ABSTRACT
English is a subject constructed at and around boundaries (Evans, 1993). when we enter the domain of the English classroom, such notions of meet ing proliferate. In seminars, students and teachers, critics, theorists and authors meet in a mutual act of subject construction. The pedagogical context of the English classroom is, therefore, extraordinarily complex. what is often overlooked is how students can be taught to engage with such metacognitive dimensions of the subject and employ them within their independent study.
