ABSTRACT
The metacognitive knowledge system of average-proficiency students is reported with reference to person, task, and strategic knowledge. In respect of their person knowledge, opinions are divided regarding students’ impression of English writing. As far as their task knowledge is concerned, they identify a range of expectations for English writing which are content-related, language-related, and organization-related, although they focus predominantly on language-related standards (verb-related, noun-related, word-level, and sentence-level). As for their strategic knowledge, this group of students report some strategies which they usually use in the three stages of writing, namely pre-writing, while-writing, and post-writing.
