ABSTRACT
The metacognitive knowledge system of high-proficiency students is reported with reference to person, task, and strategic knowledge. With regards to their person knowledge, these students hold a positive impression of English writing and they perceive it as useful and the process enjoyable and relaxing. As far as their task knowledge is concerned, this group of students seem to demonstrate a holistic understanding of the assessment requirements of English writing, including content development, grammatical accuracy, coherence and cohesion, mechanics, and range of vocabulary and sentences. In terms of their strategic knowledge, they reported an impressive repertoire of strategies they employ in the various stages of writing (pre-writing, while-writing, post-writing). Distinctive features in their metacognitive knowledge system are discussed.
