裁教育学中有关元认知的对话做出了贡献。从基于流派的写作课程的后续课程中招募了24名STEM（科学，技术，工程和数学）的博士生，并在课程发布后的3到11个月内，他们在提交论文发表的两年内接受了采访完成。随着时间的推移和跨学科的发展，博士生的元认知主要集中在四个主题上：体裁分析是阅读和写作的“工具”，听众和读者的思想，修辞策略和写作过程。此外，这些主题在学生的思维中得到了广泛的组合，从而确认了将专业知识概念化为知识类型的整合。对这些主题的元认知唤起了人们对感知的信心和对写作的控制，这暗示了元认知干预有望发展的关键领域。